1. In second language acquisition research
Monolingual bias
In second language acquisition research
Jossette Taveras-S
EDUC 550
Prof. Penton
June 23, 2015

2. introduction
Research bias, also called “experimenter bias, is a process where the scientists performing the research influence the results, in order to portray a certain outcome” (Shuttleworth, 2009).
Sometimes these biases affect the groups being researched positively or negatively.

3. Background article
“Monolingual bias in second language acquisition research” (1997)
Author: vivien cook

4. what the author exposes
Most researchers evaluate Second language (L2) acquisition as learning based on the competencies of native speakers
“Second language learners are then developing an interlanguage of their own that draws, not only on the first language (L1) they already know, and on the L2 they are learning, but also on other elements such as the language provided by their teachers and their own language learning strategies”

5. what the author exposes
A multilingual “is not the sum of two complete monolinguals but an individual with a specific linguistic configuration characterized by the constant interaction… of the two (or more) languages”
We find researchers referring to L2 learners “for the whole of their lives. They never acquire another term, unless it is “bilingual
This is the consequence of using native speaker competencies to evaluate or assess L2 acquisition, totally disregarding the individuality of the learner

6. what the author exposes
bilingualism research does not “subordinate their subjects to monolingualism”, as second language acquisition (SLA) researchers do.
it describes the benefits of bilingualism over monolingualism such as: “cognitive and social advantages” and “extra skills such as code switching”

7. RESPONSE
WHEN MONOLINGUAL BIAS EXISTS IT DEPRIVES l2 LEARNERS of being recognized as bilingual speakers regardless of their proximity to “nativeness or near-nativeness”.
Second Language Acquisition (SLA) has a particular situation with every learner. Maybe it would be very complex to study every learner, but selecting a group with similar characteristics and demographics would facilitate the research within that particular group without having to recur to the comparison with first language acquisition.

8. RESPONSE
the importance of having as less biases as possible is crucial in developing more objectivity within the researching of SLA.
The L2 learner has to be respected as the individual he or she is disregarding the proximity the acquired language has with the competencies of native speakers.

9. ALTERNATIVES
RESEARCH SHOULD BE AS UNBIASED AS POSSIBLE, THEREFORE THE FOLLOWING CRITERIA SHOULD BE CONSIDERED IN ORDER TO ACHIEVE THE BEST RESULTS DURING QUANTITATIVE RESEARCH.
Absence of “truth”- the researchers findings are not an absolute “truth” but a “plausibility” (Roller, 2013)
Importance of context – “the outcomes in qualitative research hinge greatly on the contexts from which we obtain this data” (Roller, 2013)
Importance of meaning - Investigators develop meaning from the data by evaluating the variables
Researcher-as-instrumenT - researcher is the key piece in the data gathering phase
Participant-researcher relationship - shapes the reality the researcher is capturing in the data

10. Alternatives
(Continued)
Skill set required of the researcher - techniques to build rapport with participants and active listening skills
Flexibility of the research design – “the goal of the observer is to be as unobtrusive and flexible as possible in order to capture the reality of the observed events” (Roller, 2013).
Types of issues or questions effectively addressed by qualitative research - qualitative research is useful at gaining meaningful information
Messy analysis and inductive approach – “Qualitative researchers analyze their outcomes from the inside out, organizing and deriving meaning from the data by way of the data itself ” (Roller, 2013)
Unique capabilities of online and mobile qualitative research – “this technology has shifted the balance of power from the researcher to the online or mobile participant who is given greater control of the research process” (Roller, 2013)

11. CONCLUSION
Although there are tools and parameters for avoiding bias in research, in many cases it is unavoidable.
Even if the researcher is conscious of keeping the study as objective as possible, the nature of the participant is sometimes out of the researcher’s control.
On the other hand the researcher may be the one predisposed and probably by changing the variables of the investigation the bias may be reduced.
There are possibilities of reducing the bias in a research study, in this case to give justice to second language learners.
SLA research has to change the variables in order to set aside the comparison to THE monolingual subjectS of groups.

12. references
Cook, V. (1997). Monolingual bias in second language acquisition. Retrieved from
Roller, M. R. (2013). 10 distinctive qualities of qualitative research. Retrieved from research/