Foundations for Multilingualism in Education: From Principles to Practice
Ester J. de Jong
Paperback: 304 pages
Published: May, 2011
The Graduate Center, City University of New York
In the multilingual classrooms of today, teachers and administrators need to understand how students can engage in the plural discourses of a global world. Written with the practitioner in mind, this book will enable educators to understand the principles of multilingualism in education, as well as develop the educational practices and expertise that will result in more multilingual citizens for the 21st century. It is a must read for all educators today.
Teachers College, Columbia University
In De Jong's Foundations for Multilingualism in Education: From Principles to Practice, she plots the sociohistorical trajectory and discourse of bilingual education, defining/(re)defining and elucidating many core concepts using theoretically-bounded practical examples. Moving through the complex maze of literature on language ideology, language pedagogy, language planning and more, while guided by the principles of equity, identity, multilingualism and integration, De Jong helps the reader emerge with a sense of how to move forward in the different realms of decision making within schools, advocacy work, and policy making at local, national, and international levels. She moves the conversation one step further in the direction of maintenance of minoritized group languages while promoting multilingualism for all children.
George Mason University
Very well written and referenced, this book takes the next steps needed in our field as we reflect on language use and policies in schools around the world. Dr. de Jong's thoughtful analyses make the strong case for understanding research on multilingualism and following guiding principles based on the research for program, curricular, instructional, and assessment decisions in schools.
Maria Estela Brisk
DeJong's book is a breath of fresh air in the tedious debate about the effectiveness of models to educate bilingual learners. Within a holistic view of bilingualism, she argues for a principled approach to policy and practice. Such view is more likely to result in school level successful experiences for bilingual learners.