Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education

11 January 2017

Honoring Richard Ruiz and his Work on Language Planning and Bilingual EducationAt the end of last year we published Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education edited by Nancy H. Hornberger. The book brings together a selection of the late Richard Ruiz’s work as well as reflections from his former students and colleagues. In this post, Nancy writes about her own personal memories of Richard and how he inspired the work of others.

Honoring Richard Ruiz and his Work on Language Planning and Bilingual Education is special and unique for me. I’ve edited many books before, including books in my own Bilingual Education and Bilingualism series, and even readers of selected works of distinguished scholars in my field such as Jim Cummins and Joshua Fishman, as this book started out to be too. But what began as a reader featuring selected works of a distinguished scholar who was, uniquely for me, also my own dissertation mentor, became still more special and unique when it evolved to be also a collective testimonial and testament from many of Richard’s own students and colleagues, as we experienced the untimely loss of this most remarkable scholar and human being.

Every contributor and commentator in the volume knew and worked with Richard Ruiz closely as his student or colleague or both, and each one repeatedly expressed to me how grateful and honored they felt to be part of the volume – and though I have always enjoyed working with contributors to every volume I have edited, the abundance of gratitude and heartfelt emotion this volume generated has been truly profound and moving. The spontaneous desire of these authors to include photos capturing their personal relationships with Richard, and Multilingual Matters’ generosity in working with us to do so, conveys some of the warmth that characterized the project as we brought it to fruition.

Richard and Nancy

Richard and Nancy

I am especially pleased that Richard and I worked together to identify the works he wanted to include in the volume, both published and unpublished pieces, including the section he named Language Fun, containing a sample of his wonderfully pithy and humorous ‘take’ on serious and troubling language planning moments and events of our times. We had no inkling that the volume would become a posthumous collection in his honor, and I would have much preferred for him to be here to hold the book in his hands, but as things turned out, it has been a special and unique way for me to remember and contribute to the legacy Richard leaves behind, not just through his remarkable thinking and writing but also through capturing some of the voices of the many whose lives he deeply touched.

Nancy H. Hornberger, University of Pennsylvania

For further information about this book, please see our website.


Translanguaging in Higher Education

24 November 2016

This month we are publishing Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll. In this post, Catherine describes how the book came together.

Translanguaging in Higher EducationOver the last several years the term translanguaging has gained traction in academia, particularly in the field of bilingual education. When I first encountered the term I was looking for a way to describe the bilingual classroom practices that were a taken-for-granted part of content learning at my university (the University of Puerto Rico, Mayagüez). It seemed to me that ‘code-switching’ just didn’t cover the complex, layered use of Spanish talk around English text, the use of diagrams labeled in English during a formal presentation in Spanish, or the common practice of using scientific keywords in English while defining them in Spanish. I became interested in understanding these practices as bilingualism, rather than dismissing them with a deficit perspective which treated them as simply strategies for coping with a lack of English skills.

Understanding the role of English as a real force in higher education globally, my colleague Kevin S. Carroll and I began to think about the ways that English in particular, and other colonial languages in general, must be inserting themselves into higher education classrooms around the world. We could imagine that some of the same translanguaging practices that we were seeing in our classrooms must be occurring in other socio-cultural contexts. We also knew that other practices may be taking place that were different from those we were seeing, and so might contribute to our understanding of translanguaging as a theory.

With this in mind, the idea for our book, Translanguaging in Higher Education: Beyond Monolingual Ideologies, was born. We envisioned it as a large cross-case analysis that would incorporate perspectives from diverse socio-cultural contexts around the world. By including chapters about South Africa, Denmark, Ukraine, Puerto Rico, Hong Kong, India, the United Arab Emirates, and the Basque Country, we hope we have accomplished this goal.

We also sought to contribute to the current academic conversation around translanguaging, which has tended to focus on K-12 education. As we attended conferences and presented our work, we kept hearing questions about translanguaging itself. What does it mean exactly? Is it really new? Isn’t it just code-switching?

In the book, I attempt to answer the question, ‘What is translanguaging?’ And here’s my answer from the book’s introduction:

(1) Translanguaging is a language ideology that takes bilingualism as the norm.

(2) Translanguaging is a theory of bilingualism based on lived bilingual experiences. As such, it posits that bilinguals do not separate their ‘languages’ into discrete systems, but rather possess one integrated repertoire of languaging practices from which they draw as they navigate their everyday bilingual worlds.

(3) Translanguaging is a pedagogical stance that teachers and students take on that allows them to draw on all of their linguistic and semiotic resources as they teach and learn both language and content material in classrooms.

