{"id":279,"date":"2021-07-26T22:54:21","date_gmt":"2021-07-26T22:54:21","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=279"},"modified":"2021-07-26T22:54:39","modified_gmt":"2021-07-26T22:54:39","slug":"7-2-3-language-bias-prospectus","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/7-2-3-language-bias-prospectus\/","title":{"rendered":"7.2.3 Language bias (prospectus)"},"content":{"raw":"

November 2020<\/h3>\r\nFor this research essay,\u00a0I\u00a0decided that I want to go more in depth with my\u00a0previous\u00a0essay topic, language bias.\u00a0This time,\u00a0I\u2019d\u00a0like to\u00a0look\u00a0specifically\u00a0at native\u00a0English speaker\u2019s bias against speakers of other languages.\u00a0I want to investigate how English became such a global,\u00a0dominating language, and what effects this has on other languages. In addition, I plan\u00a0on studying\u00a0the effects that\u00a0non-native speakers of English suffer from\u00a0the biases against them.\r\n\r\nIn order to accomplish this, I have\u00a0accumulated a compilation of academic\u00a0article,\u00a0website articles, and book pages\u00a0to use as evidence in the essay.\u00a0In the first piece of\u00a0my\u00a0argument,\u00a0English as a gobal language, I posed the questions: How did English become such a\u00a0domineering language in the first place?\u00a0And what effect does this have on other languages?\u00a0Through the\u00a0article\u00a0\u201cBehemoth, bully,\u00a0thief: how the English language is taking over the planet\u201d\u00a0<\/em>by Jacob\u00a0Milanowski,\u00a0I found that\u00a0discrimination against speakers of other languages than English is anything but new, in fact \u201celevating English and denigrating other languages has been a pillar of English and American nationalism for well over a hundred\u00a0years (para.\u00a02)\u201d.\u00a0English started out absorbing vocabulary and structure from other languages, but during the 20th century, as the US became a global superpower,\u00a0that relationship began to shift.\u00a0One\u00a0such example\u00a0that I plan to use\u00a0of this is in the\u00a0German\u00a0languages.\u00a0With evidence and examples from\u00a0sections\u00a0of\u00a0the\u00a0book\u00a0Das\u00a0Fremdwort\u00a0im\u00a0Deutschen\u00a0<\/em>(Loan words in German), I\u00a0intend to\u00a0elaborate\u00a0further into the effects that English has had on other languages.\u00a0This book, entirely in German itself, has a specific chapter dedicated to\u00a0how the English language has affected German.\u00a0It discusses \u2018loan\u00a0words\u2019\u00a0or words that have been borrowed from other languages and been\u00a0incorporated\u00a0into the everyday\u00a0conversation\u00a0of another. According to one section of the book, English loan words started appearing\u00a0in the German language ever since the 17th\u00a0century (p 47), which makes sense to me, as it was in this century that the British began colonizing and growing their empire, and thus their cultural influence along with it.\u00a0If need be, I have also read through the article\u00a0\u201cJohnson: the influence of English\u201d<\/em>, which details how English has\u00a0actually affected\u00a0the grammatical structure of many phrases in different\u00a0languages .\r\n\r\nThinking about the second piece of my argument, how non-native speakers of English have suffered from bias against them, I posed the question: How have different aspects of a non-native speakers of English been affected by language bias?\u00a0<\/em>I find it worth mentioning\u00a0first,\u00a0that in one of my previous essays, I\u00a0researched the\u00a0academic\u00a0article\u00a0Speaking with a Non-Native Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United\u00a0<\/em>States, in which I found\u00a0that,\u00a0in general,\u00a0non-native, accented speakers of English\u00a0report lower feelings of belonging in the US, more events\u00a0of discrimination, and more communication\u00a0obstacles (p 225).\u00a0This could be a great way to introduce the general idea of the second part of my argument, and\u00a0then\u00a0segue\u00a0into more specified aspects.\u00a0One such aspect that I plan on\u00a0discussing\u00a0is\u00a0how language bias has affected\u00a0<\/em>education.