ABSTRACT
The list that will make up the lion’s share of this chapter is the result of an attempt on my part to assemble some significant assumptions and perspectives in linguistics and, more widely, in the language sciences that seem to reflect a ‘bias’ towards literacy, writing and written language. Even if the explanations behind the various points of this bias are regularly to be found in the past, and most of the points have become recontextualised and transformed over time, traces of them can still quite often be sensed in the language sciences of the twentieth century.