(4) Translanguaging is a set of practices that are still being researched and described. It is not limited to what is traditionally known as ‘code-switching’, but rather seeks to include any practices that draw on an individual’s linguistic and semiotic repertoires (including reading in one language and discussing the reading in another, and many other practices that will be described in this book).

(5) As such, translanguaging is transformational. It changes the world as it continually invents and reinvents languaging practices in a perpetual process of meaning-making. The acceptance of these practices – of the creative, adaptable, resourceful inventions of bilinguals – transforms not only our traditional notions of ‘languages’, but also the lives of bilinguals themselves as they remake the world through language.

If you are interested in translanguaging as a developing construct, in bilingualism and bilingual education, in multilingual higher education, in Content and Language Integrated Learning (CLIL), the internationalization of higher education, educational language policy, or languaging across diverse socio-cultural contexts in general, I think you will find this book of interest. Kevin and I accept questions, concerns, and comments here on this post or by email at the addresses below.

Catherine M. Mazak catherine.mazak@upr.edu
Website: www.cathymazak.com 

Kevin S. Carroll kevin.carroll@upr.edu
Website: http://kevincarroll.weebly.com

For further information about this book, please contact the authors at the addresses above or see our website


Sociolinguistic Variation and Acquisition in Two-Way Language Immersion

12 October 2016

This autumn we are publishing Sociolinguistic Variation and Acquisition in Two-Way Language Immersion by Rebecca Lurie Starr. The book explores how children in a diverse language immersion school environment negotiate language variation and acquire sociolinguistic knowledge.

As language teachers and learners all know, learning a language is not just about mastering vocabulary and grammar. Native speakers of a language also understand how to phrase things appropriately in different situations, and have an awareness of how different types of people are likely to speak – what types of language use patterns sound educated, feminine, casual, and so on. These sorts of competencies, referred to as communicative competence and sociolinguistic knowledge, are normally acquired by native speakers through everyday interactions in a community of other native speakers. For learners studying a second language, particularly in a school environment in which their exposure to native speakers is limited, acquiring this sort of competence is a daunting task. This challenge may be even greater for young children studying a second language, as they are still developing an understanding of their social world in their native languages. How can a child whose only access to a language is via school come to understand the connections between language features and social meaning? Do children in this situation use their second language to reflect and construct their social identities?

Sociolinguistic Variation and Acquisition in Two-Way Language ImmersionMy book focuses on children’s development of sociolinguistic knowledge in two-way language immersion, an increasingly popular educational model in the US, in which children from different language backgrounds spend part of the school day learning content via each language, with the goal of becoming bilingual, biliterate, and bicultural. One of the theorized benefits of two-way immersion relative to conventional language immersion is that students have the opportunity to receive native-speaker input from their classmates who speak the other language at home; this expands the potential range of situations in which children are exposed to a second language, perhaps helping them acquire greater communicative competence. The book presents a case study of first and second graders in a Mandarin-English two-way immersion program in the US, in which some children speak Mandarin Chinese at home, some speak English, and others speak a third language.

As Eliane Rubinstein-Avila has pointed out in her work on Portuguese-English two-way language immersion, the assumption of “two languages” in these two-way programs is problematic: often, this terminology obscures a significant range of dialectal variation within each language present in the program. This is particularly the case for two-way language immersion programs involving widely-spoken heritage languages such as Mandarin Chinese, in which immigrants from a variety of regions (Taiwan, Northern Mainland China, Malaysia, etc.) and their descendants come into contact. In these programs, it is not only students who may speak in a range of dialects, but teachers as well; in fact, some teachers may find themselves teaching students who are native speakers of a more prestigious dialect, or using teaching materials from a dialect with which they are unfamiliar. In this work, I investigate how teachers tackle this sociolinguistically perilous situation, as well as what students learn from how their teachers—and classmates—use and discuss language variation.

My research examines how teachers and students in this dialectally-diverse Mandarin-English program develop shared practices and navigate sociolinguistic variation within each language. I analyze three sources of sociolinguistic information in children’s school environment: teacher language use, classmate language use, and metalinguistic discourse (focusing on corrective feedback initiated by both teachers and students), bringing together quantitative variationist analysis and ethnographic observations.

I argue that, rather than mirroring the language use patterns of their teachers or classmates, children who are learning a second language in two-way language immersion can and do exploit sociolinguistic information in their environment to acquire a more standard language variety than those used by the native speakers around them. To put it more plainly, these children are avoiding acquiring the accents used by their teachers and classmates. Over the course of my analysis, I provide insight into how and why children might be doing this, and discuss how two-way language immersion programs function as communities of practice in which members develop conventions for how language is used, corrected, and negotiated.

