The Linguistic Human Rights (LHRs) paradigm is motivated by the desire to combat linguistic discrimination, where speakers of discriminated languages find themselves unable to use their preferred language in society at large. However, in an increasingly globalised world where speakers may feel the need or the desire to travel across state…

Considers how a monolingual teacher supports linguistic diversity in a classroom of children who speak many different languages. Discusses teachers' attitudes about native language usage in school settings and addresses misconceptions about multiliteracy development. Presents 10 beginning ideas for monolingual teachers to foster multiliteracy. (SG)

This study analyzed the size and characteristics of monolingual and bilingual workers, using the 1992 National Adult Literacy Survey, which contains questions on English language Usage, second language usage, and language proficiencies. Interviews with a nationally representative sample of the U.S. adult population (in English or Spanish)…

Among Gaelic-English bilinguals in East Sunderland, Scotland, code choice is made according to interlocutor. When the chosen code is Gaelic, the community norm for rendering direct quotations within a narrative is to produce them in Gaelic, regardless of which language was used originally or whether the quoted person is capable of speaking Gaelic.…

The possible relationship between metalingual knowledge in form of rules and communicative knowledge of language as demonstrated in second/foreign language production is examined. An emerging psycholinguistic monolingual production model is described. (52 references) (Author/LB)

Demonstrates the dimensions of the processes of simplification, transfer, and convergence in the contact situation of Chicano Spanish and English. It is argued that changes in a language may be accelerated by a contact situation, reviewing data on bilingual Spanish-speakers in the United States and monolingual Spanish-speakers in Mexico. (11…

The overarching question in this article is: What contextual and individual-level factors influence the decision to maintain Spanish, or see to it that one's children learn and maintain it? I first model the configuration of area-specific circumstances that influence the degree to which Spanish-English bilingualism (as opposed to English…

Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…

The activation of arousal components for emotion-laden words in English (e.g. kiss, death) was examined in two groups of participants: English monolinguals and Spanish-English bilinguals. In Experiment 1, emotion-laden words were rated on valence and perceived arousal. These norms were used to construct prime-target word pairs that were used in…

The use of BE as an auxiliary verb with intransitive verbs has declined in all the Romance languages over the past five centuries. Today, Spanish and Portuguese use only HAVE, in Catalan and Romanian BE occurs in marginal contexts, and in French, BE is used with approximately 40 verbs. Italian is a notable exception, since BE is still used as the…

This study examines the changing patterns of usage of Scottish Gaelic and English in the northern Scottish counties of Sutherland and Caithness during the period 1698-1901. The study explores the way these patterns resulted from processes found in different social situations. It is concluded that although the shift from Gaelic to English was not…

This paper reports on a study conducted with children belonging to a rarely studied minority group, the ultra-Orthodox Jewish community in Israel, an extremely religious group that endorses patterns of voluntary segregation. The research population also demonstrates linguistic segregation, as they use only Yiddish for daily communication with…

A study of code-switching in the classroom language use of a group of Ohio third graders used as data over 17 hours of conversation taped in September through December during structured small-group lessons, informal conversations, whole-class lessons, and peer teaching of English to monolingual and Spanish-dominant children. The group included…

Discusses and criticizes the monolingual view of bilingualism, which holds that the bilingual is two monolinguals in one person. Proposes, instead, a view which holds that a bilingual has a unique, specific linguistic configuration. Examines a number of areas in bilingual research that are affected by this different view. (SED)