It is frequently observed that bilingualism and multilingualism are more common in
the world than monolingualism, and yet, as Romaine (1995) points out, it is rare to
find a book with the title ‘Monolingualism’. Linguistic theories have often assumed
monolingualism to be the norm (Pav l e n ko, 2000), and this view is often held by
individual monolinguals who are speakers of a dominant language such as English
(Edwards, 1994). This paper will review three representations of monolingualism in
the applied linguistics literature. The first is as an unmarked case, against wh i c h
bilingualism and multilingualism are set as the exception. The second representation
is of monolingualism as a limitation on cog n i t ive, communicative, social and
vocational potential (Kirkpatrick, 2000; Crozet, Liddicoat & Lo Bianco, 1999).
Perspectives from language policy documents in Australia are presented to illustrate
the second representation. The third and most critical representation employ s
metaphors of disease, sickness and disability to port r ay monolingualism as a
p a t h o l ogical state (Skutnabb-Kangas, 2000a; Oller, 1997). This latter strand of
literature critiques the influence of the monolingual perspectives held by those who
wield authority in language policy and in education. The paper concludes with a call
for the development of a framework within which to understand monolingualism and
its social and educational effects.