Last month I headed off to Chicago with Anna and Tommi for my first international trip with MM – a week of back to back conferences, starting with AAAL and ending with TESOL. After a nice, relaxing flight over, I arrived in Chicago ready to dive straight into the first day of AAAL the following morning.
On the walk to the conference hotel on the first morning, I truly understood how Chicago got its “Windy City” nickname. It was absolutely freezing! No matter which way you turned, hoping the next block would offer some shelter, the gusts coming off the lake seemed to find you. It was a relief to arrive and hunker down in basement where the exhibit hall was located.
After a fairly relaxed start, it was quite the baptism of fire when the first coffee break brought a flurry of people downstairs to the exhibit hall, and every subsequent break continued in the same vein, with all three of us scrabbling for pens, order forms and books at once. Still, it was great to see so much enthusiasm for our books and it was a really successful conference in terms of sales, with Jan Blommaert’s new book, Dialogues with Ethnography, and Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll proving particularly popular.
It was also a really good opportunity for me to finally meet so many of the people I’ve been emailing back and forth with over the past three and a half years, and put faces to names. We were even able to spend time with a couple of our authors after the conference over dinner and had lovely meals out with Wayne Wright, and Maggie Hawkins and her son, Sam. I particularly enjoyed sampling the culinary delights Chicago has to offer, including deep dish pizza, steak and the best Brussels sprouts I have ever encountered in my life!
With AAAL over and Anna on a flight back to the UK, Tommi and I headed straight off to the convention centre where this year’s TESOL was being held. It was a totally different experience for me, having never exhibited in a convention centre before, and I couldn’t believe the sheer scale of the place. After a quiet start, our stand got busier and busier, and by the time Tommi left for home on the penultimate day, I was rushed off my feet! Again, sales were good and it was particularly pleasing to take so many preorders of Shawna Shapiro, Raichle Farrelly and Mary Jane Curry’s forthcoming book, Educating Refugee-background Students, due out in May.
It being my first time in Chicago, I took the opportunity wherever possible to see some of the sights at the end of each day at the conference. I ventured off to Millennium Park to see the famous Bean sculpture there, visited the Art Institute (where the highlight, aside from the collections of famous paintings, were the incredible Thorne Miniature Rooms) and waited in what felt like the world’s longest queue to go up the Willis Tower and try out “The Ledge”, a glass balcony that extends four feet outside the 103rd floor!
We at Multilingual Matters/Channel View Publications are very active on social media and have built up substantial communities across all our accounts. We enjoy interacting with our authors, publishing contacts, readers and people with a broader interest in the topics on which we publish, and have strong followings on both Facebook and Twitter, with nearly 2,000 contacts across our Facebook pages and over 15,000 on our two Twitter accounts.
Social media has also become an integral part of our marketing campaign for each book that we publish. In the weeks and months leading up to and following a book’s publication, we in the marketing department use our various social media channels (Facebook, Twitter, this blog and YouTube) to announce its publication and publicise it as much as possible. It’s the easiest and most effective way of getting news to lots of people at once and on top of that, it allows people to engage with and discuss our publications, both with us and amongst each other. Of course, social media doesn’t come at the expense of our traditional marketing strategies and we still follow usual marketing techniques such as catalogue mailings, email newsletters, sending information to the book trade, attending conferences and book fairs and so on, but it does offer something new and different to our marketing repertoire.
When using social media to market a book, it’s a real advantage if we have an author who is active themselves on social media and can help us to spread the word. Authors are best placed to reach their book’s key audience as their own colleagues and peers are likely to be those interested in the research. We often find that some of our bestselling books are ones where the author hasn’t been afraid of get stuck in! For example, you could create a Facebook page for your book like our authors Christian W. Chun and Leanne White did, where you can keep people up to date with the book’s progress and share useful information and news, including the 50% preorder discount flyer we create for all our books. In addition, if there are any relevant events that tie in with your book’s publication, do let us know! For example, we’ve previously promoted Hongliang Yan’s book,Heritage Tourism in China, in conjunction with World Heritage Day. Facebook is also the main place where we post photos of office goings on, so your book may well end up in a photo like the one above of our commissioning editors with their books published in January. If you have any ideas for a relevant photo opportunity for your book, just let us know and we’ll see what we can do!
Twitter is a great place to get book news out to the right people, and we do try to “mention” relevant accounts with publication news where we can. If you have any ideas about popular hashtags used by the community you’re trying to reach or users who would be especially interested in your work, let us know on your AQ and we’ll include them in our marketing plans. Each of our books are assigned three or four tweets during the month following its publication giving a taster of what to expect from the book, and we also announce it on both Twitter and Facebook on publication day. By using relevant hashtags, the word about a new book gets out to people who might not have heard about it otherwise, and we often see people mentioning friends or colleagues with recommendations of our books.
We ask all our authors to write a piece about their book for our blog, which we schedule to coincide with its publication. This is a really good way to publicise the book and provide interested readers with a “behind the scenes” insight into how the book came about, giving authors a chance to sell their book beyond the blurb on our website. If you can send us photos or even videos to include in the post to grab readers’ attention, even better! We always announce new blog posts on Facebook and Twitter ourselves, but again, the braver authors are about sharing their post and telling the world about their work, the greater the number of views and the more engagement we see.
