36.2953, Reviews: Foundations of Bilingual Education and Bilingualism: Wayne E. Wright and Colin Baker (2025)

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LINGUIST List: Vol-36-2953. Thu Oct 02 2025. ISSN: 1069 - 4875.

Subject: 36.2953, Reviews: Foundations of Bilingual Education and Bilingualism: Wayne E. Wright and Colin Baker (2025)

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Date: 02-Oct-2025
From: Maria Teresa Martinez-Garcia [mtmg87 at gmail.com]
Subject: Applied Linguistics: Wayne E. Wright and Colin Baker (2025)


Book announced at https://linguistlist.org/issues/36-1541

Title: Foundations of Bilingual Education and Bilingualism
Subtitle: 8th Edition
Series Title: Bilingual Education & Bilingualism
Publication Year: 2025

Publisher: Multilingual Matters
           http://www.multilingual-matters.com/
Book URL:
https://www.multilingual-matters.com/page/detail/?K=9781836680536

Author(s): Wayne E. Wright and Colin Baker

Reviewer: Maria Teresa Martinez-Garcia

SUMMARY
Foundations of Bilingual Education and Bilingualism (7th edition,
2021) by Colin Baker and Wayne E. Wright offers a comprehensive and
accessible introduction to the study of bilingualism and bilingual
education. Now in its seventh edition, the book reflects decades of
research and practice, incorporating updated findings and contemporary
debates about bilingualism in an increasingly globalized world. It
serves as a foundational text for university courses on bilingualism,
bilingual education, applied linguistics, and teacher training and is
equally relevant for practitioners and policymakers working in
multilingual education contexts.
The book moves from foundational concepts, such as defining
bilingualism and biliteracy, to more complex discussions of
bilingualism in society, language policies, and educational practices.
Across its 19 chapters, it provides a broad perspective that includes
historical and theoretical frameworks, the cognitive and developmental
aspects of bilingualism, and practical considerations for classroom
implementation. Each chapter includes a range of pedagogical features,
such as key point summaries, suggested readings, online resources,
discussion questions, and student activities, which encourage active
engagement and make the book accessible not only as a reference but
also as a hands-on guide for learning and teaching.
One of the book’s strengths is the diversity of topics it covers. In
addition to core areas such as early and late bilingual development,
bilingual cognition, and program models, it also addresses populations
often overlooked in mainstream discussions—such as gifted bilinguals,
students with special educational needs, and deaf-signing individuals.
By doing so, the book expands traditional definitions of bilingualism
and highlights its diversity. The final chapters broaden the scope
further by exploring ideological and political dimensions of
bilingualism, including how language can be perceived as a problem, a
right, or a resource. These sections also examine how language skills,
particularly in widely spoken languages like Spanish, intersect with
employment opportunities and social mobility, underscoring the
real-world impact of bilingualism.
While the book incorporates examples from different regions, much of
the data and discussion are drawn from the United States. This focus
provides depth and specificity but leaves room for additional
perspectives from other parts of the world. Nonetheless, the book
remains a foundational resource, combining theoretical depth with
practical insights and making it suitable for a wide range of readers,
from students and teachers to researchers and policymakers.
EVALUATION
Foundations of Bilingual Education and Bilingualism is a comprehensive
and well-structured volume that succeeds in addressing a wide range of
topics relevant to the study and practice of bilingualism. One of its
main strengths lies in the clear and consistent organization of each
chapter. Key features such as summary boxes, suggested further
readings, online resources, discussion questions, and student
activities make the book highly practical for both classroom use and
independent study. The inclusion of a glossary, bibliography, and
index at the end further enhances its value as a reference tool.
Moreover, the book is cohesive throughout, with cross-references
between chapters that allow readers to see how different concepts and
issues interconnect.
While the book’s layout is clear and accessible, some visual elements
could be enhanced for greater clarity. For example, certain
graphs—such as those depicting the number of native speakers of major
world languages—rely heavily on shades of gray without clear labels or
distinctions, which may limit their immediate interpretability. A few
minor adjustments in visual design would make these data presentations
more intuitive and reader-friendly.
A notable aspect of the book is its diverse and nuanced treatment of
key concepts. Rather than offering a single definition, the authors
present a broad spectrum of perspectives on what constitutes
bilingualism and related constructs such as biliteracy,
multilingualism, and multiliteracies. This diversity is complemented
by the use of up-to-date references, ensuring that readers are
introduced to current debates and findings in the field.
While the book discusses a range of international contexts, there is a
perceptible emphasis on the United States. For instance, topics such
as census data and bilingual education models are explored in detail
for the U.S., whereas other regions, such as Asia, are only mentioned
briefly. Including more case studies from Asian contexts, where
rapidly growing bilingual and multilingual populations face unique
challenges, would further enrich the book’s global scope and
relevance. This focus is understandable given the availability of
data, but future editions could benefit from incorporating additional
perspectives to provide a more globally balanced view.
Each chapter blends historical context with contemporary research,
allowing readers to understand how theories and practices have evolved
over time. This historical perspective is particularly useful for
appreciating the limitations of earlier models and the improvements
that have been achieved. The inclusion of chapters on less commonly
