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The study connects these perceptions to Yasemin Yildiz’s “postmonolingual condition,” highlighting tension between monolingualist ideology and visible multilingual practices, and proposes curricular strategies to norm language differences within mainstream graduate training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-40-the-postmonolingual-condition-and-rhetoric-and-composition-phd-norming-language-difference-in-a-doctoral-program/599046/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/composition-forum-40-the-postmonolingual-condition-and-rhetoric-and-composition-phd-norming-language-difference-in-a-doctoral-program/599046.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article examine in the 2013 survey?","Question",{"text":112,"@type":113},"It examines how graduate students in a rhetoric and composition Ph.D. program perceive language diversity in relation to their professional development as composition teacher-scholars.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article connect the survey to the “postmonolingual condition”?",{"text":117,"@type":113},"It frames the program’s situation as a tension field where monolingual paradigms assert themselves while multilingual practices persist or reemerge.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article suggest for addressing language differences in the curriculum?",{"text":121,"@type":113},"Based on student recommendations, it argues the program (and similar programs) should leverage positive attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599046,1792167163,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 40, Fall 2018  \nThe Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program  \nCarrie Byars Kilfoil  \nAbstract: This article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph. D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. The survey collected data regarding graduate students’ perceptions of language diversity in the context of their professional development as composition teacher-scholars. It interprets the data in relationship to what Yasemin Yildiz has described as the “postmonolingual condition” of 21st century Western social life: a field of tension between monolingualist ideology and increasingly visible multilingual practices. Drawing from student recommendations, it suggests ways this program, and others like it, can leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.  \nIn “Reproducing Composition and Rhetoric: The Intellectual Challenge of Doctoral Education,” Louise Wetherbee Phelps argues “the maturation of Ph. D. programs in composition and rhetoric creates a rhetorical exigency to study and theorize doctoral practices of education as deeply and seriously as we have undergraduate teaching”(117) . As Phelps notes, every rhetoric and composition doctoral program “expresses and acts out vividly in concrete features a theory of the discipline: in its curricular content, requirements, qualifying exams and reading lists” (118) . In so doing, rhetoric and composition Ph. D. programs reflect and reinforce matters of disciplinary “epistemology, ethics, and politics,”(Phelps 117), including conceptions of language and language relations. Subsequently, these programs can be useful sites to examine dominant and emergent disciplinary language ideologies, the practices that follow from these ideologies, and the dispositions toward language that shape compositionists’ professional practices as teachers, scholars, and administrators in linguistically heterogeneous institutions.  \nThis article presents data from a 2013 survey of students enrolled in a longstanding rhetoric and composition Ph. D. program at the University of Louisville (U of L), a mid-sized public institution in the American South. I suggest the survey data reflect the “postmonolingual condition” of the program, insofar as Yasemin Yildiz defines postmonolingualism as “a field of tension in which the monolingual paradigm continues to assert itself and multilingual practices persist or reemerge”(5) . The persistence and reemergence of multilingual practices is indicated by responses demonstrating doctoral students’ awareness of and appreciation for language differences in their writing program as well as desires to engage multiple languages and English dialects in composition teaching and research. However, the continued dominance of monolingualist ideology is evident in the ways in which many participants tended to imagine these engagements as taking place through curricular add-ons and extracurricular activities. Drawing from student recommendations, I suggest ways this program, and others like it, could leverage students’ positive perceptions of and attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.  \nBackground  \nIn Beyond the Mother Tongue: The Postmonolingual Condition , Yildiz argues the growing visibility of multilingualism in Western art, culture, and public discourse must be understood in terms of the postmonolingual condition of 21st century Western social life. For Yildiz, the prefix “post” has both historical and critical dimensions. On the one hand, it references","cbCaivn4qsE9FLNz","https://ap.wps.com/l/cbCaivn4qsE9FLNz","pdf",148235,18,"English","# Composition Forum 40, Fall 2018\n## The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program\n## Abstract\n## Background","[{\"question\":\"What does the article examine in the 2013 survey?\",\"answer\":\"It examines how graduate students in a rhetoric and composition Ph.D. program perceive language diversity in relation to their professional development as composition teacher-scholars.\"},{\"question\":\"How does the article connect the survey to the “postmonolingual condition”?\",\"answer\":\"It frames the program’s situation as a tension field where monolingual paradigms assert themselves while multilingual practices persist or reemerge.\"},{\"question\":\"What does the article suggest for addressing language differences in the curriculum?\",\"answer\":\"Based on student recommendations, it argues the program (and similar programs) should leverage positive attitudes toward multilingualism to norm language differences in its mainstream rhetoric and composition graduate curriculum.\"}]","Composition Forum 40 - The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program | PDF",1792088068,45]