Channel View Team at London Book Fair 2017

11 April 2017

Last month Sarah and Flo popped down to London for the day for the London Book Fair at Olympia. It’s always a good chance to meet and catch up with all our publishing contacts in one place and we see everyone from reps and ebook providers to distributors and designers.

Flo at London Book Fair 2017

After a pretty civilised 11am arrival, we had a bit of time to wander around and acclimatise to the hustle and bustle before meeting our UK distributor, NBNi. After a quick catch-up with Juliette Teague and Matt Devereux, there was time to grab some lunch before our meeting with Kelvin van Hasselt, our rep for Sub-Saharan Africa and the Caribbean.

Covers designed by Latte Goldstein at riverdesign

After our appointment with Kelvin, we were due to meet our new book cover designer, Latte Goldstein from riverdesign. After some confusion and a couple of incidents of walking past each other (it’s surprisingly difficult to get a proper look at people’s name badges!), we eventually managed to meet up and had a useful discussion about the current projects he’s working on for us. We now have two books in the pipeline whose covers have been designed by Latte, International Student Engagement in Higher Education by Margaret Kettle and Early Language Learning edited by Janet Enever and Eva Lindgren.

In the afternoon Flo went off to explore while Sarah had a meeting with Darren Ryan, the CEO of one of our suppliers for copy-editing and typesetting, Deanta Global. Darren was showcasing DeantaSource, their web-based project management portal, where authors can login and make corrections to the proof file. Another meeting followed with James Powell of ProQuest, one of the library ebook aggregators we distribute ebooks to. James was very happy that our ebooks are often distributed before the print book is available.

We then came back together for a meeting with Andrea Jacobs from our US distributor, NBN. It was nice to be able to put a face to a name you email on a regular basis and we had a good chat about our experience of moving over to a new distributor.

Our dedicated and diligent Production Manager

With all our meetings over, we went to the IPG drinks reception where we fought our way through the crowds to the stand of our database provider, Stison, to have a quick catch-up with them and take advantage of a great photo opportunity (see right!). When the drinks had run out, there was just time for dinner with one of our printers, CPI, before we caught the train back to Bristol. We look forward to seeing everyone again at London Book Fair 2018!


Celebrating 1000 books in 35 years of Channel View Publications/Multilingual Matters

6 April 2017

With the recent publication of the 6th edition of Foundations of Bilingual Education and Bilingualism, we hit a real milestone and published our 1000th book since the company began. In this post, Tommi reflects on the last 35 years leading up to this point and discusses how the company and wider world of publishing has changed over time. 

Tommi and David Singleton at the MM drinks reception at AAAL

At the recent AAAL conference in Portland, OR, we celebrated the publication of our 1000th book, the 6th edition of Foundations of Bilingual Education and Bilingualism, co-authored by Colin Baker and Wayne E. Wright. Since I remember the publication of our very first book in 1982, Bilingualism: Basic Principles by Hugo Baetens-Beardsmore, this led me to reflect a little on what has changed at Channel View Publications/Multilingual Matters (CVP/MM), in the world of academic publishing, and attitudes to bilingualism since then.

Marjukka and Mike at Frankfurt Book Fair

Many of you will know that CVP/MM is a family business, founded originally by my parents in response to being told by our family doctor not to speak Finnish to my brother and me, stating that “they didn’t know what damage they were doing”. Fortunately, being a formidable combination of a stubborn Finnish mother and an entrepreneurial Essex-man father, they not only refused to take such unwelcome advice, they took it as an opportunity to find and publish world-class research focusing on the many positive benefits of bilingualism. Although we now publish in a very wide range of topics – including applied linguistics and sociolinguistics, educational research, language disorders and translation studies under our Multilingual Matters imprint and, under our other imprint Channel View Publications, tourism studies – language rights and positive attitudes to bi- and multilingualism remain at the heart of what we do. We believe that no mother or father should ever be told not to speak the language of their heart to their children without extremely well-informed reasons for doing so.