\u00a0While considering this,\u00a0I plan on using evidence from the book\u00a0Why Are So Many Minority Students in Special Education? Understanding Race and Disability in\u00a0<\/em>Schools, which delves into\u00a0the disproportional\u00a0amount of black and Hispanic students in special education.\u00a0This book not only discusses the language bias against non-native\u00a0speakers of English, but also speakers of different dialects of English, such as African American English, or AAE.\u00a0In addition to language bias in education, I also want to discuss\u00a0the bias against non-native speakers in professional, and other everyday settings. While doing this, I plan to use the academic\u00a0article\u00a0Why don\u2019t we believe non-native\u00a0speakers? The influence of accents on credibility<\/em>. This article goes into detail about\u00a0experiments done to\u00a0come to the conclusion\u00a0that\u00a0non-native, accented individuals\u2019 ideas and opinions are\u00a0more often deemed incredible because of their accent than native speakers.\u00a0\u00a0In addition to this academic\u00a0article, I also plan on using the article\u00a0\u201cThe Silencing of ESL Speakers\u201d, which talks about\u00a0many\u00a0situations\u00a0in professional settings, and in other settings, in which English as a Second Language\u00a0speakers'\u00a0ideas were dismissed\u00a0as incorrect\u00a0or\u00a0microaggressions were used against them because of their accents.\u00a0This article also introduced the idea of \u201clinguistic imperialism (para. 16)\u201d,\u00a0which is essentially the idea that native speaker of a language, in this case English, have feelings of superiority over native speakers of other languages.\r\n\r\nAreas of study that would be interested in the first part of my argument would be the linguistic and history fields, as this section of my essay will have much to do with discovering the history behind the English language and what caused it to become so\u00a0autocratic.\u00a0Linguists\u00a0study all the factors\u00a0that\u00a0influence language,\u00a0including the historical factors that historians would also be interested in. I also mentioned loan words, which both aspects of study would take an interest in as well, historians,\u00a0the history of them,\u00a0and linguists, that, as well as any social, cultural, or even political factors behind them.\u00a0In the second part of my argument, I will be\u00a0investigating\u00a0how education has been\u00a0affected\u00a0by language bias, so an area of study that would be interested in that part would, obviously, be the education studies.\u00a0Educators\u00a0would be interested in becoming aware of these\u00a0biases and\u00a0learning\u00a0what they can do to prevent giving certain groups of students an unfair disadvantage\u00a0because of them.\r\n\r\nTo\u00a0review my plan for the final research essay, I plan on first making my introduction to\u00a0it,\u00a0then\u00a0explain\u00a0a little background\u00a0information and state\u00a0my argument. I will then go into detail on\u00a0the two part\u00a0of my argument: First, how English became a global language and what effect that has on other languages, and second, how language bias\u00a0against languages other than English\u00a0has affected non-native speakers in different aspect of their lives.\u00a0Evidence from the academic\u00a0article, books, and website articles that I have read will be used throughout to reinforce my argument.\u00a0In the conclusion, I plan to\u00a0ask the\u00a0questions: How can implicit bias and language bias be prevented? What steps can we take to recognize bias and put an end to it? I want to question the reader themselves about their\u00a0own possible\u00a0implicit\u00a0bias (which would be the attitudes and\u00a0stereotypes\u00a0that you form without even knowing it)\u00a0against non-native speakers and some actions that can be taken to prevent this.\u00a0After the essay, an annotated bibliography will be typed out,\u00a0which will be\u00a0a listing\u00a0of\u00a0all of\u00a0the\u00a0sources used in the writing of the\u00a0essay, as well\u00a0as a short description of the key ideas in them.\u00a0As for my feelings about this essay,\u00a0I am very happy about my\u00a0topic, as it is a topic that has been very interesting to research so far, and I am looking forward to continuing with it in the final research essay.\u00a0I think that the topic is very relevant and something that everyone needs to be aware\u00a0of.\r\n

