Earlier this month, I attended the annual American National Association of Bilingual Education conference, which this year took place in Albuquerque, New Mexico. This is a conference we attend each year as it gives us an opportunity to showcase our books not only to academics researching in the area, but also to readers who might otherwise not discover them so easily, such as professionals working for school districts and in schools.
This year’s conference was particularly exciting as we had organised a launch for the 2nd edition of our book Guía para padres y maestros de niños bilingües. This book was originally written by Colin Baker in 1995 as a guide for parents and teachers looking for resources to help them raise their children with two languages. The English version has since gone on to a 4th edition (published in 2014); we have sold the rights to other publishers to publish versions in Chinese, Estonian, German, Korean, Swedish and Turkish and we ourselves have published the two editions in Spanish.
The 1st edition in Spanish was published in 2001, so it was long overdue an update. The 2nd edition, written by Alma Flor Ada and F. Isabel Campoy, in consultation with Colin Baker, came out last summer and has been really well-received. Ada and Campoy are very well-known, award-winning authors, who have published numerous books and poetry for children, as well as academic works on bilingualism. As such, many delegates were excited to have the opportunity to meet the authors, both at the signing and throughout the conference, and talk about the book and how useful it is for parents and teachers nurturing bilingual children.
Aside from this book, our books on translanguaging, including Paulsrud et al’s edited collection New Perspectives on Translanguaging and Education, and assessment, such as Mahoney’s The Assessment of Emergent Bilingualswere popular with the delegates. I am fortunate to have a couple of friends in the city and I spent my day off before travelling home exploring the surrounding area. A personal highlight was going up The Sandia Peak Tramway, the longest aerial tram in the United States. The views from the top of New Mexico were simply stunning!
Last month I was invited to give a talk on publishing with Multilingual Matters at the Irish Research Network in Childhood Bilingualism and Multilingualism. The one-day meeting was organised by Francesca La Morgia and took place at Trinity College Dublin (TCD). The research network aims to ‘establish links among researchers, policy makers, teachers, early childhood educators, educational psychologists, speech and language therapists and anyone who could benefit from gaining knowledge and sharing experiences that can advance the understanding and improve practices in the area of childhood bilingualism’.
The day began with a keynote speech from Prof. Enlli Môn Thomas who is the co-editor, together with Ineke Mennen, of our book Advances in the Study of Bilingualism. Enlli talked us through research being undertaken on bilingualism in Wales and discussed what has been done and has, or has not, worked in some areas. It seems that often the attitudes toward Welsh are relatively positive, in that people understand why it’s important and what the benefits of being bilingual are, yet their linguistic behaviour does not always reflect these views.
The next part of the morning comprised presentations from Prof. Nóirín Hayes from the Children’s Research Network for Ireland and Northern Ireland and Maureen Burgess of TCD who spoke about funding sources and opportunities. Making up that trio of presentations was mine on publishing, which I hope was of interest to those who are looking to publish the outcomes of their work and want to learn more about the publication process and what it entails.
One of the key aims of the network is to connect those working in different spheres but with similar interests or goals, to share knowledge and to think about useful collaborations. As such, the afternoon began with short presentations by delegates so that we could get an idea of who was working in which specific areas. We then split off into workshops and I sat in on one led by Ciara O’Toole on language disorders in bilingual children and bilingual education. In the group were speech language therapists, teachers and researchers and it was interesting to hear everyone pooling their ideas and expertise to come up with some aims for the group and goals to achieve before the next meeting.
The day then drew to a close with each working group reporting back to everyone else and it was nearly time for me to return to Bristol. But not before I took a moment to visit two of TCD’s most famous things: The Book of Kells and Old Library – absolute ‘musts’ for a publisher on a trip to Dublin!
Last month we published The Assessment of Emergent Bilingualsby 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.
This month we are very excited to be publishing the 6th edition of our international bestseller, Foundations of Bilingual Education and Bilingualism by Colin Baker and Wayne E. Wright. In this post we interview Colin and Wayne about where it all started, the collaborative process and what the future holds for Foundations…
Q1: Colin, how does it feel to be handing over control of the book to Wayne?
It was a dream come true when Wayne agreed to work with me on the 6th edition of Foundations. Since the 1st edition in 1993, research and writing on bilingualism and bilingual education have mushroomed so much that revising the 2011 5th edition by myself made no sense at all.
Finding somebody with such an extensive knowledge of bilingualism, multilingualism and bilingual education, a broad and international understanding, totally sane and balanced, and much younger than myself was wonderful.
Wayne and I met in Bristol (UK) and instantly found we had very similar ideas about the future and contents of the Foundations book. A close academic and personal friendship became a wonderful part of my life. Within a few hours of meeting, I knew that the future of Foundations was in the best possible hands, and I am enormously grateful to Wayne for taking on this responsibility.
Q2: Wayne, how does it feel to be handed control of the book from Colin?
I read the 1st edition of Foundations as an undergraduate student, and the 2nd and 3rd editions in my graduate programs. Colin’s book inspired me throughout my career as a bilingual teacher, and was a key resource as I began conducting research. I’ve used the 4th and 5th editions in my own courses. I was thrilled when the 4th edition included citations to some of my work, and even more thrilled when I was invited to help update one of the chapters in the 5th edition. Foundations and many of Colin’s other excellent books and articles have been a guiding force for me and so many others in the field for a long time.
Needless to say, it has been a tremendous honor to join with such an esteemed and outstanding scholar as Colin as co-author of this 6th edition. Colin and I had friendly correspondence occasionally by e-mail for many years related to various academic tasks. It was a wonderful experience to finally get to meet him in person in Bristol to discuss our plans for this and future editions. I confess to feeling unworthy of such an important task, but Colin quickly put my fears to rest. Working closely with Colin on this edition has been one of the most enjoyable experiences in my academic career. Colin proved to be a great mentor and friend.