Although in many cases attitudes towards bilingualism may have switched towards the more positive and even aspirational, this is often only the case if the languages you speak are privileged western languages, and in many cases only if you are of the majority population. It is fine and admirable to learn Spanish or Arabic if you are white, but society might be less positive about you retaining your Spanish or Arabic if you are an immigrant. There is still much work to do in changing attitudes towards languages where these languages are associated with immigration or are minority indigenous languages.

Some of my first memories include sitting under our dining room table, “helping” my parents stick the mailing labels onto envelopes that would carry our first catalogues out into the world. Among the many addresses we sent catalogues to, 252 Bloor Street West stuck in my mind. As a 6 year old child I struggled to understand how so many people lived in this one house! In the years since then I have come to know the Ontario Institute for Studies in Education (OISE) well, and have got to know the very many authors and friends who are based there. We no longer pack and mail our catalogues ourselves, this is one of those tasks that computers and automation have simplified, but as the editor of my local orienteering club newsletter I have to pack and mail all the copies to our members, so I like to think that I have retained those valuable skills!

The office in Clevedon before everything was done on computers

In 1982 we were already using computers for journal subscription processing, but all correspondence with authors and editors was by mail. We used to do so much mailing back and forth that the local post office gave us our own postcode! All of our records were kept in large filing cabinets and a system of racks, T-cards and folders would track the process of book and journal manuscripts from initial proposal to published book. Sales reports from our distributor would be couriered once a month to us in a large box, and even as recently as the late 1990s we would wait with excitement to go through the monthly sales reports and see how well our books had been selling. These days everything we do is reliant on computers, the internet and data. We only have to log in to our distributors’ reporting sites to get the sales figures from the day before, and we can communicate easily even while travelling. This availability of data and immediacy of communication brings with it a new set of demands and challenges. There is a sense that we must respond to everything as quickly as possible and that we absolutely have to know how many books were sold in the last 24 hours. A lot of time is taken up by responding to queries that in the past would have waited for a single letter, and of course we put the same pressures on to other people.

In the early days of our company the only reliable way to purchase books was via the bookshop, or to put a cheque in the post with an order form from our catalogue. These days the rise of companies like Amazon, Books etc. and the Book Depository, as well as our own website, means that wherever you are you should be able to order a print copy of our books and have it posted to you quickly. If you choose to purchase an ebook, you can place an order now and have the full text, even in some cases with embedded video files and links to relevant websites and resources, delivered direct to your computer, tablet or reading device within seconds.

Libraries are able to buy one multi-user license of a digital book, which does not degrade with age and usage, and are able to share this with multiple users of the library, even off-site users of the library, at the same time. Shelf space is making way for more computer spaces and learning environments, and university campuses are changing accordingly. Of course the downside of this is that the number of copies required to service the same population has fallen, and so in general across the publishing industry we have seen the total number of sales of any one academic title fall quite dramatically in the past 10 years or so. Since the majority of overhead and fixed costs of publication have not fallen, this means that book prices have risen much faster than inflation in order to cover those costs.

While it is interesting to look at what has changed, it is also very instructive to consider what has stayed constant over all this time. Digital technology and distribution has meant that the barriers to entry into the publishing industry have fallen dramatically. In a world where anyone can write, typeset and publish a book relatively quickly, easily and inexpensively, the role of the publisher in providing a measure of review, revision and quality control is just as important as it was in 1982. It is arguably even more important now, given the recent attention to fake news stories and alternative facts. CVP/MM has always believed in reviewing manuscripts thoroughly and as transparently as possible, and while peer-review is not a flawless system, it is a vitally important step in ensuring that the books we publish can be trusted by students, researchers, parents and policy-makers.