For more information on Rebecca’s book, please see our website. You might also be interested in some of our other titles on immersion education: Immersion Education edited by Diane J. Tedick et al, The Sociolinguistic Competence of Immersion Students by Raymond Mougeon et al and Pathways to Multilingualism edited by Tara Williams Fortune and Diane J. Tedick.Immersion titles


The Complexities of Arizona’s Restrictive Language Policies

5 October 2016

Later this month we are publishing Amy Heineke’s book Restrictive Language Policy in Practice which explores the complexities and intricacies of Arizona’s language policy in practice. In this post, Amy discusses the impact of these policies on English Language Learners.

Restrictive Language Policy in PracticeThink back to your experiences as a young person in school. What did you enjoy? With whom did you spend time? What challenges did you face? What pushed and prompted you to develop as an individual? How did those experiences influence who you are today?

Now consider this reality. After starting school, you are given a language proficiency test. Based on your score, you are placed in a separate classroom apart from your friends. While they read novels and conduct science experiments, you learn the discrete skills of the English language: one hour of grammar, one hour of vocabulary, one hour of reading, 30 minutes of writing, and 30 minutes of conversation. You listen, speak, read, and write in another language, but the message is clear: English is the priority – learn it, and learn it fast.

This is the educational experience for tens of thousands of English learners (ELs) in the state of Arizona. After Proposition 203 nearly eradicated bilingual education in favor of English-medium instruction for ELs in 2000, state policymakers and administrators further restricted language policy with the shift to the English Language Development (ELD) model. Implemented in schools in 2008, the policy required that students labeled as ELs (based on standardized tests of language proficiency) be separated from English-proficient peers and placed in ELD classrooms for four hours of skill-based English instruction.

The statewide implementation of ELD policy in practice has yielded various challenges for local educators working in classrooms, schools, districts, and communities. Lacking rigorous preparation or pedagogical support, teachers must maneuver complex classrooms with learners from a multitude of cultural and linguistic backgrounds with various abilities, strengths, and needs. Due to this complexity, leaders struggle to staff ELD classrooms, often resulting in a revolving door of underprepared teachers. Students see themselves as being in the “stupid class,” as they fall behind their peers in math, science, and social studies in the push for English proficiency.

Whether a first-year teacher or an administrator with decades of experience, local educators struggle with how to ameliorate this complex situation. Policymakers and state administrators believe in the ELD model, and as such provide staunch compliance measures to ensure rigid implementation of instructional mandates. As local educators and other stakeholders encounter the on-the-ground repercussions in their daily work, they make decisions to maneuver policy in practice to effectively reach and teach ELs.

This book analyzes the complexities of restrictive language policy in practice. Conducted five years after the shift to ELD instruction, this qualitative study investigates how Arizona teachers, school and district leaders, university teacher educators, state administrators and legislators, and community leaders engage in daily practice to navigate the most restrictive language policy mandates in the United States. Overall, the book demonstrates that even in the most restrictive policy settings, educators and other stakeholders have the agency and ability to impact how policy plays out in practice and influence the education of ELs, so that all learners may one day fondly recall their schooling experiences.

Dr. Amy J. Heineke, Associate Professor of Education, Loyola University Chicago, School of Education
Email: aheineke@luc.edu
Twitter: @DrAJHeineke
Linkedin: amyheineke

arizona-booksIf you would like more information about this title, please contact Amy using the contact details above or see our website.

You might also be interested in a couple of our other titles: Language Policy Processes and Consequences edited by Sarah Catherine K. Moore and Implementing Educational Language Policy in Arizona edited by M. Beatriz Arias and Christian Faltis.


Exploring the essence of content and language integration

23 August 2016

This month we published Conceptualising Integration in CLIL and Multilingual Education edited by Tarja Nikula, Emma Dafouz, Pat Moore and Ute Smit. In this post, the editors explain how the book came together.

Conceptualising Integration in CLIL and Multilingual EducationThis book is concerned with the educational practice in which a language other than the students’ first language is used as the language of instruction. The main entry point is content and language integrated learning (CLIL), a form of education which has been popular in Europe since the 1990s and is now gaining ground globally. When looking at existing research on CLIL, it is clear that the interest has mainly been directed towards the effects of CLIL on learning, especially on target language learning. In this book, we argue that more attention needs to be paid to content and language integration, which is, after all, a core concern in CLIL. It needs to be better conceptualised and problematised to provide – among the heterogeneity of forms of implementation of CLIL and other types of bi- and multilingual education – guidelines for practitioners to support the simultaneous teaching and learning of content and language.

