Latest Posts
Well-funded lobbyists in the U.S. take resources away from bi/multilingual education
In this post, I summarize a long book chapter by Wiley (2022), on a 60-year-long political campaign against bi/multilingual education in the U.S. that has a lot of money behind it. Prof. Wiley was President of the Center for Applied Linguistics from 2010-2017. He traces the anti-immigration sentiment from the immigration policy of the 1960s…
Dual Language Bilingual Education: What do teachers need to know?
What book about dual language bilingual education (DLBE) is so astute that you want to recommend it to every DLBE teacher, regardless of grade or languages taught? Renée DePalma’s (2012) book about an English-Spanish kindergarten is the perfect primer on teaching in this type of program. Prof. DePalma shows how implementing the “target language only”…
New Year 2023 Update
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),…
Canadian French Immersion: What did it actually achieve, and to what extent can those findings be generalized?
From December 2022 to December 2023, I will attempt to summarize and comment on the practical implications of 13 classic books about bi/multilingual education that continue to be relevant in the field. The first is Merrill Swain and Sharon Lapkin’s book about Canadian French immersion, Evaluating Bilingual Education: A Canadian Case Study (1981). This book…
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This blog has three kinds of posts: (1) Literature summaries of cutting-edge research on translanguaging, broadly defined, (2) Definition posts explaining different terms for multilingual practices (translanguaging, code-switching, stylization, language crossing, polylanguaging, code-meshing, etc.), and (3) My own personal reflections.
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