29.1118, Review: Applied Linguistics: Baker, Campoy, Ada (2017)

[The LINGUIST List]

LINGUIST List: Vol-29-1118. Mon Mar 12 2018. ISSN: 1069 - 4875.

Subject: 29.1118, Review: Applied Linguistics: Baker, Campoy, Ada (2017)

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté,
                                   Michael Czerniakowski)
Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           http://funddrive.linguistlist.org/donate/

Editor for this issue: Clare Harshey <clare at linguistlist.org>
================================================================


Date: Mon, 12 Mar 2018 12:43:19
From: Laura Dubcovsky [lauradubcovsky at gmail.com]
Subject: Guía para padres y maestros de niños bilingües

 
Discuss this message:
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36327697


Book announced at http://linguistlist.org/issues/28/28-3231.html

AUTHOR: Alma Flor  Ada
AUTHOR: F. Isabel  Campoy
AUTHOR: Colin F. Baker
TITLE: Guía para padres y maestros de niños bilingües
SUBTITLE: 2.a edición
SERIES TITLE: Parents' and Teachers' Guides
PUBLISHER: Multilingual Matters
YEAR: 2017

REVIEWER: Laura Dubcovsky, University of California, Davis

REVIEWS EDITOR: Helen Aristar-Dry

SUMMARY    

The book “Guía para padres y maestros de niños bilingües” is a longer version
(the second in Spanish and the fourth in English) of a guideline for parents
and teachers of bilingual children. Ada, Campoy and Baker present a
question/answer format, deliberately written in a simple style, to address a
general audience of parents, physicians and language therapists interested in
or related with bilingual education.  The authors divide the book into ten
sections that include relevant concerns and practical advice about bilingual
issues. They also offer a final glossary with the key terms and references
used within the book. Readers are invited to follow the text either in a
lineal way or by skipping paragraphs in order to find answers to their most
urgent questions throughout the book.  

Section A collects twenty one “Questions about the family.”  Ada, Campoy and
Baker highlight many advantages of raising bilingual children. They describe
four typical situations among current bilingual families, by which (1) each
parent speaks one language, (2) the language spoken at home is different from
the one chosen at school, (3) the same two languages are spoken both at home
and at school, and (4) the minority language is spoken only at home. The
authors conclude that while the first two situations normally represent middle
class families with higher levels of education, the other two are more
frequent among language minority and underprivileged families.  Ada and her
colleagues also explain that the term “mother tongue” should be extended to
both parents and guardians who share the responsibility of raising a
successful bilingual child; in addition, theyemphasize community support and
cultural involvement.  The section ends with practical recommendations about
reading, writing and using technology to communicate with family members, as
well as building social networks among bilingual families to discuss problems
and exchange ideas to support their children’s bilingual development. 

Section B addresses a variety of “Questions about language development,”
including first and second language acquisition, coordinated and compound
bilingualism, and balanced and occasional uses. The authors highlight major
factors that affect the bilingual process, both individual and social. Age is
a relevant variable, as the bilingual development starts even before birth,
and the younger children acquire the language, the more natural and easier it
becomes for them. In contrast, older speakers learn more quickly and more
accurately, usually in formal settings. The order that each member occupies in
the family is also significant. While older siblings tend to maintain the
heritage language more permanently, the youngest shows instability and mixes
frequently between languages.  Identity and personality factors impact the
bilingual process, for example through positive attitudes, high self-esteem
and strong determination to maintain two languages until adulthood.  Finally,
social variables such as peer pressure and language status greatly influence
first and second language acquisition.   The section also refers to the unique
linguistic system that underlies the apparently separated bilinguals’ systems,
the uneven development of the distinctive abilities of speaking, listening,
reading and writing, and bilinguals’ metalinguistic awareness that joins
higher levels of language and cognition in two languages. 

Section C focuses on typical “Questions about problems” faced by bilingual
families. Ada, Campoy and Baker point out that one set of difficulties
comprises slower pace at learning and confusions, such as superficial mistakes
of spelling and punctuation, foreign accent, and limited colloquial and
academic vocabularies.  Some children also face social and emotional problems
that may undermine their own perception, cause isolation or create
difficulties in building friendships, etc.  A second set of concerns is
associated with mixed languages, changes and even the loss of the first
language. Some children refuse to speak their heritage language outside the
home setting, or use it only for limited purposes and specific domains.  Other
parents are under the impression that developing the first language at school
will interfere with the efficient process of learning the dominant language,
and therefore, they choose a monolingual English program for their children. 
However, and as the authors explain, becoming bilingual usually facilitates
and strengthens the understanding and growth of two languages.  Rather than an
obstacle, code  switching and translanguaging reveal a higher level of
proficiency. Typical bilingual classrooms show a smooth flow between
languages, by which one language informs and helps develop the other. For
example, a teacher may deliver instruction in one language, while the students
search for sources in the other, then discuss the topic in smaller groups
using their home language, and finally write down a summary in the required
language. 