Flo, Sarah, Anna, Tommi, Elinor and Laura

We continue to grow as a business, this year we will publish 60 titles across all of the various subject areas, where just 10 years ago we would schedule 30 titles. But we remain a small and friendly operation with approachable staff. We have fostered an atmosphere where we can thrive and grow within our jobs, and so our staff turnover is extremely low. It is highly likely that you will deal with the same people through the life of your book project, if not your whole career! You will have seen me at every AAAL for the past 19 years, but you may not be aware that Sarah and Anna will this year celebrate their 15th anniversary of working for Multilingual Matters, and Elinor and Laura are not that far behind. Our most recent full time colleague, Flo, already feels like part of the family, and our intern, Alice, reflects the values that we all share.

Although my father, Mike, is no longer around to see the progress we have made since he and my mother, Marjukka, retired, he would still recognise everything that we do and be proud of how we have continued to build on what they started 1000 books ago. We would not have been able to publish 1000 books if it wasn’t for the many authors, series editors, reviewers and readers who have contributed in so many different ways. There are too many to name here, but I hope you know just how important you are to us. It has been a pleasure to work with you all and I hope that you will continue to partner with us, to work with us and to hold us to account when we do occasionally get things wrong, so that as we go on to publish books together we can all grow and improve, and look back on the next 1000 books with just as much pride!

Tommi


The Pleasure of Raising Multilingual Children

4 April 2017

Last month we published Raising Multilingual Children by Julia Festman, Gregory J. Poarch and Jean-Marc Dewaele. In this post, Jean-Marc discusses his own experience of bringing up a multilingual daughter and explains what inspired him and his co-authors to write the book.  

Parents everywhere in the world want the best for their children. It means looking after their physical and psychological health as well as their education. I remember reading books with my wife when she was pregnant with Livia about the best ways to raise children. We felt a little overwhelmed by the amount of information and the occasionally contradictory suggestions on how to be good parents. We were also struck by the strong opinions people had about early multilingualism. Many expressed doubts about it being beneficial for the child “before a first language” settled in: wasn’t there a risk of the child ending up with a “muddled” linguistic system, unable to distinguish between the languages? Others wondered whether growing up with multiple languages might lead to an absence of clear linguistic and cultural roots for the child.

Having read my former PhD supervisor, Hugo Baetens Beardsmore’s (1982) book, Bilingualism: Basic Principles, my wife and I decided that the potential benefits of early multilingualism outweighed the potential drawbacks, and when Livia was born in London in 1996, my wife used Dutch with her, I used French, with English spoken all around us. She picked up Urdu from her Pakistani child-minder, who spoke English and Urdu with the English-speaking children. We were a bit concerned that the introduction of a fourth first language might be too much for Livia, but this fear turned out to be unfounded and her languages developed at a normal pace – though Urdu faded away after the age of two and a half when she moved to an English nursery school. From the moment she started speaking, she was perfectly capable of separating her languages, and switching from one to another effortlessly depending on the linguistic repertoire of her interlocutor. She still sounds like a native speaker in her three languages and consistently got some of the highest marks for English during her primary and secondary education. The brain of a baby is like a sponge: sufficient and regular linguistic input will allow it to absorb the languages in its environment. There is no danger of the brain ‘overheating’ because of exposure to too many languages.

Livia’s case is the first story in the book Raising Multilingual Children that has just come out. It includes Livia’s own view on her multilingualism at the age of ten and sixteen. My co-authors Greg Poarch and Julia Festman tell the story of their trilingual children. Greg’s son, Loïc, speaks two minority languages (English and Dutch) at home and uses German outside of his home. Julia’s daughter and son, Aya and Noam, grew up as trilinguals from birth, with two minority languages (English and Hebrew) at home and German outside. The situation changed when Julia’s husband passed away and the input in Hebrew dried up. Now German is the majority language spoken inside and outside of their home and English is the language used at school. Greg, Julia and I decided to pool our family experiences with three languages to produce a book for the general public informed by the academic research. We adopted an issue-related approach and agreed that we would present tips based on examples from our daily lives to highlight things that worked, and strategies that backfired with our children. The book contains concrete and practical ideas to implement multilingualism in the household.

For more information about this book, please see our website. If you found this interesting, you might also like A Parents’ and Teachers’ Guide to Bilingualism by Colin Baker, Language Strategies for Trilingual Families by Andreas Braun and Tony Cline, and Xiao-lei Wang’s books, Growing up with Three Languages and Maintaining Three Languages.