This book consists of 11 chapters. It is the outcome of a project called Language and content integration: towards a conceptual framework (ConCLIL) based at the University of Jyväskylä, funded by the Academy of Finland, in which researchers from Finland, Austria, Spain, the UK and Canada joined forces to come to a better understanding of integration. The ConCLIL project involved us continuously discussing, debating and exploring what we mean by integration and realising in the process that such discussions often lead to challenging and questioning the often taken-for-granted notions of language, content and their learning. The opportunity for dialogue and collaboration that the project provided through team members’ research visits to Jyväskylä has been highly valuable, and we hope that some of the sense of this dialogue is also reflected in the volume. Our first face-to-face meeting as the ConCLIL team took place in Jyväskylä in February 2012, in our woollen socks due to the -29°C winter coldness outside. Since then, we have read, discussed and commented on each other’s chapters in several meetings and have learned a lot in the process.

Staying warm in the first team meeting. Photo by Pat Moore.

Staying warm in the first team meeting. Photo by Pat Moore.

The main message conveyed by the volume is the need to recognise the complexity of integration both in research and practice and to escape the duality of content and language as separable entities. In other words, integration is not a matter of neat binaries and distinctions but a multi-layered web of influences, something akin to the interlacing woollen threads depicted on the cover of the book. Because of its complexity, integration has implications at various levels of educational practice. In this volume, we focus on three interconnected perspectives, those of a) curriculum and pedagogic planning, b) participant perspectives and c) classroom practices. The first refers to decisions that need to be made on what will be integrated (which subjects), and with what aims, and also to the teachers’ need to have conceptual tools to plan integrated teaching. The second orientation highlights how the realisation of any plan is highly dependent on stakeholders’ beliefs and perceptions. For example, a crucial consideration for both research and practice is how CLIL teachers’ views of their role as content and language teachers are informed by their conceptualisations of language and content. Thirdly, integration is eventually a matter of in-situ classroom practices that entail varied opportunities to address content and language interdependence either implicitly or explicitly. We need more knowledge of such processes to understand integration better and to realise it in pedagogical practice.

It is obvious that the relevance of content and language integration goes well beyond CLIL. It is central in all forms of bi- and multilingual education, whether called immersion, content-based instruction or CLIL. Such contexts where an additional language is used in instruction may highlight the importance of content and language integration, yet is equally relevant for all education because knowledge construction and display are always both content and language matters.

CLIL in Higher EducationFor further information on this book, please see our website. You might also be interested in our other volume on this topic, CLIL in Higher Education by Inmaculada Fortanet-Gómez.


An Interview with Xiao-lei Wang, author of Maintaining Three Languages

20 November 2015

This month we published Maintaining Three Languages by Xiao-lei Wang which explores her experience of bringing up teenagers multilingually. We asked Xiao-lei a few questions about her book.

Maintaining Three LanguagesWhat makes your book different from others that have been published before?

There are numerous ways in which my new book differs from other books currently on the market. Due to space limit, I will only mention a few here.

  • Unlike most parenting advice books, in which parents tend to be treated as passive readers and are rarely provided with access to original sources, this book takes a different approach by considering parents as active and intelligent readers. To this end, parents are provided with original research sources; references and further readings are suggested at the end of each chapter for those interested in pursuing the topics discussed. In the same vein, some jargon and technical terminologies regarding multilingualism are deliberately introduced to empower parents to access research literature directly if they wish to do so. When jargon and technical terms are introduced, they are explained in simpler language.
  • This book does not consider adolescents’ multilingual development as an isolated linguistic phenomenon; rather, it addresses multilingual development concurrently with other aspects of adolescent life such as biological, cognitive, and social development. The purpose is to encourage parents to consider taking a holistic approach that aims to cultivate a whole person rather than just a multilingual person.
  • This book addresses the impact of multilingual family welfare, a topic that has been largely neglected in the published literature. Parents from multilingual families often come from different cultural backgrounds. As a result, the multilingual childrearing process may affect the coherence and well-being of multilingual families. Practical strategies are provided to help parents be mindful of family well-being.
  • This book includes practical and easy-to-use language and literacy measures that parents can use to better understand their teen’s multilingual development of words, grammar and language production. By understanding their teen’s current heritage-language development levels, parents can focus on the areas in which their teen needs more support.
  • This book is written in a reader-friendly style with a balance of scholarly rigor and reader accessibility. To increase readers’ enjoyment, I have included many interesting and meaningful personal anecdotes. Parents will probably enjoy a book with real-life anecdotes more than a dry advice book that presents information out of context.

How will your readers find your book useful?

Readers may find my book useful in the following areas:

  • Because this book is rooted in my own child and adolescent rearing experiences in the everyday context, parents can easily relate to what I discussed in the book.
  • The practical strategies I proposed in the book can be implemented easily by parents. In addition, these strategies are based on research and personal practice.
  • This book provides parents a platform on which they can reflect on their own multilingual childrearing practice.
  • The book empowers parents by showing them that although multilingual childrearing is challenging, it is possible with the right strategies and support.