Nowadays social media is an invaluable tool for getting publication news out there, and we do our best to publicise your book as much as possible, but there’s no doubt that the more active the author is in promoting their book through their own channels, the better. So get Facebooking/Tweeting/Blogging/YouTubing!
Earlier this month, Anna and Laura left Bristol in the midst of a heatwave for rainy Ireland and the biennial International Symposium on Bilingualism, which was hosted this year by the University of Limerick. In this post Laura tells us what they got up to.
The theme of the International Symposium on Bilingualism conference this year was ‘Bilingualism, Multilingualism and the New Speaker’ and delegates enjoyed a packed schedule of presentations, either linked directly to the theme or to any other aspect of bilingualism and multilingualism research. Clearly the topic of the conference lies right at the heart of Multilingual Matters and we were pleased that there was plenty of interest in our books. So much so that we often had a queue of keen customers at the stand during the breaks and were very glad to have each other to share the workload.
Accompanying Jean-Marc Dewaele as other plenary speakers were Ana Deumert, Alexandre Duchêne, Elizabeth Lanza, Tina Hickey and Lisa Lim. The keynotes were all very well-attended and we were glad to be able to slip away from a quiet stand in order to hear them.
Aside from the packed academic schedule, delegates were treated to a drinks reception, Irish BBQ with traditional Irish music and dancing and a Gala Dinner, featuring a live band and welcoming dance floor. Needless to say, we returned home utterly exhausted from an excellent and enjoyable conference and already looking forward to the next one in Canada in 2019!
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.
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.
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!
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.
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!
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.
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.
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.
To begin at the very beginning…
The series started with a phone call from Mike Grover (of Multilingual Matters) to Colin Baker just before Christmas in 1993. He simply asked Colin to consider being the editor of a series of books on bilingualism and particularly bilingual education. It was a lovely Christmas present. On 4 January 1994, Colin gratefully replied with an acceptance letter on the condition that the series “encompasses the variety of aspects of bilingual education.”
Colin’s letter finished with a ‘cricket’ analogy. The final sentence was a question. “Here’s to a good innings. You open the batting. I’ll face the fast balls and googlies. A century to come?” Twenty-one years later, an answer has been reached. By March 2015, a century of books has been published. An enormous amount of credit goes to the recently departed and much-loved Mike Grover for having the original vision for such a series. He would be delighted that his risk-taking and dream led to a century of books. Requiescat in pace.
The beginning was soon over. In the first six months of 1995, a surprising avalanche of new proposals was received for publication in this series. Many came from the United States. Mike and Colin realised that a US co-editor of the series would be beneficial, if not essential, for many reasons.
A letter from Colin dated 28 June 1995 to Nancy Hornberger at the University of Pennsylvania explains it all. Here are some extracts: “As you know, Multilingual Matters has established itself as a major, if not the major publisher of books on bilingualism, multilingualism, bilingual education and many associated topics… The Bilingual Education and Bilingualism book series has already attracted a wide variety of proposals, and has a number of published, almost published and ‘in the pipeline’ manuscripts. Mike Grover is very optimistic about the future of this series, with ‘considerable growth’ expected.
Since Mike and I were in the US last March, I have been increasingly convinced that the Bilingual Education and Bilingualism book series should work by a partnership of two series editors… It would also be invaluable for someone in the US to parallel my European, quantitative, education and psychology background. Mike and I have discussed the idea of two series editors, and agree who is our number one choice. You!”
The partnership began, and the series went from strength to strength. The partnership became a close friendship, a joyful shared commitment to serve in a highly supportive manner new authors and young academics, as well as to encourage seasoned authors to publish with Multilingual Matters.
Nancy and Colin defined the aims and mission of the series as follows and this remains today:
Bilingual Education and Bilingualism is an international, multidisciplinary series publishing research on the philosophy, politics, policy, provision and practice of language planning, global English, indigenous and minority language education, multilingualism, multiculturalism, biliteracy, bilingualism and bilingual education. The series aims to mirror current debates and discussions. New proposals for single-authored, multiple-authored, or edited books in the series are warmly welcomed, in any of the following categories or others authors may propose: overview or introductory texts; course readers or general reference texts; focus books on particular multilingual education program types; school-based case studies; national case studies; collected cases with a clear programmatic or conceptual theme; and professional education manuals.
The books from 1995 to the present have been spread across:
many countries and areas of the world (e.g. US, Australia, South America, UK, Israel, South Africa, Canada, the Basque Country, China, Japan, Israel);
many topics (e.g. language policy, language planning, language and power, sociopolitics, language and identity, language revitalization, language rights, languages in higher education, biliteracy, multilingualism and creativity, language disabilities, the bilingual mental lexicon, World Englishes, third language acquisition, language and aging, language and youth culture, trilingualism);
many authors (currently 125) and including the ‘greats’ as well as new emerging scholars.
For the future, there is another beginning… After a century of books, Colin is retiring as series editor, and is in the process of handing over the reins to Wayne E. Wright, at Purdue University, as new series co-editor. Wayne enthusiastically responded to the invitation from Tommi Grover, “I am honored to be invited to work with both Nancy and Colin, and happily accept!” The editors look forward to starting to shape the next 100 books.