 


Experiential Learning in Second Language Contexts

29 March 2017

This month we published Creating Experiential Learning Opportunities for Language Learners edited by Melanie Bloom and Carolyn Gascoigne. In this post the editors explain what inspired them to put the book together.

The idea for Creating Experiential Learning Opportunities for Language Learners grew out of the frustration we both experienced when we researched supporting articles and publications for the internship and externship programming we were designing for second language learners. In developing our own programming in this area, we were expecting that we would be able to find models or ideas from which to work, but instead we found a paucity of information. At the same time, Melanie was conducting research on the research on students’ development in intercultural sensitivity in the study abroad context and stumbled across an article on students’ development of cross-cultural adaptability an international internship (Batey & Lupi, 2012). This connected the work she was conducting in the study abroad setting with potential models of internship programming, which served as the impetus for the volume.

In our initial discussions about the structure of the volume, we determined that focusing only on professional engagement opportunities might be too limiting and might steer the volume’s focus to Spanish as a second language in the United States. As our intention was to offer a selection of research and models of domestic projects for a range of second language learners and contexts, we decided to broaden the scope of the volume to include community-based service learning activities, professional engagement activities and a variety of other unique engagement contexts. This allowed us to invite contributors from different language teaching contexts and explore new directions in experiential learning on which few publications have been produced.

As we sent out invitations to contributors, we tried to strike a balance between authors who are widely known in the field of experiential learning in second language contexts and scholars who have begun to contribute to the field more recently. This allowed us to capture many different voices and also present a wide-range of contexts from which our readership could learn. To this end, we were able to provide both an historical backdrop for experiential language learning, as well as examples of different applications, and lessons learned, across various languages and course types.

Our hope is that this volume is able to begin to fill the hole in the literature that we found as we started to develop internship and externship programming at the University of Nebraska at Omaha. Readers passionate about creating meaningful language learning opportunities and preparing their students for professional life beyond the classroom will find inspiration and ideas for moving forward. In addition, we hope teacher scholars working with second language students in experiential learning contexts will see this volume as an invitation to continue the scholarly conversation and be encouraged to publish their own work.

For more information about this book, please see our website


The Power of the Nonverbal in Communication – Part 2

24 March 2017

In the second of a two-part blog post, the authors of our recently published title, Optimizing Language Learners’ Nonverbal Behavior, Tammy Gregersen and Peter D. MacIntyre discuss the innovative use of videos to accompany their book.

Even the thought of it is ironic – to write a book about nonverbal communication. Although it obviously is possible, there is something extraordinary about describing nonverbal actions using printed words on a page, so when we set out to do this project for Multilingual Matters, we wanted to add a visual dimension to the printed words. In our 2014 book, Capitalizing on Language Learner Individuality, we wrote about technological modifications to various classroom activities to make them more accessible to teachers and students who are using modern technologies, and also to increase the value of the book to readers. We wanted to do the same with Optimizing Language Learners’ Nonverbal Behavior.

With respect to the book on nonverbal communication, after much discussion we settled on the idea of adding a 68-video library to the book. Multilingual Matters agreed to host the videos on their website. The University of Northern Iowa provided a grant to fund video production and we were fortunate to find an outstanding producer in Blake Lybbert and two musical wonder groups, “Amelia and Melina” and “John June Year”. They gave us permission to use their original music to provide a cool background vibe. Tammy asked students, family and friends to volunteer to demonstrate a variety of nonverbal actions to better capture the nature of nonverbal communication and as viewers, to be able to watch them. We are certain the audience will sense the fun that everyone had in participating! We did not see this sort of video in any other nonverbal text and thought it was an interesting innovation that would better capture the essence of our topic.

But then it hit us – could the e-book version possibly link to the videos? If possible, a reader could be reading the book on a computer, tablet or similar device, then click the video to watch the demonstration, and seamlessly continue reading. This allowed us to have both movement and sound inside the e-book.