Annotated Bibliography<\/p>\r\nLev-Ari, Shiri, and Boaz\u00a0Keysar. \u201cWhy Don't We Believe Non-Native Speakers? The Influence of Accent on Credibility.\u201d\u00a0Journal of Experimental Social Psychology<\/em>, vol. 46, no. 6, 2010, pp. 1093\u20131096.,\u00a0doi:10.1016\/j.jesp.2010.05.025.\r\n\r\nThis academic\u00a0article\u00a0discusses why non-native, accented speakers of English are often dismissed as incredible because of their accents.\u00a0In two experiments, researchers Shiri Lev-Ari and Boaz\u00a0Keysar\u00a0asked\u00a0native English speakers\u00a0to debate the credibility of the statements heard in\u00a0recording\u00a0of non-native speakers\u00a0with various levelness of \u201cthickness\u201d of accent to see how they would respond. They found that participants reported\u00a0information spoken in heavier accents to be less truthful than information spoken in a more \u201cnative sounding\u201d accent.\r\n\r\nGluszek, Agata, and John F. Dovidio. \u201cSpeaking\u00a0With\u00a0a Nonnative Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United States.\u201d\u00a0Journal of Language and Social Psychology<\/em>, vol. 29, no. 2, 2010, pp. 224\u2013234., doi:10.1177\/0261927x09359590.\r\n\r\nThis academic article studies the\u00a0relationship between speaking English as a non-native and accented, and feelings of not belonging, communication difficulties, and\u00a0stigmatization.\u00a0Through two experiments, they discovered that\u00a0there was indeed a correlation between speaking English as a second language with an accent and these\u00a0negative\u00a0events.\u00a0It also discussed the idea of \u201canticipated stigmatization\u201d\u00a0where non-native,\u00a0accented individuals of languages expect to be\u00a0discriminated against even before they are put into a situation.\r\n\r\nHarry, and Klinger. \u201cWhy Are so Many Minority Students in Special\u00a0Education?:\u00a0Understanding Race and Disability in Schools.\u201d\u00a0Choice Reviews Online<\/em>, vol. 52, no. 05, 2014, doi:10.5860\/choice.185613.\r\n\r\nThis book\u00a0investigates\u00a0the disproportionate amount of black and Hispanic students in special education, and what\u00a0linguistic bias might have to do with this. It was found that language bias\u00a0in the school setting\u00a0can\u00a0(and has)\u00a0had a negative\u00a0effect\u00a0on\u00a0children from\u00a0various\u00a0culturally and linguistically different\u00a0backgrounds in the United States.\u00a0For example, a student speaker of AAE assessed without regard to their dialect of English may be diagnosed with a\u00a0language\u00a0disorder that\u00a0truly did not\u00a0exist and\u00a0was only the child speaking in their native dialect.\r\n\r\nEisenberg, Peter.\u00a0Das\u00a0Fremdwort\u00a0Im\u00a0Deutschen<\/em>. De Gruyter., 2005.\r\n\r\nThis source discusses loan words taken from other languages and\u00a0incorporated\u00a0into the German language. Starting specifically on page 47, Eisenberg begins to discuss\u00a0words\u00a0from the English language\u00a0that have been adopted into the German language.\u00a0First starting around the 27th\u00a0century with British imperialization and going all the way to the most recent loan words, such as\u00a0googlen\u00a0<\/em>(to google), Eisenberg gives the history behind all these loan words in a timeline-like fashion.\r\n\r\nEgger, Matthias, et al. \u201cLanguage Bias in Randomized Controlled Trials Published in English and German.\u201d\u00a0The Lancet<\/em>, vol. 350, no. 9074, 1997, pp. 326\u2013329., doi:10.1016\/s0140-6736(97)02419-7.\r\n\r\nIn this article, Egger and Matthias looked at academic articles themselves, to try and investigate if the authors were prompted to publish in a specific language to garner more success or a wider audience. They studied medical researchers' articles and found that non-native English-speaking researchers were more likely to publish in English anyway. This was because English is the dominating language in the medical field, and so to get any significant recognition for their work, most researchers were forced to publish their articles in English.\r\n\r\nChen, Zheng, and Grant Henning. \u201cLinguistic and Cultural Bias in Language Proficiency Tests.\u201d\u00a0Language Testing<\/em>, vol. 2, no. 2, 1985, pp. 155\u2013163., doi:10.1177\/026553228500200204.\r\n\r\nThis study investigated the placement exams at the University of California Los Angeles for Spanish and Chinese speaking students. Their goal was to find out if any of the tests were biased in favor of one language or another. They discovered that the Chinese speaking students preformed above the Spanish speaking students in everything but vocabulary. This was accredited to the fact that Spanish and English both stem from the same \u2018mother language\u2019 and thus have many cognates, or words that are a like to each other. The authors determined that this could have given the Spanish speaking students an advantage over the Chinese speaking students since Chinese does not come from the same language as English, and thus has no cognates.