Thank you for following my blog on multilingualism and multilingual education! The number of unique visitors was 16K in 2022, a one-third increase from 12K in 2021! Of these, 55–60% are from the U.S. (where I work), followed by Hong Kong SAR (where I used to work), the U.K., the Philippines (where I was born), Canada (where I grew up), China, South Africa, Germany, Australia, and India, and then almost all the rest of the world. As for the recent surge of readers in Ecuador interested in Kumaravadivelu’s post-method approach to language teaching… I see you. Thank you!!
I have only one request… if this blog has been useful to you, please take a few minutes to share on this Padlet what you use it for, by typing just 2-3 sentences from wherever you are in the world… in any language. Simply open the Padlet, then click on the pink plus sign in the bottom right corner. With 75 posts written from Dec. 2020 to Dec. 2022 (the equivalent of 3 books) and this many viewers, I hope more than a dozen people can share what they use the blog for!
This blog will continue throughout 2023, but I will only be summarizing one important book on bi/multilingual education per month in a fairly long post each month (Dec. 2022 to Dec. 2023), beginning with Swain and Lapkin’s (1981) book on French immersion in Canada—French immersion being one of the supposed models for today’s English-medium instruction in primary and secondary schools around the world (in that post, I discuss to what extent it can be a model). All the books I will be reviewing will be classics in the field of bi/multilingual education, and I will discuss their implications for bi/multilingual education in the present.
You can also read older posts about multilingualism and multilingual education in the Table of Contents, organized into readings for (1) Teachers, (2) University Instructors of Pre- and In-Service Teachers, and (3) Researchers. Please also check out my upcoming book, from the independent, family-owned publisher Multilingual Matters, which only publishes applied linguistics books and is a world leader in doing so. The book has a foreword and reviews from code-switching and translanguaging researchers Jeff MacSwan, Angel Lin, Kate Seltzer, and Christian Faltis.
If you are a teacher educator for K-12 teachers who teaches bi/multilingual students, or work in a primary or secondary school as a (vice-)principal, language support specialist, or English department head, I invite you to check out my survey/interview protocol instrument for examining translanguaging with K-12 teachers in content-based, English-medium instruction. This survey/interview protocol can prompt K-12 teachers who teach subjects in English to bi/multilingual students in any country to think about how translanguaging works in their contexts. It consists of a short but impactful professional development activity, which can be done during a staff meeting or teacher education class. Read about what I and my colleagues have found using this instrument in this post. This March, I’ll be doing a 2-hour workshop using the instrument at the 2023 TESOL International Conference.
If you would like to subscribe to posts from this blog, submit your email on the right hand side of this other page. Again, thank you for following the blog and stay tuned for more writing about multilingualism and multilingual education throughout 2023!