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"Foundations of Bilingual Education & Bilingualism, 4th ed." (book)

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  • Don Osborn
    FYI (fwd from the Linguist list)... DZO Date: 13-Mar-2006 From: Kathryn King Subject: Foundations of Bilingual Education
    Message 1 of 2 , Jul 31, 2006
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      FYI (fwd from the Linguist list)... DZO


      Date: 13-Mar-2006
      From: Kathryn King <marketing@...>
      Subject: Foundations of Bilingual Education and Bilingualism: Baker

      Title: Foundations of Bilingual Education and Bilingualism
      Subtitle: 4th edition
      Series Title: Bilingual Education and Bilingualism
      Published: 2006
      Publisher: Multilingual Matters
      http://www.multilingual-matters.com/

      Book URL:
      http://www.multilingual-matters.com/multi/display.asp?isb=185359864X

      Author: Colin Baker, University of Wales, Bangor
      Hardback: ISBN: 1853598658 Pages: 504 Price: U.K. £ 44.95
      Hardback: ISBN: 1853598658 Pages: 504 Price: U.S. $ 79.95
      Hardback: ISBN: 185359864X Pages: 504 Price: U.S. $ 34.95
      Hardback: ISBN: 185359864X Pages: 504 Price: U.K. £ 19.95
      Abstract:

      The fourth edition of this best-selling book provides a comprehensive
      introduction to bilingualism and bilingual education. Written as an
      introductory text from a cross-disciplinary perspective, 19 chapters
      cover individual and societal issues in minority and majority languages.

      Linguistic Field(s): Sociolinguistics

      Written In: English (eng )

      See this book announcement on our website:
      http://linguistlist.org/get-book.html?BookID=18614
    • Don Osborn
      FYI. The announcement for this book was posted as message #407. (Fwd from Linguist List)... DZO Date: 08-Sep-2006 From: Michael Pasquale
      Message 2 of 2 , Mar 11, 2007
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        FYI. The announcement for this book was posted as message #407. (Fwd
        from Linguist List)... DZO


        Date: 08-Sep-2006
        From: Michael Pasquale <michael_pasqual@...>
        Subject: Foundations of Bilingual Education and Bilingualism


        Announced at http://linguistlist.org/issues/17/17-772.html
        AUTHOR: Baker, Colin
        TITLE: Foundations of Bilingual Education and Bilingualism (4th edition)
        SERIES: Bilingual Education and Bilingualism 54
        PUBLISHER: Multilingual Matters
        YEAR: 2006

        Michael D. Pasquale, Humanities Division, Cornerstone University,
        Grand Rapids, MI

        ''Foundations of Bilingual Education and Bilingualism'' by Colin
        Baker, has become a classic in the field and has been updated and
        released in a fourth edition. The text offers a wealth of information
        for graduate students and researchers wishing to be kept up-to-date
        with current topics and controversies in the field. The book is also
        accessible to the student reader, which is somewhat remarkable given
        the breadth of its content. An accompanying text of readings is also
        available (Garcia 2006).

        SUMMARY

        As the title suggests, the book is divided into chapters on
        Bilingualism (chapters 1-9) and on Bilingual Education (chapters
        10-16). Chapters 17-18 look at political and cultural aspects that
        underlie the understanding of bilingualism and bilingual education.
        Chapter 19 concludes the book with a look at key issues for the future.

        Chapter 1, "Bilingualism: Definitions and Distinctions," gives
        definitions to key terms that are important to understanding the
        issues included in the book such as the difference between
        "individual" and "societal" bilingualism.

        Chapter 2, "The Measurement of Bilingualism," discusses the issue of
        measuring bilingualism in terms of language proficiency and use. The
        chapter includes a look at communicative language testing and the
        political nature of language testing in general.

        Chapter 3, "Endangered Languages: Planning and Revitalization," gives
        compelling evidence on the seriousness of language loss and the need
        for language planning and revitalization. Baker recommends Fishman's
        model of reversing language shift to be put into place to restore
        languages in danger.

        Chapter 4, "Languages in Society," gives an overview of
        sociolinguistic topics including diglossia, language shift, language
        maintenance, and language death. He also covers the topic of English
        as a Global Language and its spread and influence as a lingua franca.

        Chapters 5 and 6, cover the early and later development of
        bilingualism. Chapter 5 discusses early childhood bilingualism and
        distinguishes between simultaneous and sequential bilingualism.
        Code-switching and code-mixing are also defined within the context of
        how bilinguals differentiate and store langaages. Chapter 6 covers the
        reasons for learning a second language after early childhood. Age and
        language acquisition is discussed along with a key section on identity
        and language acquisition.

        Chapter 7, "Bilingualism and Cognition," analyzes the research on the
        link between bilingualism and intelligence. Research from the early
        twentieth century seemed to support the view that bilingualism led to
        lower IQ scores while more recent research showed a distinct advantage
        for bilinguals.