\r\n\r\nR.L.G. \u201cDeep Impact.\u201d\u00a0The Economist<\/em>, The Economist Newspaper,\u00a0www.economist.com\/prospero\/2015\/07\/16\/deep-impact.\r\n\r\nIn this article, the impact of English on their languages\u00a0- on different phrases, words, and even grammar -\u00a0is addressed. The article mainly talks about the influence of English on new sentence\u00a0structures\u00a0in some phrases in German, which, according to traditional rules of the language,\u00a0would be considered incorrect, but now is becoming increasingly used by natives.\u00a0It also discusses loan verbs, such as\u00a0downloaden<\/em>(download), which has replaced\u00a0herunterladen<\/em>(also download), and disputes on how these \u201cnew\u201d verbs should be conjugated.\r\n\r\nStevens, Paul. \u201cViewpoint: The Silencing of ESL Speakers.\u201d\u00a0SHRM<\/em>, SHRM, 28 Feb. 2020,\u00a0www.shrm.org\/resourcesandtools\/hr-topics\/behavioral-competencies\/global-and-cultural-effectiveness\/pages\/viewpoint-the-silencing-of-esl-speakers.aspx.\r\n\r\nThis article\u00a0discusses various scenarios in professional settings (as well as in some non-professional settings as well) in which non-native, accented speakers of English have experienced discrimination because of their accent.\u00a0One of the main points of the article is that native English speakers do not fully understand the challenges that non-native speaker of English must go through in order to learn the language.\u00a0It seems like when native English speakers know a foreign language it is something impressive and commendable, while with native speakers of other language it is almost\u00a0expected that they know English.\r\n\r\nCarlana, Michela. \u201cRevealing Stereotypes: Evidence from Immigrants in Schools.\u201d\u00a0AEA Randomized Controlled Trials<\/em>, 2018, doi:10.1257\/rct.3647.\r\n\r\nThis academic article studied whether teacher was biased against non-native speakers of English when giving their students grades.\u00a0In their experiment, Carlana and Michela\u00a0found out that, in general, teachers were more\u00a0likely to give\u00a0immigrant students lower grades than native students. When they were made aware of their biases, it was found that they teachers raised the grades of immigrant students, but the\u00a0researchers\u00a0also noted that teachers\u00a0who were not biased in the first place may have been pressured to increase the grades of\u00a0immigrant\u00a0students.\r\n\r\nGalambos, Sylvia Joseph, and Susan Goldin-Meadow. \u201cThe Effects of Learning Two Languages on Levels of Metalinguistic Awareness.\u201d\u00a0Cognition<\/em>, vol. 34, no. 1, 1990, pp. 1\u201356., doi:10.1016\/0010-0277(90)90030-n.\r\n\r\nThis article describes a study done to find out the effects learning languages has on each other in children. It found that some metalinguistic skills were learned faster in the bilingual children participating, although it did not change the course of development. In this study, PhD candidates and clerical workers were both tasked with describing the structure of their language. It was found that PhD candidates tended to focus more on the grammatical side, while clerical workers leaned more towards describing the meaning of individual words. In context of the whole section, this study was given as an example to illustrate how a person\u2019s ability to \u2018talk about talk\u2019 is influenced by their environment.\r\n\r\nHartshorne, Joshua K., et al. \u201cA Critical Period for Second Language Acquisition: Evidence from 2\/3 Million English Speakers.\u201d\u00a0Cognition<\/em>, vol. 177, 2018, pp. 263\u2013277.,\u00a0doi: 10.1016\/j.cognition.2018.04.007.\r\n\r\nThis academic journal covers a study done about the relationship between age\u00a0of a language student\u00a0and the ability to learn a second language. It found that grammar-related learning ability decreases drastically in late adolescence, and that the best rate of success in native-like language\u00a0attainment\u00a0was achieved if the speaker began earlier than 10 to 12 years of age. The academic journal also presented\u00a0illustrations of several theories of language attainment in conjunction with age.\r\n\r\nIUTech. \u201cDoes Discrimination Against Non-Native English Speakers at University Really Exist?\u201d\u00a0IU Education<\/em>, 13 Jan. 2020, blogs.iu.edu\/education\/2019\/09\/12\/discrimination-against-non-native-english-speakers-at-university-does-it-really-exist\/.\r\n\r\nThis article discussed the question on whether discrimination against non-native English speakers at\u00a0university\u00a0are\u00a0present.\u00a0It brings up\u00a0factors, such as many native-English speakers not knowing a second language, feelings of jealousy and an inability to keep up with change, that might influence people\u2019s tendency to discriminate against non-native English speakers at the\u00a0university level.\u00a0They also discussed political factors\u00a0and many people\u2019s unwillingness to change views that might have an influence in biased feelings against non-native speakers.","rendered":"

