"Foundations of Bilingual Education & Bilingualism, 4th ed." (book)
- FYI (fwd from the Linguist list)... DZO
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
Publisher: Multilingual Matters
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
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:
- FYI. The announcement for this book was posted as message #407. (Fwd
from Linguist List)... DZO
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
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).
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
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 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
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
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.
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.
Fishman, J. A. (1991). Reversing Language Shift. Clevedon:
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