When the publisher sent us the draft e-book it was more than impressive.  It is absolutely amazing to be reading about a specific nonverbal action and then watch it move in full colour, with sound, and an added narration for explanation. This unique approach sets the book apart from other texts in the market. We are thrilled with the result and hope that readers will be able to check out the e-book version of the text to see for themselves what is possible to do these days in a text about nonverbal communication.

For more information about this book, please see our website. All the videos that accompany the book can be found on our YouTube channel. If you found this interesting, you might like the other books Tammy and Peter have published with us, Capitalizing on Language Learners’ Individuality and Positive Psychology in SLA (co-edited with Sarah Mercer).

 


The Multilingual Nature of Higher Education

21 March 2017

This month we published Academic Biliteracies edited by David M. Palfreyman and Christa van der Walt. In this post, David and Christa discuss their experience of coediting the book. 

Christa: There were some initial signs that this book was not meant to be. Firstly, David’s e-mails to me disappeared in cyberspace and it was only when Nancy Hornberger contacted me to enquire very diplomatically whether I had received the e-mails, that we found out his institutional e-mails were not delivered, for some unfathomable reason. Secondly, this was an under-researched topic and we were not sure that we would get any contributions; and thirdly, both of us dealt with serious interruptions of a personal and professional nature. And yet, here we are, three years later, with chapters that showcase the multilingual nature of higher education in all its complexity.

Our first (academic) challenge was to agree on what we understand ‘literacy’ to mean, so that we can evaluate contributions on ‘biliteracy’. Going through our Skype notes, I’m struck by the terminology issues in every conversation. Is there a difference between ‘translanguaging’ and ‘translingual’; between ‘multiliteracies’ and ‘multilingual literacies’? Is ‘translanguaging’ the overarching concept in which ‘biliteracy’ needs to find its place, or should they be seen as separate phenomena in multilingual contexts? We still do not have a definite answer; or maybe it is better to say that we have many answers!

David: Yes, the email bug almost put a subtle end to the project before it started, and I’m very glad that Nancy intervened! I was keen to work with Christa on this book because her previous publications had focused on multilingual higher education in a way that I hadn’t come across before: questioning assumptions about English as the medium of instruction in so many universities worldwide.

Christa: We both wanted a variety of chapters from all corners of the world, but of course we had to be selective within the scope of one book.  We aimed to cover both majority and minority languages in contexts where language is a medium for developing knowledge rather than necessarily a focus of the course; in the end, the chapters highlight the use at university of literacy in Afrikaans, Arabic, Chinese, English, French, German, isiXhosa and other African languages, Korean, Maori, Polish, Spanish and Welsh.

David: Some of the contributors had already published in the area of biliteracy; some had been working with biliterate students and issues of biliteracy in university courses for some years, but came to engage with the issues in new ways through their involvement in the book. As the book developed, we encouraged contributors to read and comment on each other’s chapters, which brought some mutual adjustments and helped bring out common themes. All of us became aware of new perspectives to understand the experience of students and scholars, and fresh options for working with and for biliteracy. Guillaume Gentil, whose previous work provided inspiration for the book, kindly sprang into action once the rest of the book was complete, contributing a concluding chapter which draws themes together and points out some ways forward for research in academic biliteracies.

I’m grateful to Zayed University (UAE) for their support in travelling to Australia, Jordan and the UK in the course of preparing the book. Among many learning experiences along the way, I remember especially meeting up by coincidence with Christa at the AILA Congress in Brisbane – it was good to have a face to face meeting near the beginning as most of our later work together was by email or Skype. Another unforgettable and educative experience was taking part in a research conference at Cardiff University where most communication was in Welsh or Basque: having to rely on simultaneous interpreters and finding my usual language of academic/social communication suddenly minoritized, I suddenly found myself a ‘lurker’ in academic discussions!