November 2020<\/h3>\n

For this research essay,\u00a0I\u00a0decided that I want to go more in depth with my\u00a0previous\u00a0essay topic, language bias.\u00a0This time,\u00a0I\u2019d\u00a0like to\u00a0look\u00a0specifically\u00a0at native\u00a0English speaker\u2019s bias against speakers of other languages.\u00a0I want to investigate how English became such a global,\u00a0dominating language, and what effects this has on other languages. In addition, I plan\u00a0on studying\u00a0the effects that\u00a0non-native speakers of English suffer from\u00a0the biases against them.<\/p>\n

In order to accomplish this, I have\u00a0accumulated a compilation of academic\u00a0article,\u00a0website articles, and book pages\u00a0to use as evidence in the essay.\u00a0In the first piece of\u00a0my\u00a0argument,\u00a0English as a gobal language, I posed the questions: How did English become such a\u00a0domineering language in the first place?\u00a0And what effect does this have on other languages?\u00a0Through the\u00a0article\u00a0\u201cBehemoth, bully,\u00a0thief: how the English language is taking over the planet\u201d\u00a0<\/em>by Jacob\u00a0Milanowski,\u00a0I found that\u00a0discrimination against speakers of other languages than English is anything but new, in fact \u201celevating English and denigrating other languages has been a pillar of English and American nationalism for well over a hundred\u00a0years (para.\u00a02)\u201d.\u00a0English started out absorbing vocabulary and structure from other languages, but during the 20th century, as the US became a global superpower,\u00a0that relationship began to shift.\u00a0One\u00a0such example\u00a0that I plan to use\u00a0of this is in the\u00a0German\u00a0languages.\u00a0With evidence and examples from\u00a0sections\u00a0of\u00a0the\u00a0book\u00a0Das\u00a0Fremdwort\u00a0im\u00a0Deutschen\u00a0<\/em>(Loan words in German), I\u00a0intend to\u00a0elaborate\u00a0further into the effects that English has had on other languages.\u00a0This book, entirely in German itself, has a specific chapter dedicated to\u00a0how the English language has affected German.\u00a0It discusses \u2018loan\u00a0words\u2019\u00a0or words that have been borrowed from other languages and been\u00a0incorporated\u00a0into the everyday\u00a0conversation\u00a0of another. According to one section of the book, English loan words started appearing\u00a0in the German language ever since the 17th\u00a0century (p 47), which makes sense to me, as it was in this century that the British began colonizing and growing their empire, and thus their cultural influence along with it.\u00a0If need be, I have also read through the article\u00a0\u201cJohnson: the influence of English\u201d<\/em>, which details how English has\u00a0actually affected\u00a0the grammatical structure of many phrases in different\u00a0languages .<\/p>\n

Thinking about the second piece of my argument, how non-native speakers of English have suffered from bias against them, I posed the question: How have different aspects of a non-native speakers of English been affected by language bias?\u00a0<\/em>I find it worth mentioning\u00a0first,\u00a0that in one of my previous essays, I\u00a0researched the\u00a0academic\u00a0article\u00a0Speaking with a Non-Native Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United\u00a0<\/em>States, in which I found\u00a0that,\u00a0in general,\u00a0non-native, accented speakers of English\u00a0report lower feelings of belonging in the US, more events\u00a0of discrimination, and more communication\u00a0obstacles (p 225).\u00a0This could be a great way to introduce the general idea of the second part of my argument, and\u00a0then\u00a0segue\u00a0into more specified aspects.\u00a0One such aspect that I plan on\u00a0discussing\u00a0is\u00a0how language bias has affected\u00a0<\/em>education.\u00a0While considering this,\u00a0I plan on using evidence from the book\u00a0Why Are So Many Minority Students in Special Education? Understanding Race and Disability in\u00a0<\/em>Schools, which delves into\u00a0the disproportional\u00a0amount of black and Hispanic students in special education.\u00a0This book not only discusses the language bias against non-native\u00a0speakers of English, but also speakers of different dialects of English, such as African American English, or AAE.\u00a0In addition to language bias in education, I also want to discuss\u00a0the bias against non-native speakers in professional, and other everyday settings. While doing this, I plan to use the academic\u00a0article\u00a0Why don\u2019t we believe non-native\u00a0speakers? The influence of accents on credibility<\/em>. This article goes into detail about\u00a0experiments done to\u00a0come to the conclusion\u00a0that\u00a0non-native, accented individuals\u2019 ideas and opinions are\u00a0more often deemed incredible because of their accent than native speakers.\u00a0\u00a0In addition to this academic\u00a0article, I also plan on using the article\u00a0\u201cThe Silencing of ESL Speakers\u201d, which talks about\u00a0many\u00a0situations\u00a0in professional settings, and in other settings, in which English as a Second Language\u00a0speakers’\u00a0ideas were dismissed\u00a0as incorrect\u00a0or\u00a0microaggressions were used against them because of their accents.\u00a0This article also introduced the idea of \u201clinguistic imperialism (para. 16)\u201d,\u00a0which is essentially the idea that native speaker of a language, in this case English, have feelings of superiority over native speakers of other languages.<\/p>\n

