Ofelia García and Colin Baker (eds): Bilingual Education: An Introductory Reader

Abstract

Bilingual Education An Introductory Reader (BEIR) is a resource for ‘‘instructors, researchers and students’’ studying the ‘‘fundamental and formative ideas on Bilingualism and Bilingual Education’’ (p. vii). As the editors’ introduction makes clear, the volume is more pedagogic than academic, seeking to scaffold the learning experiences of new teachers. Researchers, however, will find that the bibliographies are a valuable reference. BEIR has three goals: gathering the field’s major works into a single volume, exposing readers to key concepts about bilingual teaching and learning, and providing an extensive bibliography for further study. Two emphases distinguish this text from similar readers: first, its focus on interactivity, how it aims ‘‘to stimulate a process of introspection, generalization and personalization’’ (p. vii). Towards this end, each article is followed by a series of questions and activities that encourage readers to explore the language practices of their communities. Second, unlike technical texts that bracket political questions to focus on cognitive processes, the editors have selected essays that emphasize the need to place language teaching in its social and political context. Part one, ‘‘Varieties of Bilingual Education,’’ outlines classic bilingual instructional models. Freeman describes the features of common language education programs and aligns them with standards developed by Teachers of English to Speakers of Other Languages (TESOL) and the Center for Applied Linguistics (CAL), among others. The international and indigenous histories described by Johnstone and McCarty reveal why diverse communities have chosen to develop immersion programs. Torres-Guzman reviews research conducted in the U.S. that clarifies the key characteristics of dual language programming and debunks widespread myths about this model, including the misconception that dual language programs segregate students. The framework developed by Villarreal helps principals and teachers identify the strengths and challenges of transitional bilingual