Christa: For me, as a lecturer who code switches and uses two languages when teaching at Stellenbosch University, the active development of biliteracy in academic contexts is an important acknowledgement of the multilingual nature of twenty-first century higher education. Many students arrive at higher education institutions with a fully developed academic language that is not English and it would be a waste to ignore the enormous potential of that resource when making meaning of academic material.

We’ll look forward to hearing from readers of the book about how the issues relate to their own experiences as learners or teachers.

 

David M. Palfreyman: david.palfreyman@zu.ac.ae

Christa van der Walt: cvdwalt@sun.ac.za

 

For more information about this book, please see our website. If you found this interesting, you might also like Multilingual Higher Education, which Christa published with us previously.

 


The Power of the Nonverbal in Communication – Part 1

14 March 2017

This month we published Optimizing Language Learners’ Nonverbal Behavior by Tammy Gregersen and Peter D. MacIntyre. In the first of a two-part blog post, Tammy and Peter explain what inspired them to write a book about nonverbal communication.

Optimizing Language Learners’ Nonverbal BehaviorReaders may ask themselves why two people who have dedicated much of their academic careers to language-related issues would suddenly write a book on communicating without language – or at least making meaning through means that accompany the verbal. In the paragraphs that follow, we tell our stories…

Tammy’s saga:

Long before I ever read literature on Emotional or Interpersonal Intelligence, I anecdotally surmised that those individuals who had “people smarts” simply were those people who could read others’ nonverbals. They could make the initial acquaintance of a person and within milliseconds of their interaction, these people-savvy folks were able to pick up the other’s vibes and effectively act accordingly. Whether through conscious inspection or subconscious osmosis, I knew in my gut that such mind-and-body-language readers were gifted with the instantaneous interpretation of the bombardment of nonverbal cues that characterize all human interaction. I was hooked, and my curiosity about this phenomenon propelled me to investigate it further.

But now I get ahead of myself…my nonverbal intrigue actually started long before I could even process the simplest of thoughts. It began with my relationship with my dad – which means within hours of being born. If you read the Dedication Page of Optimizing Language Learners’ Nonverbal Behavior, I used this opportunity to honor my father. It says in part, “To my father, F. Neal Gregersen, who, had it not been for his characteristic silence, I would never have understood the awesome power of nonverbal communication.” You see, my dad is a man of very few words, so if one wants to have a verbal conversation, it often turns into a monologue. However, one would be gravely mistaken to think that he doesn’t communicate. Although he doesn’t often use language, those of us who know him well only need to see the smallest change in his demeanor to know exactly what he is thinking. As I was growing up, his only means of discipline was what the five of us kids deemed, “The Look”.  Whenever we were the recipients of it, we immediately shaped up. Hence, I understood early in my life the immense power of nonverbal cues and I wanted to know more. That was then and this is now….

Peter’s journey:

It was my first semester at university, one of our assignments was to do a review of a research paper. I chose a paper by Professor Nancy Henley on ways in which nonverbal communication relates to interpersonal power – the doctor touches the patient and not the other way around because the doctor is in a position of power. It was nothing short of a revelation! Other examples in Henley’s work brought to light the complexity of everyday communication. At the time I was taking courses in Psychology and Interpersonal Communication, and Henley’s work forged such a fascinating bridge between the disciplines, I’ve been hooked ever since. It is powerful to realize that I was a full and active participant in a process that had never been explained overtly, but I knew the rules – everybody knows the rules. I wondered, how is that possible?

I am sure many readers of this blog have had a similar experience in doing research on a topic – a process that is right in front of you is explained in a new way. But there is something unique about nonverbal communication, it is so ubiquitous and so effective in conveying information, yet it seems so natural. When we then add the idea of language and culture into the mix, and that sometimes people in different places have different ways of doing things, nonverbal communication becomes all the more interesting.

Like Tammy, I am dedicating this book to people who taught me a lot about nonverbal communication, my teachers and especially my mother. Unlike Tammy’s dad, my mom had no trouble with verbal communication, but for her the message was all in the tone of voice. I can vividly recall when I said that I didn’t want to do some chore, she would say “never mind.” By conventional definition, the words said I was off the hook but the unmistakable tone meant I had better get to it.