I feel a great sense of responsibility to ensure Colin’s original work remains an influential and beneficial resource for the current and next generations of students and scholars.
Q3: How did the collaborative process work with your being thousands of miles apart in very different time zones?
We both live almost 24/7 on email, and we both tend to answer each other’s emails very quickly. So communication has been highly efficient, focused and ever-friendly. It is also helped by Wayne getting up very early in the morning, and myself working quite late in the evening. So the time zone difference of 5 hours between Purdue and Bangor is hardly noticeable.
Q4: Wayne, was it difficult to take on Colin’s ‘voice’ and maintain the style of the previous editions?
Surprisingly no. Colin’s ‘voice’ is one of the things I have greatly enjoyed in the prior editions. Colin is very good at writing about complex issues in a way that is easy for readers to understand. So I was very accustomed to Colin’s engaging writing style and I suspect it has had a subliminal impact on my own over the years. I found I didn’t need to exert any particular effort to match our styles. In fact, when reviewing our final proofs it was sometimes hard for me to distinguish Colin’s original words from my own additions!
Q5: Did you disagree about anything along the way or did you both have the same ‘vision’ for the 6th edition?
It was really odd, but we always seemed to agree easily and rapidly, mostly because our vision, viewpoints and understandings are so similar. Also, we both have great respect for each other’s strengths, which are often complementary, and we both seem to be good at taking advice from each other and from the many experts who reviewed every chapter.
Q6: What is new in the 6th edition?
Since the 5th edition of 2011, there have been so many new publications and so much research, new ideas and evolving viewpoints that the 6th edition has been thoroughly revised and updated. With students in mind, the 6th edition provides an improved reading experience making a valuable resource for course instructors, professional development providers, study-group leaders and all readers.
Importantly, there are many new and more thoroughly covered topics including: translanguaging; dynamic bilingualism; transliteracy; multiliteracies; superdiversity; bilingual assessment; multilingualism; the nature of bilingual and multilingual identity; bilingualism and economic inequalities and advantages; digital tools for language revitalization; forces, mechanisms and counterweights in building bilingual education systems; recent developments in bilingualism and brain imaging research; bilingualism on the internet and in information technology. There is also a new or greater focus on a variety of instructional approaches and issues, as well as important policy developments in the US context.
To address the large number of citations and references that grew substantially with each edition, over 860 older and redundant citations have been removed. These have been replaced with over 350 citations to more recent research and current developments, most of which have been published after the 5th edition was published in 2011. All demographic and statistical information has been fully updated.
Figures, tables, and text boxes have been reformatted and are now numbered for easy reference. End of chapter recommended readings and study activities have been revised, plus discussion questions and many web resources have been added. We were especially pleased to include for the first time a comprehensive glossary with definitions for bolded key terms that appear throughout the book.
Q7: Which part of the book did you most enjoy working on?
Much has changed in terms of policy in the US and around the world. We enjoyed writing about the end of No Child Left Behind, the beginning of the transition to the Every Student Succeeds Act, and especially about current developments more favourable to bilingual and multilingual education such as the growing number of US states adopting the Seal of Biliteracy, California overturning Proposition 227 through the passage of Proposition 58, the expansion of CLIL across Europe, and developing nations around the world turning to multilingual education as a solution to challenges in providing a basic education for all children.
We also enjoyed revising and adding new end-of-chapter material, thinking of ways the contents of each chapter could be used to engage students in meaningful in-class or online discussions, providing practical ideas for short research activities, and connecting students with real-life examples via the internet.
Q8: Foundations has been hugely successful since the first edition was published in 1993. Why do you think it has been so popular and has continued to sell so well?
In 1993, there was no comprehensive introduction to bilingualism and bilingual education. Mike Grover, the founding father of Multilingual Matters, noticed that Colin’s 1988 book ‘Key Issues in Bilingualism and Bilingual Education’ was selling as a textbook even though it was not written for that purpose. Mike had the vision for an international textbook that was as comprehensive as possible. Colin took the challenge. Then, in the early 1990s, Ofelia García played a key role in broadening Colin’s understanding from the psychological and educational to the sociological and political. She has been central to reviewing the draft of every edition since 1993. The first edition of 1993 and the subsequent editions in 1996, 2001, 2006 and 2011, sold well particularly in the United States, but also with sales in almost every country of the world. Mike’s vision has been fulfilled.
Some very kind expert reviews have appeared over the years, particularly mentioning the multidisciplinary and international approach, the willingness to provide a balanced and critical view, the attempt to simplify the complexities without losing understanding, and the attempt to write in a relatively simple and straightforward style with international students in mind. These elements seem to be part of the character of the book and have made the book a bestseller.
Q9: Is the 2017 6th edition an ending or a beginning?
Multilingual Matters envisage that the book will go on from strength to strength to at least a dozen editions! Work on the 7th edition begins with the publication of this, the 6th edition. Wayne Wright is now in charge, and the authorship will naturally change to ‘Wright and Baker’.
We are always looking for ideas about new themes, so if you have suggestions, they are very welcome. You could influence the 7th edition and help us move this famous textbook into the next six editions.
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.
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.
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.
Over 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.
Later this month we are publishing Amy Heineke’s bookRestrictive Language Policy in Practicewhich 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.
Think 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: firstname.lastname@example.org Twitter: @DrAJHeineke
If you would like more information about this title, please contact Amy using the contact details above or see our website.
This 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.
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.
For 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.
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’.
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 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!
The 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.
Some 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.
Another 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.
The 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.
A 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.”
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.
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.
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.
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!