Section D elaborates on “Questions about reading and writing in two
languages,” such as advantages of biliteracy, simultaneous and sequential
options, and transferring reading and writing abilities from one language into
the other. Ada and her colleagues make a distinction between developmental
mistakes expected during the reading/ writing learning process and major
learning problems (e.g. dyslexia and stuttering) that escape the scope of
bilingualism. The authors explain that languages with different symbols or
directionality (from right to left or from top to bottom, etc.) will probably
represent a higher demand for initial stages of reading and writing. The
section also describes the nature and characteristics of efficient reading
methods. The phonetic method is based on sound recognition and is therefore
frequently used to teach how to read in English, because learners need to
pronounce sounds accurately to discriminate between meanings. The syllabic
method is typically used to teach how to read in Spanish, which is more
transparent, with more stable pronunciation of vowels and consonants and
stronger syllabic formation. The global method usually complements the former
strategies, incorporating terms of frequent use and sight words, while the
good implementation of all these methods contributes to an integral
comprehension of reading. Above all, the success of learning how to read and
write in two languages depends on the exposure to meaningful activities, where
children can find purpose and pleasure in bilingual books and other resources.

Section E examines theoretical and practical “Questions about pedagogy,” from
reaching academic registers in two languages to the critical age to attain a
second language, and from emotional and social variables to the best
educational centers for bilingual children. Ada and her colleagues describe
different types of bilingual programs (e.g. immersion, submersion,
transitional, pull- out and push-in) according to the amount and quality of
each language of instruction, time distribution between scholastic and
recreational activities, general or specialized teachers for content area,
student population, etc. They also classify the programs following additive
and subtractive perspectives, as they may promote or hinder the development of
two languages.  The authors emphasize that dual language immersion programs
are very efficient, because they present a balanced use of two languages and
an even number of native and non-native speakers among the student body. They
recommend heritage language programs, typically at high school and college
levels, because they help maintain, develop and enrich the first language.
Other successful programs of European roots are international and binational
schools, content-based programs or CLIL (Content and Language Integration for
Learning), and schools for the peace. Final recommendations for parents
consist of visiting children’s classrooms and participating in organizations
and school events, as well as assisting with homework, asking questions and
adding comments on school activities at home.

The final sections are shorter and driven by strategies and practical
solutions. Section F poses twelve “Final questions” about current
bilingualism, situating it within a global and complex society.  In light of
these changes the authors revisit traditional notions of monolingualism and
bilingualism, language norm and pidgins, dialects and language variants that
seem to coexist in less compartmentalized spaces.  For example the
interactions of diglossia and bilingualism are far from clear cut in today’s
societies, where new waves of migrants are constantly changing the linguistic
map and the social dynamics between nations. Language policies and
traditionally well-established concepts of identity, assimilation and
integration are being challenged by new relations between language, politics
and religion.  Above all, Ada and her colleagues invite the reader to
reconsider the richness of raising bilingual children in the context of an
international market, which gradually demands knowledge of more languages and
cultures. 

Section G provides a guide of “Recommended books in Spanish that facilitate
reading and language development.”  The list contains books, CDs and websites
with songs, poems, fictional stories and non-fictional readings about key
events and protagonists of Hispanic culture and history. Section H points out
“The importance of parent/children communication at home,” and offers some
strategies to develop and enrich the primary home language . The authors
suggest that parents maintain an open dialogue with their children,
stimulating authentic communication through relevant topics at home. As
previously mentioned, parents are encouraged to help children with their
homework and other projects and assignments, by showing genuine interest in
school activities and teachers’ work. Parents who tell and read stories, show
albums or picture books, and listen to children’s reading and writing  are the
first and most enduring teachers of their children. As such, they need to
maintain high expectations,   accompany children’s accomplishments, and ask
kindly and firmly for more demanding tasks. As a matter of fact, home literacy
events build on children’s academic development at school, and this joint
effort between parents and teachers strengthens children’s biliteracy growth. 