We hope that people will enjoy reading the book as much as we did writing it. Please be sure to check out the videos that demonstrate nonverbal concepts. Videos are embedded in the ebook and available on the web for the printed book. The videos were great fun to produce and add a unique dimension to this book – more on that in another blog entry…

Capitalizing on Language Learners' IndividualityPositive Psychology in SLAFor more information about this book, please see our website. The videos that accompany the book can be found on our YouTube channel. If you found this interesting, you might like the other books Tammy and Peter have published with us, Capitalizing on Language Learners’ Individuality and Positive Psychology in SLA (co-edited with Sarah Mercer). Watch this space for Part 2…


What is “the best” way to assess emergent bilinguals?

9 March 2017

Last month we published The Assessment of Emergent Bilinguals by Kate Mahoney. In this post, Kate explains how she came to dedicate her research to this topic and introduces us to her decision-making framework, PUMI (Purpose, Use, Method, Instrument), that can be used to better inform assessment decisions for bilingual children.

Since my first days as a teacher, I wanted to answer questions about how language and culture impact learning and schooling. I found myself teaching in Puerto Rican communities in New York, Navajo communities in New Mexico, Mexican communities in the Southwest, and in bilingual communities in Belize. Each experience drove an awakening clarity: assessment was an incredibly powerful influence on schooling and success, and language and culture strongly influenced assessment. In 1999, my then-advisor Dr. Jeff MacSwan at Arizona State University (ASU) suggested I adopt the study of tests and the testing process – within the context of bilingual learners – as a research topic. Admittedly, I was reluctant to begin a formal study involving psychometrics, language assessment and related methodologies, but I needed a multidisciplinary approach to answer questions. I was reluctant because the topic of testing seemed so frustrating and unfair, and seemed to privilege some students over others, based primarily on the relationship between culture and language. It was this reluctance that led me to begin my study of assessment, and from multiple disciplines. At the same time, I began teaching graduate courses in assessment for the multilingual programs at ASU. I’ve continued to teach this course throughout my career and today teach and conduct research at the State University of New York at Fredonia.

As I think back over the past 15-plus years of researching this topic, I’m continually struck by its complexity, and how difficult it can be for classroom teachers to learn about and stay abreast of the evolving methodologies. There is so much more to assessment than simply establishing a rubric and giving the test. Because of the complexity and multidisciplinary nature of assessment, it was difficult to deliver a course on assessment in a connected way to university students. That’s why I developed PUMI (Purpose, Use, Method, Instrument) for my first class on the subject back in 1999. I didn’t call it PUMI back then, but my students and I always discussed assessments within this framework, and it became an important way to make decisions and select appropriate assessments, while also understanding the complexities of emergent-bilingual assessment.

This book about the assessment of emergent bilingual learners is the culmination of teaching a university course for the past 18 years. I use the PUMI framework across the whole book; it’s a decision-making process teachers can use to make better assessment-related decisions. Also included are more in-depth topics in assessment that warrant full attention, such as validity as a theory, the history of the assessment of bilingual children, as well as testing accommodations and accountability topics.

Over the years, many people have approached me to ask about “the best” assessment or test for assessing Spanish or assessing math with emergent bilinguals. The answer is definitely not prepackaged, and not easy for that matter either. To begin to understand the answer to these types of questions, one must ask PUMI questions, and in that order. So, my response to questions about the best assessment is always first, what is the purpose “P” of the assessment and how will you use “U” the results. After considering the purpose and use, then we can begin to consider the best assessment method “M” and instrument “I”. Selecting an appropriate assessment for emergent bilinguals is not an easy task, but PUMI can guide us toward better assessment for this unique group of students.

For more information about this book, please see our website. If you liked this, you might also be interested in Foundations of Bilingual Education and Bilingualism (6th Edition) by Colin Baker and Wayne E. Wright.