Areas of study that would be interested in the first part of my argument would be the linguistic and history fields, as this section of my essay will have much to do with discovering the history behind the English language and what caused it to become so\u00a0autocratic.\u00a0Linguists\u00a0study all the factors\u00a0that\u00a0influence language,\u00a0including the historical factors that historians would also be interested in. I also mentioned loan words, which both aspects of study would take an interest in as well, historians,\u00a0the history of them,\u00a0and linguists, that, as well as any social, cultural, or even political factors behind them.\u00a0In the second part of my argument, I will be\u00a0investigating\u00a0how education has been\u00a0affected\u00a0by language bias, so an area of study that would be interested in that part would, obviously, be the education studies.\u00a0Educators\u00a0would be interested in becoming aware of these\u00a0biases and\u00a0learning\u00a0what they can do to prevent giving certain groups of students an unfair disadvantage\u00a0because of them.<\/p>\n

To\u00a0review my plan for the final research essay, I plan on first making my introduction to\u00a0it,\u00a0then\u00a0explain\u00a0a little background\u00a0information and state\u00a0my argument. I will then go into detail on\u00a0the two part\u00a0of my argument: First, how English became a global language and what effect that has on other languages, and second, how language bias\u00a0against languages other than English\u00a0has affected non-native speakers in different aspect of their lives.\u00a0Evidence from the academic\u00a0article, books, and website articles that I have read will be used throughout to reinforce my argument.\u00a0In the conclusion, I plan to\u00a0ask the\u00a0questions: How can implicit bias and language bias be prevented? What steps can we take to recognize bias and put an end to it? I want to question the reader themselves about their\u00a0own possible\u00a0implicit\u00a0bias (which would be the attitudes and\u00a0stereotypes\u00a0that you form without even knowing it)\u00a0against non-native speakers and some actions that can be taken to prevent this.\u00a0After the essay, an annotated bibliography will be typed out,\u00a0which will be\u00a0a listing\u00a0of\u00a0all of\u00a0the\u00a0sources used in the writing of the\u00a0essay, as well\u00a0as a short description of the key ideas in them.\u00a0As for my feelings about this essay,\u00a0I am very happy about my\u00a0topic, as it is a topic that has been very interesting to research so far, and I am looking forward to continuing with it in the final research essay.\u00a0I think that the topic is very relevant and something that everyone needs to be aware\u00a0of.<\/p>\n

Annotated Bibliography<\/p>\n

Lev-Ari, Shiri, and Boaz\u00a0Keysar. \u201cWhy Don’t We Believe Non-Native Speakers? The Influence of Accent on Credibility.\u201d\u00a0Journal of Experimental Social Psychology<\/em>, vol. 46, no. 6, 2010, pp. 1093\u20131096.,\u00a0doi:10.1016\/j.jesp.2010.05.025.<\/p>\n

This academic\u00a0article\u00a0discusses why non-native, accented speakers of English are often dismissed as incredible because of their accents.\u00a0In two experiments, researchers Shiri Lev-Ari and Boaz\u00a0Keysar\u00a0asked\u00a0native English speakers\u00a0to debate the credibility of the statements heard in\u00a0recording\u00a0of non-native speakers\u00a0with various levelness of \u201cthickness\u201d of accent to see how they would respond. They found that participants reported\u00a0information spoken in heavier accents to be less truthful than information spoken in a more \u201cnative sounding\u201d accent.<\/p>\n

Gluszek, Agata, and John F. Dovidio. \u201cSpeaking\u00a0With\u00a0a Nonnative Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United States.\u201d\u00a0Journal of Language and Social Psychology<\/em>, vol. 29, no. 2, 2010, pp. 224\u2013234., doi:10.1177\/0261927×09359590.<\/p>\n