Was it difficult writing about your own children?

Not at all! On the contrary, I found that writing about my children has been the most enjoyable writing experience in my academic career. When writing other books or research articles, I can, once in a while, feel bored. This never happened when I wrote about my own children. In a way, this is natural: what can be more engaging when a mother writes about her own children, who are such an important part of her life?

What’s the most important advice you would offer to parents of multilingual teenagers?

To support adolescent multilingual development, I consider the following strategies crucial:

  • Raising a happy teen is more important than raising a multilingual teen. Thus, taking a holistic approach in promoting teens’ social, cognitive, and identity development should be a priority.
  • Parents need to change their roles from manager of their children’s lives to their consultants.
  • Set up realistic and achievable goals together with your teens about their multilingual development. Empower them by letting them be a part of the decision-making process involving their own multilingual development.

What are the advantages of growing up multilingual?

Research has shown that there are more advantages than disadvantages to being multilingual.

Cognitive and Academic Advantages

  • Multilinguals tend to be better at problem solving, because tackling a problem successfully requires focusing on some aspects of the information and ignoring the others (selective attention).
  • Multilinguals may possess an added mental flexibility and creativity because they regularly switch between different languages (mental flexibility).
  • Multilinguals tend to have more than one set of cultural tools with which to interpret the world. These tools can foster competent behaviors in multiple cultures. For instance, an individual who has extensive knowledge and experiences in cultures A and B may be able to retrieve ideas from cultures A and B spontaneously, place them in juxtaposition, and integrate the two into a novel idea through creative insight. This process is referred to as novel conceptual combination.
  • Multilinguals have an advantage in knowledge transfer from their different languages. Compared with monolinguals, multilinguals can benefit greatly from knowledge acquired in their multiple languages to enrich their learning and understanding.
  • Proficiency in more than one language has been shown to be associated with high academic achievement. Individuals who have the ability to switch between two or more languages also exhibit higher cognitive functioning than those who abandon one of their heritage languages. Research shows that when children were encouraged to further develop their home language, the skills they built in that language helped their mainstream language literacy development. In fact, the longer children receive reinforcement in their home language, the better they learn their mainstream language.

Linguistic Advantages

  • Multilingual individuals tend to have a metalinguistic advantage when compared to their monolingual counterparts. They are more sanative about the language phenomenon in their ambient languages.
  • They have more linguistic resources available to them.
  • The multilingual faculty also facilitates new language learning. This is perhaps because multilinguals are more experienced language learners who have potentially developed more language learning strategies than monolinguals and have a larger linguistic and intercultural repertoire at their disposal.

Other Advantages

  • In having knowledge about their heritage language(s), children and adolescents have an advantage in accessing their heritage culture and communicating with their heritage family. Research suggests that children who speak their parents’ heritage language(s) enjoy better relationships with their families and are less likely to be alienated from their parents and relatives.
  • Multilinguals have the privilege of accessing different sources of information and they can read books and newspapers, as well as watch news and films, in several languages. This makes them more versatile and helps them to approach things from multiple perspectives.
  • Moreover, multilingualism can increase a person’s social circle to include friends from many parts of the world. When travelling to another country, being able to speak the language really helps bring people together and facilitates communication, exchange and socialization.
  • Being multilingual has career advantages as well. In the increasingly globalized world, multilinguals have a competitive advantage in the job market.
  • Research has shown that people who are proficient in their heritage language tend to have higher self-esteem, are more confident in achieving goals, feel they have more control over their lives, and have more ambitious plans for the future.

Given all the advantages mentioned above and many others that I have not mentioned, it is definitely worthwhile to raise multilingual children and adolescents. As Stephen Krashen, an expert in second language learning, commented, “Heritage language development appears to be an excellent investment. For a small effort…the payoffs are enormous.” Another well-known multilingual expert, Colin Baker, also echoed that multilingualism has more advantages than drawbacks.

However, I would like to caution that multilingualism affects individuals differently. Some multilinguals may develop particularly strong intellectual and linguistic abilities as a byproduct of multiple language leaning and use. Other multilinguals may have relatively weaker abilities in their respective languages because input in or exposure to each language is not evenly distributed. It is important to have a realistic view of multilingual effects and understand that there is no guarantee that being multilingual will result in benefits that are associated with multilingualism as described above, nor does it suggest that multilingualism is the cause of all the problems. Thus, not all multilinguals will function superbly or equally well; rather, the multilingual effects on an individual depend on many complex factors, including the individual child or adolescent’s sociolinguistic environments, parental support, aptitude, motivation and personality.