        Chapter 8, "Cognitive Theories of Bilingualism and the Curriculum,"
        delves into research on the different theories of cognition and how
        these theories have an impact on curriculum design.

        Chapter 9, "Historical Introduction to Bilingual Education: The United
        States," examines the historical development of the bilingual
        education debate in the US culminating in the passage of the No Child
        Left Behind (NCLB) act in 2001.

        Chapter 10, "Types of Bilingual Education," is an introductory survey
        about the different types of bilingual education ranging from weak
        forms such as "submersion" within a mainstream class, to stronger
        forms such as transitional and dual language models which seek to
        maintain the student's heritage language.

        Chapter 11, "Education for Bilingualism and Biliteracy," further
        delves into an examination of the strong forms of bilingual education.
        The chapter includes many illustrative examples of dual language
        education programs. Immersion bilingual education programs are also
        surveyed including an in-depth look at those used in Canada.

        Chapter 12, "The Effectiveness of Bilingual Education," discusses the
        effectiveness of bilingual education programs. Literacy and
        proficiency in both languages are the desired outcomes of "strong"
        bilingual education programs. Chapter 13, "Effective Schools and
        Classrooms for Bilingual Students," shares strategies for making
        bilingual education classes effective. Strategies such as
        translanguaging and scaffolding are discussed.

        Chapter 14, "Literacy, Biliteracy and Multiliteracies for Bilinguals,"
        surveys the different approaches to literacy in the classroom. The
        approaches covered include construction of meaning, functional
        literacy, sociocultural literacy, and critical literacy. Literacy as a
        means to empowerment for bilingual students forms a major theme in the
        chapter.

        Chapter 15, "The Assessment and Special Education Needs of
        Bilinguals," challenges the pervasive notion that bilingual children
        belong in special education solely because of their language
        proficiency in a second language. The author presents research to show
        that bilingualism is not the cause of language and communication
        disorders and that other factors need to be taken into consideration
        (e.g. social and economic conditions).

        Chapter 16, "Deaf People, Bilingualism, and Bilingual Education,"
        discusses the similarities and differences deaf bilinguals have with
        hearing bilinguals.

        Chapter 17, "Bilingualism and Bilingual Education as a Problem, Right
        and Resource," scans the current political situation regarding
        language rights. Particular focus is placed on the English-only debate
        in the US and its influence on the political movement against
        bilingual education.

        Chapter 18, "Bilingualism and Bilingual Education: Ideology, Identity
        and Empowerment," focuses on the ideologies of assimilation and
        pluralism in relation to bilingual education. The aspects of identity
        and empowerment in relation to language use surfaces several times in
        the text and gets further treatment in this chapter.

        Chapter 19, "Bilingualism in the Modern World," forms the conclusion
        to the text and looks to the future of bilingualism. The benefits of
        bilingualism are discussed from an economic standpoint. Other areas
        covered are bilingualism in relation to the internet, information
        technology, and the media.


        EVALUATION

        This text continues to be an excellent source for introducing students
        to the field of bilingualism and bilingual education. Its use of an
        introductory outline, highlighted key terms, visual aids, and
        concluding summary are invaluable to the reader who needs to navigate
        through the text. It is also enhanced as a textbook with a good study
        activities section. Perhaps it may have also been helpful to have a
        glossary but that would have added to the bulk of an already hefty book.

        Baker covers much new ground in the fourth edition. He lists new and
        expanded topics in the introduction (pp. vii - ix) including politics
        and language testing, language planning and revitalization, the
        globalization of English, identity and multiple identities, recent US
        political debates surrounding bilingual education and the passage of
        No Child Left Behind, and much more. From a North American
        perspective, the book covers many critical issues facing teachers and
        students in the US and Canada. Reviewers of previous editions remarked
        on how the book mainly focused on US and UK examples and issues. This
        is still mainly the case in the 4th edition. Baker does address these
        concerns in the introduction and defends his work by stressing that
        the goal of the text is to give global generalizations from the
        literature that is available.

        In comparing the 4th edition to previous editions one finds similar
        positives (breadth of coverage, up-to-date research, user-friendly)
        and similar concerns (reliance on US and UK issues and topics to drive
        the discussion). However, this text remains among the best in
        presenting a wealth of key information in a very accessible format.
        This text will continue to be the standard-bearer on the topics of
        bilingualism and bilingual education.


        REFERENCES

        Fishman, J. A. (1991). Reversing Language Shift. Clevedon:
        Multilingual Matters.

        Garcia, O. (2006). Bilingual Education: An Introductory Reader.
        Clevedon: Multilingual Matters.


        ABOUT THE REVIEWER Michael D. Pasquale is Associate Professor of
        Linguistics and Chairman of the Humanities Division at Cornerstone
        University in Grand Rapids, Michigan. His dissertation looked at the
        bilingual contact situation of Quechua and Spanish speakers in Peru.
        His current research has two main areas of focus: the folk linguistics
        of second language acquisition and language policy in relation to
        English teaching.
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