This academic article studies the\u00a0relationship between speaking English as a non-native and accented, and feelings of not belonging, communication difficulties, and\u00a0stigmatization.\u00a0Through two experiments, they discovered that\u00a0there was indeed a correlation between speaking English as a second language with an accent and these\u00a0negative\u00a0events.\u00a0It also discussed the idea of \u201canticipated stigmatization\u201d\u00a0where non-native,\u00a0accented individuals of languages expect to be\u00a0discriminated against even before they are put into a situation.<\/p>\n

Harry, and Klinger. \u201cWhy Are so Many Minority Students in Special\u00a0Education?:\u00a0Understanding Race and Disability in Schools.\u201d\u00a0Choice Reviews Online<\/em>, vol. 52, no. 05, 2014, doi:10.5860\/choice.185613.<\/p>\n

This book\u00a0investigates\u00a0the disproportionate amount of black and Hispanic students in special education, and what\u00a0linguistic bias might have to do with this. It was found that language bias\u00a0in the school setting\u00a0can\u00a0(and has)\u00a0had a negative\u00a0effect\u00a0on\u00a0children from\u00a0various\u00a0culturally and linguistically different\u00a0backgrounds in the United States.\u00a0For example, a student speaker of AAE assessed without regard to their dialect of English may be diagnosed with a\u00a0language\u00a0disorder that\u00a0truly did not\u00a0exist and\u00a0was only the child speaking in their native dialect.<\/p>\n

Eisenberg, Peter.\u00a0Das\u00a0Fremdwort\u00a0Im\u00a0Deutschen<\/em>. De Gruyter., 2005.<\/p>\n

This source discusses loan words taken from other languages and\u00a0incorporated\u00a0into the German language. Starting specifically on page 47, Eisenberg begins to discuss\u00a0words\u00a0from the English language\u00a0that have been adopted into the German language.\u00a0First starting around the 27th\u00a0century with British imperialization and going all the way to the most recent loan words, such as\u00a0googlen\u00a0<\/em>(to google), Eisenberg gives the history behind all these loan words in a timeline-like fashion.<\/p>\n

Egger, Matthias, et al. \u201cLanguage Bias in Randomized Controlled Trials Published in English and German.\u201d\u00a0The Lancet<\/em>, vol. 350, no. 9074, 1997, pp. 326\u2013329., doi:10.1016\/s0140-6736(97)02419-7.<\/p>\n

In this article, Egger and Matthias looked at academic articles themselves, to try and investigate if the authors were prompted to publish in a specific language to garner more success or a wider audience. They studied medical researchers’ articles and found that non-native English-speaking researchers were more likely to publish in English anyway. This was because English is the dominating language in the medical field, and so to get any significant recognition for their work, most researchers were forced to publish their articles in English.<\/p>\n

Chen, Zheng, and Grant Henning. \u201cLinguistic and Cultural Bias in Language Proficiency Tests.\u201d\u00a0Language Testing<\/em>, vol. 2, no. 2, 1985, pp. 155\u2013163., doi:10.1177\/026553228500200204.<\/p>\n

This study investigated the placement exams at the University of California Los Angeles for Spanish and Chinese speaking students. Their goal was to find out if any of the tests were biased in favor of one language or another. They discovered that the Chinese speaking students preformed above the Spanish speaking students in everything but vocabulary. This was accredited to the fact that Spanish and English both stem from the same \u2018mother language\u2019 and thus have many cognates, or words that are a like to each other. The authors determined that this could have given the Spanish speaking students an advantage over the Chinese speaking students since Chinese does not come from the same language as English, and thus has no cognates.<\/p>\n

R.L.G. \u201cDeep Impact.\u201d\u00a0The Economist<\/em>, The Economist Newspaper,\u00a0www.economist.com\/prospero\/2015\/07\/16\/deep-impact.<\/p>\n

In this article, the impact of English on their languages\u00a0– on different phrases, words, and even grammar –\u00a0is addressed. The article mainly talks about the influence of English on new sentence\u00a0structures\u00a0in some phrases in German, which, according to traditional rules of the language,\u00a0would be considered incorrect, but now is becoming increasingly used by natives.\u00a0It also discusses loan verbs, such as\u00a0downloaden<\/em>(download), which has replaced\u00a0herunterladen<\/em>(also download), and disputes on how these \u201cnew\u201d verbs should be conjugated.<\/p>\n