What is your next research project?

I have several projects in progress. For example,

  • Multilingual children’s figurative language development (such as idioms)
  • Multilingual children’s syncretic language use
  • In addition, I plan to write a comprehensive handbook on multilingual children and adolescents, tentatively titled Everything You Want to Know about Bilingual and Multilingual Childrearing.

Growing up with Three LanguagesIf you found this interesting you might also like Xiao-lei’s other books: Growing up with Three Languages and Learning to Read and Write in the Multilingual Family. Information about all her books can be found on our website.


International Symposium on Bilingualism 2015

5 June 2015

Tommi and I recently attended the International Symposium on Bilingualism in New Brunswick, New Jersey organised by Rutgers University. Around 480 delegates attended, including many of our authors, so it was nice to catch up with people and meet others for the first time. At conferences people always appreciate being able to browse our books in a way that isn’t possible online and also make the most of the opportunity to buy the books at a special conference discount price!

Assessing Multilingual ChildrenOur most popular title by far was Sharon Armon-Lotem et al’s new volume Assessing Multilingual Children which was published earlier this year. People were also interested in titles from our Bilingual Education and Bilingualism book series as well as other volumes on bi- and multilingualism.

Tommi enjoying the Eurovision Song Contest at the stand

Tommi enjoying the Eurovision Song Contest at the stand

Our stand was in a great location, right in the middle of all the conference hustle and bustle so that everyone could have a look at the books while they had a cup of coffee. In a quiet moment Tommi even managed to catch up with the Eurovision Song Contest which took place in Vienna this year. Although Finland was knocked out at an early stage, Tommi still enjoyed watching the other countries compete!

New York street art

New York street art

On an afternoon off before the conference started, we had time to make a brief trip into New York as it was so close. We spend the afternoon walking through the Highline Park which gave us some great views of the city as well as some interesting street art.

All in all it was a successful trip and we are already looking forward to ISB 2017 which will take place in Limerick!

Elinor


Second Language Students in English-Medium Classrooms

26 March 2015

The latest title in our Parents’ and Teachers’ Guides series is Second Language Students in English-Medium Classrooms by Coreen Sears. In this post, Coreen tells us why this book is such a vital resource for teachers of children in international schools. 

Second Language Students in English-Medium ClassroomsEarlier this month my new book was published by Multilingual Matters (in the Parents’ and Teachers’ Guides series edited by Colin Baker, a great name in the field of bilingual education and language learning). The book is called Second Language Students in English-Medium Classrooms and it is specifically designed as a guide for teachers in international schools, but it is also applicable to teachers in English-speaking national systems.

The book is a very practical and down-to-earth guide to teaching in schools where students may have experienced different education systems and who are in the process of learning English. These students may also be globally mobile, moving with their parents every two or three years, or local students whose parents have placed them in an English-medium school. For teachers who are new to international education, (and longer-serving teachers too) the endless variations in geographical, cultural and linguistic experiences that these students display can be extremely challenging.

Three developments in international schools made me decide to write a completely new book about working with second language students in these settings – these are:

  • Second language students now frequently outnumber first language speakers of English in many international schools. Gone are the days when they represented only 15 or 25% of the student body. Even in schools with mobile student populations, second language students may now represent around 75% of the students in a school. In schools that contain students largely from the local population the numbers may be higher. So now it’s not possible to view this group as the exception – in most schools being a second language speaker of English is now the normal thing to be.
  • In many international schools of all types there is now a greater awareness of the need to view, and educate, second language speakers as bilinguals. This does not only mean that schools should be serious in their commitment to supplying in-school home language classes where possible, but also that students’ home languages should be incorporated into their work in the English-medium classroom. There are several new approaches to achieving this, but I have opted to get down to the nitty-gritty and offer some real-life practical strategies that teachers can employ without being experts in any one pedagogical method.
  • Finally, although technology, and all its possibilities, is being introduced in education systems all over the world, the degree to which international schools have invested in IT is staggering. Teachers in most international schools have access to training and equipment that will allow them to embed technology in their classroom work to great effect. I try to indicate in my book how valuable IT can be in working with second language students and offer numerous practical examples of its use.

Finally, I want to emphasise that this book is written by a teacher, for teachers. I’ve included numerous stories, anecdotes and extra material in the Text Boxes. I hope you can find what you need in order to make your work with the second language students in your classrooms even more effective.

Coreen Sears
coreen.sears@tiscali.co.uk

If you would like more information about Coreen’s book please see our website or contact her directly at the email address above. 