Section I presents “Teachers, parents and children as protagonists and
authors.” Ada and her colleagues describe three common types of books used at
school that embrace individual and collective creations.  For individual
books, teachers discuss topics of identity and role of family members, and
propose titles such as, “Who I am?”, “My grandma’s wisdom”, “Influential
people in my life”, and “The history of my name.”  Books created between two
peers or between a student and the teacher usually encourage friendship,
cooperation and a better understanding of “the other.”  Collective books are
frequently used to embrace all students in the bilingual classroom and create
a bridge with their families. Children need to request information from their
relatives to contribute to group books about proverbs and sayings, riddles and
tongue twisters, lullabies and simple rhymes, thoughts and wishes, etc.  The
finalized product is especially valued, because students gain a sense of
authorship, pride and empowerment. 

The last section (J) follows “First steps to teach children how to read in
Spanish at home.” Ada and her colleagues restate that reading in one, two or
more languages is a complex and continuing process. Bilingual children benefit
from transferring reading abilities in one language to the other, raising
their language awareness and cultural knowledge.  The authors commend parents
who offer a rich repertoire of anecdotes, myths, legends, songs and stories in
Spanish, and exemplify with word games and rhymes some sounds of the Spanish
alphabet. They highlight the importance of stimulating the reading activity
through a rich selection of oral and written literature that would stimulate
children’s appetite for the Spanish language.

EVALUATION

 “Guía para padres y maestros de niños bilingües. 2da versión en español” is
an excellent tool for bilingual teachers, para- educators, counselors, and
staff members. The book will be very useful both as a great introduction to
bilingualism and bicultural values, and as a practical collection of ideas for
the classroom and the home. As the authors note in the beginning pages, the
guide is not intended for specialists and academics but rather for a general
audience. Therefore it is written in transparent language and a simple tone,
by which important points are developed in a conversational style.  

The reading is also facilitated by visual cues, such as words in bold that
emphasize main concepts, and asterisks that indicate other pages that follow
the same topic (“see page number…”). Ada and her colleagues intercalate
drawings (bicycle on page 3), photographs (children wearing shirts with logos
in different languages on page 53), and other visual representations (Venn
diagram on page 23) to enforce bilingual concepts.  The authors also add
powerful vignettes about notable life experiences to exemplify the power of
knowing two languages (such as the nun who saved lives during WWII on page
74). Each section includes tables that summarize main notions of code
switching (on page 73) and techniques used by Spanish Immersion teachers (on
page 189).  

Clearly, the “Guía para padres y maestros de niños bilingües” constitutes a
valuable resource. In spite of well-intentioned emphases on critical aspects,
the reading could have been lightened by omitting repetitions, for example
about the advantages of bilingualism, types of bilingual programs and
practical recommendations for parents. Likewise the number of sections could
have been reduced, for example by including Section J in Section D.  In
contrast, Section G could have enlarged the list of Hispanic authors for
children and adolescents. Overall this new edition will be very well received
by professionals interested in the field of bilingual education and will be
especially appreciated by bilingual parents and teachers in search for more
authentic resources in Spanish.


ABOUT THE REVIEWER

Laura Dubcovsky is a retired lecturer and supervisor from the Teacher
Education Program in the School of Education at the University of California,
Davis. With a Master’s in Education and a PhD in Spanish linguistics /with
special emphasis on second language acquisition, her interests tap topics of
language and bilingual education. She is currently dedicated to the
preparation of in service bilingual Spanish/English teachers, especially on
the use of Spanish for educational purposes. She also volunteers as
interpreter in parent/teachers conferences at schools and translates programs
and flyers for the Crocker Art Museum, bilingual school programs and STEAC.
She also collaborates as a reviewer with the Linguistic list serve and
bilingual associations. For more than ten years she has taught a pre-service
bilingual teachers’ course that addresses communicative and academic traits of
Spanish, needed in a bilingual classroom She published “Functions of the verb
decir (‘to say’) in the incipient academic Spanish writing of bilingual
children in Functions of Language, 15(2), 257-280 (2008) and the chapter,
“Desde California. Acerca de la narración en ámbitos bilingües” in ¿Cómo
aprendemos y cómo enseñamos la narración oral? (2015). Rosario, Homo
Sapiens:127- 133.





------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:
            http://funddrive.linguistlist.org/donate/
 


----------------------------------------------------------
LINGUIST List: Vol-29-1118	
----------------------------------------------------------