Stevens, Paul. \u201cViewpoint: The Silencing of ESL Speakers.\u201d\u00a0SHRM<\/em>, SHRM, 28 Feb. 2020,\u00a0www.shrm.org\/resourcesandtools\/hr-topics\/behavioral-competencies\/global-and-cultural-effectiveness\/pages\/viewpoint-the-silencing-of-esl-speakers.aspx.<\/p>\n

This article\u00a0discusses various scenarios in professional settings (as well as in some non-professional settings as well) in which non-native, accented speakers of English have experienced discrimination because of their accent.\u00a0One of the main points of the article is that native English speakers do not fully understand the challenges that non-native speaker of English must go through in order to learn the language.\u00a0It seems like when native English speakers know a foreign language it is something impressive and commendable, while with native speakers of other language it is almost\u00a0expected that they know English.<\/p>\n

Carlana, Michela. \u201cRevealing Stereotypes: Evidence from Immigrants in Schools.\u201d\u00a0AEA Randomized Controlled Trials<\/em>, 2018, doi:10.1257\/rct.3647.<\/p>\n

This academic article studied whether teacher was biased against non-native speakers of English when giving their students grades.\u00a0In their experiment, Carlana and Michela\u00a0found out that, in general, teachers were more\u00a0likely to give\u00a0immigrant students lower grades than native students. When they were made aware of their biases, it was found that they teachers raised the grades of immigrant students, but the\u00a0researchers\u00a0also noted that teachers\u00a0who were not biased in the first place may have been pressured to increase the grades of\u00a0immigrant\u00a0students.<\/p>\n

Galambos, Sylvia Joseph, and Susan Goldin-Meadow. \u201cThe Effects of Learning Two Languages on Levels of Metalinguistic Awareness.\u201d\u00a0Cognition<\/em>, vol. 34, no. 1, 1990, pp. 1\u201356., doi:10.1016\/0010-0277(90)90030-n.<\/p>\n

This article describes a study done to find out the effects learning languages has on each other in children. It found that some metalinguistic skills were learned faster in the bilingual children participating, although it did not change the course of development. In this study, PhD candidates and clerical workers were both tasked with describing the structure of their language. It was found that PhD candidates tended to focus more on the grammatical side, while clerical workers leaned more towards describing the meaning of individual words. In context of the whole section, this study was given as an example to illustrate how a person\u2019s ability to \u2018talk about talk\u2019 is influenced by their environment.<\/p>\n

Hartshorne, Joshua K., et al. \u201cA Critical Period for Second Language Acquisition: Evidence from 2\/3 Million English Speakers.\u201d\u00a0Cognition<\/em>, vol. 177, 2018, pp. 263\u2013277.,\u00a0doi: 10.1016\/j.cognition.2018.04.007.<\/p>\n

This academic journal covers a study done about the relationship between age\u00a0of a language student\u00a0and the ability to learn a second language. It found that grammar-related learning ability decreases drastically in late adolescence, and that the best rate of success in native-like language\u00a0attainment\u00a0was achieved if the speaker began earlier than 10 to 12 years of age. The academic journal also presented\u00a0illustrations of several theories of language attainment in conjunction with age.<\/p>\n

IUTech. \u201cDoes Discrimination Against Non-Native English Speakers at University Really Exist?\u201d\u00a0IU Education<\/em>, 13 Jan. 2020, blogs.iu.edu\/education\/2019\/09\/12\/discrimination-against-non-native-english-speakers-at-university-does-it-really-exist\/.<\/p>\n

This article discussed the question on whether discrimination against non-native English speakers at\u00a0university\u00a0are\u00a0present.\u00a0It brings up\u00a0factors, such as many native-English speakers not knowing a second language, feelings of jealousy and an inability to keep up with change, that might influence people\u2019s tendency to discriminate against non-native English speakers at the\u00a0university level.\u00a0They also discussed political factors\u00a0and many people\u2019s unwillingness to change views that might have an influence in biased feelings against non-native speakers.<\/p>\n","protected":false},"author":253,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["anonenglish102"],"pb_section_license":""},"chapter-type":[],"contributor":[68],"license":[],"class_list":["post-279","chapter","type-chapter","status-publish","hentry","contributor-anonenglish102"],"part":260,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/279","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/279\/revisions"}],"predecessor-version":[{"id":280,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/279\/revisions\/280"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/260"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/279\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=279"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=279"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=279"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=279"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}