Celebrating the 20th volume in the Parents’ and Teachers’ Guides book series

19 March 2015

The publication earlier this month of Coreen Sears’ book Second Language Students in English-Medium Classrooms marks the 20th book in the Parents’ and Teachers’ Guides series. Here, the series editor, Colin Baker, tells the story of the development of the series.

The series started with a challenged conscience and a dream in the early 1990s. I was writing academic books, editor of an international academic journal, and co-editor of a series of books on Bilingualism and Bilingual Education. The academic side was secure, satisfying in university terms, and writing books was a pleasure.

But there were two nagging questions in my mind in the early 1990s. Did my contribution make any difference in the classroom to teachers instructing and students learning? Was I having any effect on the ways parents brought up their children to be bilingual? At times, the honest answer seemed to be ‘no’ or at best ‘too little influence on practice in both classrooms and homes’.

Mike & Marjukka Grover

Mike & Marjukka Grover

My spectral self-doubts were shared in the early 1990s with Mike Grover, the founder and Managing Director of Multilingual Matters. By talking about publishing, he helped me see that the difference between theory and practice, research and daily living, was not a divide, but essential parts of a larger whole. In publishing, having both was important, and getting some kind of bridge between the academic and the practical was always worth attempting.

I was indoctrinated at university not to write a popular practical book as (a) it would make me look a shallow academic and ruin my reputation and promotion prospects, (b) that research and not  ‘practical guidance’  was the role of a university academic. The advice by my seniors was not to depart from an academic lifestyle. Disobedience was chosen. Conscience won. The dream began.

A Parents' and Teachers' Guide to BilingualismA hospital operation started the ball rolling. The operation was 100% successful, but the skilled surgeon told me it was essential to stay home for two weeks to rest and recuperate. After two days I was totally bored. So, in the bedroom and then study, I wrote a book for parents about bringing up bilingual children. With the help of Marjukka Grover, wife of Mike and Editor of the Bilingual Family Newsletter, over 100 questions that parents and teachers tend to ask were posed and refined. In two weeks, I had answered each question, created a rough draft of a book in FAQ style, and was fit for a return to university. The book became A Parents’ and Teachers’ Guide to Bilingualism. It was first published in 1995, with further editions in 2000, 2007 and 2014. Jokes about ‘it shows signs of the anaesthetic’ were prevalent among my colleagues in 1995!

Guía para padres y maestros de niños bilingüesThe book became the world’s best­selling guide for parents and teachers in raising and developing bilingual children, and has been published in Swedish, Estonian, Spanish, Turkish, German, Mandarin Chinese and Korean. A version of the book was published by Multilingual Matters in Spanish as Guía para padres y maestros de niños bilingües with Alma Flor Ada joining as co-author.

Both the English and Spanish editions of A Parents’ and Teachers’ Guide to Bilingualism sold well and led to the start of the PTG series. The first books in the Parents’ and Teachers’ Guides series date from 1998/9 and covered important ‘guidance’ topics for parents (e.g. dyslexia and Deaf children), with Coreen Sears’ book Second Language Students in Mainstream Classrooms being for teachers. Subsequent books have included topics as diverse as: reading and writing, sign language, family language strategies and the effect of siblings on language development.

Growing Up with LanguagesSome books in the series are for parents; others for teachers; a few are for both parents and teachers. For example, for parents Claire Thomas’ 2012 much-applauded book Growing Up with Languages gives sound and honest advice on raising bilingual children.

Language and Learning in Multilingual ClassroomsAnother book that has received considerable praise in reviews is for teachers. Written by Elizabeth Coelho and entitled Language and Learning in Multilingual Classrooms it gives seasoned and comprehensive guidance on all aspects of classrooms where there are newcomers with varied languages. An example of a book for both parents and teachers is Trevor Payne and Elizabeth Turners’ Dyslexia: A Parents’ and Teachers’ Guide that utilized much practical experience of dyslexic children with academic understandings.

Second Language Students in English-Medium ClassroomsThe series is very well-known for its books for teachers on International Schools. Written by international educators such as Edna Murphy, Eithne Gallagher, Maurice Carder and Coreen Sears, these provide a boundary-breaking set of guides for both new and experienced teachers in the fast growing number of International Schools throughout the world. The 20th book in the series is Coreen Sears’ second book Second Language Students in English-Medium Classrooms.

Family Language LearningTwo other books have only just been published (2015): Family Language Learning by Christine Jernigan and Approaches to Inclusive English Classrooms by Kate Mastruserio Reynolds.

