| We know that individual listeners' attitudes toward | | | | She maintains that the ideology is introduced in |
| language diversity generally parallel their attitudes | | | | schools, promoted by the media, and |
| toward the speakers themselves, but it can be | | | | institutionalized in the workplace. Consequently, |
| difficult to locate the trigger for negative | | | | many of those who deviate from this ideology |
| organizational or institutional responses to language | | | | and are members of groups held in disfavor by |
| diversity. Does a person's negative attitude | | | | mainstream speakers of English can expect lesser |
| toward other languages in the workplace reflect | | | | educational opportunities and outcomes and similar |
| that person's distaste for other languages per se | | | | limitations in the workplace. |
| or for other things related to the speakers of the | | | | Unexamined attitudes toward language diversity |
| particular language at issue? | | | | can have grave consequences in school. Deborah |
| For instance, might a person's negative attitude | | | | Byrnes, Gary Kiger, and Lee Manning point out |
| toward a particular language be a proxy for | | | | that teachers' attitudes toward children's |
| unease with changing demographics brought about | | | | languages and dialects influence teachers' |
| by large numbers of immigrants who speak that | | | | expectations of students' academic achievement. |
| language? Do negative attitudes about language | | | | They also noted that teachers' negative attitudes |
| diversity reflect distaste for the way people talk, | | | | toward language minority children are exacerbated |
| or do they reflect distaste for the speakers | | | | by the disproportionate number of children who |
| themselves, who may be seen as a threat to | | | | are found in lower socioeconomic groups. |
| employment or cultural norm? Rosina Lippi-Green | | | | Being in poverty and not speaking English natively |
| attributes the root of negative attitudes in the | | | | are thus linked in the minds of many people. An |
| United States toward languages other than English | | | | unwarranted cause-and-effect relationship is |
| to a monoglot language ideology that favors one | | | | established. |
| form of English. | | | | |