The start of a busy conference season for Multilingual Matters

7 March 2017

Laura at NABE 2017Last month I kick-started our 2017 conference attendance with a trip to the National Association of Bilingual Education
conference. Last year’s conference was in Chicago and this year the gathering moved south to the warmer climate of Dallas, Texas. Fresh off the press (so much so that I had to take them in my suitcase!) and highlights of the Multilingual Matters’ stand were Mahoney’s new book The Assessment of Emergent Bilinguals and the 6th edition of our bestselling textbook Foundations of Bilingual Education and Bilingualism, which is now co-authored by Colin Baker and Wayne E. Wright (you can read more about that collaboration on our blog here).

Click to enlarge

Next up on the Multilingual Matters conference schedule come the American Association for Applied Linguistics (AAAL) and TESOL conferences and our editorial team will be heading to those gatherings which are due to take place on the west coast in Portland and Seattle later in March. We very much enjoyed our last trip to Portland for AAAL in 2014 and are looking forward to a bustling few days at the conferences. A particular highlight of the AAAL calendar will be the celebration that we’re hosting during the Monday afternoon coffee break at AAAL, to which all delegates are invited.

On return to the UK, Anna will be attending the iMean conference which is hosted right on our doorstep at the University of West of England, in Bristol. Jo Angouri is one of the organisers of the conference and also one of the series editors of our new Language at Work series. We are looking forward to introducing the delegates to the first book in the series, Medical Discourse in Professional, Academic and Popular Settings edited by Pilar Ordóñez-López and Nuria Edo-Marzá, which was published last year.

Later in the spring we’ll be exhibiting at the American Educational Research Association (AERA) conference in San Antonio, Texas and then in the summer we’ll be crossing the waters to Ireland for the International Symposium on Bilingualism, which is to be hosted by the University of Limerick.

We very much hope to see you at a conference somewhere this spring – please drop by the stand and say hello if you see us!

Laura


Investigating the Place of Mission Work in English Language Teaching

2 March 2017

Recently we published English Teaching and Evangelical Mission by Bill Johnston. In this post, Bill talks us through what inspired him to investigate the place of mission work in English Language Teaching and the message his book aims to communicate.

 English Teaching and Evangelical MissionThis book is the culmination of my many years of interest in the intersection of language teaching and teachers’ religious beliefs, particularly those of evangelical Christians who use language teaching as a platform for mission work. In recent years many non-evangelical TESOL professionals, myself included, expressed concern over this practice. Such concerns seemed potentially valid, yet they were not informed by any in-depth empirical research. To cut a long story short, I decided to go “into the field” and take a close look at a language school in Poland that explicitly offered “Bible-based curriculum” in its classes. What I found very much surprised me – a school with a warm and open atmosphere in which evangelicals and Catholics learned English side by side. That’s not to say there were not more questionable aspects of the school’s work. These, though, were by and large subtler, and it took painstaking ethnographic work to tease them out.

I don’t regard this book as the last word on the topic – quite the contrary, I see it very much as an exploratory study that, I hope, will encourage other researchers, especially those who are not evangelicals, to gather extensive data in other settings. My biggest hope is that the book will encourage a respectful and open exchange between evangelicals and non-evangelicals working in TESOL. We live in times in which political, cultural, and religious divisions seem to be becoming more and more sharply delineated, often to the consternation of those who find themselves on one side or the other of a supposed demarcation line. My experience collecting data for this book taught me that there is a lot less dogmatism than one is led to imagine. During the data collection period the evangelical teachers and missionaries I spoke with expressed an often vivid curiosity about my beliefs and motivations, and presented their own with conviction but also with humility. Our positions remained profoundly different; yet connection and even friendship was possible.

If my book has one overall message, it is that listening carefully and respectfully to those whose views are radically different than your own is a much preferable alternative to the strident, doctrinaire shouting down of one’s “opponents” that is increasingly evident in the media – on all sides of the political landscape, I might add. This is certainly true today in Poland, in my adopted country of the United States, and in many places in Europe, the continent I come from. I would wish my book to offer a small, quiet voice arguing for calm and for dialogue.

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


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