discussed populations—such as gifted bilinguals and students with
special educational needs—provides much-needed insights into groups
that are often underrepresented in bilingualism research. Similarly,
the chapter on deaf-signing bilingualism expands the traditional
understanding of what it means to be bilingual, highlighting the
diversity of bilingual experiences.
The final chapters offer especially engaging discussions, such as
those addressing the economic value of bilingualism and its potential
to enhance employability. This section is particularly relevant in
contexts like the United States, where the economic value of Spanish
has been documented through research such as Delgado et al. (2012),
Jiménez (2019), Martínez García and Martínez García (2022), and Saiz
and Zoido (2005). These works illustrate how bilingualism,
particularly in Spanish, can generate tangible economic benefits for
individuals and society. While these references focus on the U.S.,
similar lines of research are emerging in other regions, though still
less extensively explored. Including a brief overview of this growing
body of literature in the book helps readers appreciate how language
skills are perceived and valued globally, and it opens the door to
broader conversations about the role of bilingualism in today’s
interconnected world.
Nevertheless, certain sections could have delved further into emerging
research areas. The section on bilingualism and the brain is
particularly promising, as it introduces readers to the neurological
underpinnings of language acquisition and use. However, it stops short
of fully engaging with the latest research trends. A more detailed
exploration of recent findings—for instance, studies highlighting how
bilingual experience may affect brain plasticity and cognitive
flexibility—would further strengthen the link between theory and
neuroscience and provide readers with a clearer picture of this
rapidly evolving field.
>From a practical standpoint, the book offers considerable support for
teaching and research. The clear explanations of common myths—such as
the belief that monolinguals inherently know more words than
bilinguals—are particularly valuable for educators and parents alike.
Real-world materials, such as the language background scale, make it
easy to bridge the gap between theory and practice. Some chapters,
such as those discussing bilingualism in early childhood, would also
be beneficial for parents making decisions about their children’s
education. These chapters are also particularly relevant for parents
and caregivers seeking to make informed decisions about their
children’s linguistic and educational trajectories. By presenting
evidence-based insights in an accessible way, the book empowers
families to better understand the long-term benefits and complexities
of raising bilingual children.
However, while the book provides numerous pedagogical insights, there
remains room to expand the discussion of how research findings can be
directly translated into strategies for higher education contexts. In
particular, while the book successfully bridges theory and practice
for general education, future editions could include more concrete
examples of how bilingual research informs curriculum design and
instructional strategies at the university level. This would be
especially beneficial for teacher-training programs and for
professionals working in multilingual higher education contexts.
The book also excels in addressing the complex relationships between
language, ideology, and politics. Discussions about whether
bilingualism should be encouraged or assimilation prioritized are both
timely and thought-provoking. Importantly, the authors highlight how
research, while not directly shaping policy, can inform the theories
and educational practices that ultimately influence policymaking. The
exploration of how ideologies shape societal perceptions of
bilingualism is one of the book’s most compelling contributions,
though the treatment of bilingualism as a problem, right, or resource
would benefit from examples drawn from beyond the U.S.
Overall, Foundations of Bilingual Education and Bilingualism is an
outstanding resource that balances theoretical depth with practical
application. It is especially effective in demystifying myths and
clarifying complex concepts, making it suitable for both students and
seasoned researchers. While certain chapters could be expanded to
include more global perspectives and recent research findings, the
book remains an indispensable guide to understanding bilingualism in
its many forms. Its comprehensive coverage, clear structure, and
thoughtful integration of diverse topics make it a valuable
contribution to the field and an essential text for anyone engaged in
bilingual education or research.
REFERENCES
Delgado, J. L. G., Alonso, J. A., & Jiménez, J. C. (2012). Valor
económico del español. Madrid: Ariel, Fundación telefónica.
https://www.cervantes.es/imagenes/file/biblioteca/valor_economico_espano
l/valor_economico_espanol.pdf
Jiménez, J. C. (2019). El valor económico del español en Estados
Unidos. Boletín Económico de ICE, 3110.
https://doi.org/10.32796/bice.2019.3110.6794
Martínez García, E. & Martínez García M. T. (2022). The Economic Value
of Spanish in the United States: Opportunities and Challenges for the
Future. Estudios del Observatorio / Observatorio Studies, 78, pp.
1-48. https://cervantesobservatorio.fas.harvard.edu/en/reports
Saiz, A., & Zoido, E. (2005). Listening to what the world says:
Bilingualism and earnings in the United States. Review of Economics
and Statistics, 87(3), pp. 523-538.
https://doi.org/10.1162/0034653054638256
ABOUT THE REVIEWER
María Teresa Martínez García is a permanent faculty member in the
Department of English Philology, School of Translation and
Interpreting (Campus Duques de Soria) at the University of Valladolid,
Spain. Her research focuses on second language acquisition, with a
particular interest in speech perception, lexical stress, and
cross-linguistic influences. She also explores the economic value of
languages and the integration of artificial intelligence in language
learning. She has extensive international experience, having taught
and collaborated with institutions in South Korea, the United States,
and Europe.



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