Approaches to Inclusive English ClassroomsA recent and strongly developing strand to the series is books on the development of multilingual children. Written by authors such as Tony Cline, Andreas Braun, Claire Thomas, Elizabeth Coelho and Xiao-lei Wang (with two outstanding US books), these reflect the growing acceptance that multilingual children and multilingual classrooms are sufficiently different from bilingualism and bilingual education to merit their own advice and guidance. When the series started in the early 1990s, advice about multilingualism was seen as covered by bilingualism. This is no longer the case, as the above authors demonstrate so well. The dream has developed.

Written from the conscience, the following initial dream for the series was composed in 1995. “This series will provide immediate advice and practical help on topics where parents and teachers frequently seek answers. Each book will be written by one or more experts in a style that is highly readable, non-technical and comprehensive. No prior knowledge is assumed: a thorough understanding of a topic is promised after reading the book.”

Mike & Marjukka Grover

Mike & Marjukka Grover

My thanks go to all the authors of the twenty top-quality books in the series. These authors are teachers, parents, professional developers and academics. All authors have been a joy not only to work with, but also to learn from and to share the dream with. Much gratitude also goes to the staff at Multilingual Matters who shared my dream that we could produce excellent books that give advice and guidance at a practical level. Not least this includes Mike and Marjukka Grover who shared, supported and stirred the dream.

For more information about the Parents’ and Teachers’ Guides book series please see our website.


National Association of Bilingual Education convention 2015 in Las Vegas!

17 March 2015

I’ve just got back to the office from the first Multilingual Matters conference of the year – the National Association of Bilingual Education (NABE) convention, which this year took place in glittering Las Vegas. NABE conferences have a history of being in wacky places – the first time I attended it was held in Disneyworld, Florida – but I’m always impressed by how the delegates manage to abstain from the temptations of the host city and make the conference a success.

Laura at the NABE book stand

Laura at the NABE book stand

We had our usual stand in the exhibition hall where I had special displays for some of our new books. Fresh off the press, and very popular with the delegates, was Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College by Marguerite Lukes. One delegate absentmindedly picked up a copy while waiting for me to complete his order form (for another purchase) and was so engrossed in the stories that he ended up purchasing a copy too! The new 4th edition of Colin Baker’s bestselling book A Parents’ and Teachers’ Guide to Bilingualism proved to be as popular as expected, as did the Spanish version of a former edition of the book, which was translated by Alma Flor Ada.

The Bilingual Advantage

The Bilingual Advantage

However, by far the bestselling book of the conference was The Bilingual Advantage: Language, Literacy and the US Labor Market edited by Rebecca M. Callahan and Patricia C. Gándara. Patricia gave the final keynote presentation of the conference during which she portrayed the book as a detective story. She explained how the book looks for something that we think must exist (that bilingualism is a labour advantage) but for which there is no evidence. By posing numerous questions, such as which languages are acknowledged as an economic force and whether the background of the language speaker makes a difference to the perceived value of their language abilities, the contributors of the work set out to uncover the truth about the value of bilingualism to both individuals and society.

The excitement was palpable in the hall as Patricia led us through the studies presented in the book to the finding that balanced bilingualism is associated with a host of really important outcomes and that losing bilingualism comes at a cost for society. The conclusion that it is not a waste of money to educate children bilingually was met with a round of applause and everyone left the hall feeling armed with proof to support any claim otherwise. I had a small stand outside the hall displaying the books and was delighted as a long queue of delegates formed, each one eager to get a copy of the work.

Before Patricia Gandara’s keynote speech, State Senator Ricardo Lara (from California’s 33rd District) was awarded the NABE Citizen of the Year award for his significant work on improving educational equality and opportunities for all students. Ricardo is an advocate for multilingual education and has created the California EdGE Initiative (Education for a Global Economy), which will go to a vote in 2016. If passed, California’s English-only instruction mandate in public schools (prop 227) will be amended. The evidence reported in the book can be used to convince the public of the benefits for individuals and society of the maintenance of the home language and that it is time to remedy the damage done by prop 227. Patricia Gandara ended her keynote by reminding us that while what happens in Vegas stays in Vegas, what happens in California often does not stay in California and there may be implications of this vote outside California.

Laura being welcomed to Las Vegas!

Laura being welcomed to Las Vegas!

As for Las Vegas, well, what a venue for a conference! Outside of the conference hours I tried to get a feel for all that the city had to offer and do something different every evening. Most of the attractions are in the numerous hotels: I rode a rollercoaster in one; went up the tallest freestanding tower in the USA in another and saw Britney Spears perform live in a third! I am also proud to be leaving Las Vegas $15 richer than when I arrived, having had a bit of luck on the roulette! I tore myself away from the temptations of the casinos to return home for a week, before the next round of conferences begins. Look out for Tommi at GURT this week, or Kim, Tommi and me at AAAL in Toronto the week after as our spring travel schedule hots up!

Laura


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