Table Of ContentBILINGUALISM / ESL
B Sarah J. Shin
“Sarah J. Shin’s highly readable and insightful book takes the study of bilingualism in schools
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and society to a new level. She documents the dynamic ways in which globalization and human i
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migration are affecting all forms of human communication including Internet use, advertising,
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and popular culture and, in lucid and engaging prose, draws out the implications of these
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‘global flows’ for education and social policies. This book represents an immense
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accomplishment that will be greatly appreciated by educators and policy-makers alike.”
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—Jim Cummins, Professor and Canada Research Chair, Ontario Institute for Studies in s
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Education, University of Toronto, Canada
“Bilingualism in Schools and Society is the best introduction to bilingualism in print today. It is in Bilingualism
thorough, scholarly, well organized, and accessible to a variety of readers. It will serve as an
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invaluable resource to practitioners and researchers who wish to understand both individual and
societal bilingualism, bilingualism and identity, and the many implications of bilingual language c
use for education.” h in Sch ools
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—Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford University, USA
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“Sarah Shin has expertly combined a critical review of the current research on different s
and Societ y
aspects of bilingualism with practical advice on policy and practice regarding bilingual schools
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and families. The result is a fascinating account of the linguistic and social diversity in the
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contemporary world and a user-friendly guide to parents, teachers, policy makers, and bilingual
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speakers themselves on what they can do with this hugely rich and uniquely human resource,
i.e. bilingualism. A most welcome book and a highly valuable contribution.” S Language, Identity, and Policy
—Li Wei, Professor and Chair of Applied Linguistics, Birkbeck College, University of London, UK o
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“Bilingualism in Schools and Society is a comprehensive, significant work by a leading i
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scholar and provides an informed, straightforward discussion of issues related to bilingualism t
and bilingual education. It provides an accessible foundation for those new to the field and y
an authoritative reference for scholars. The work dispels common misconceptions about
bilingualism and bilingual education while providing clear and concise information for educators
and stakeholders.”
—Terrence G. Wiley, President, Center for Applied Linguistics, USA
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This book is an introduction to the social and educational aspects of bilingualism. It presents r
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an overview of a broad range of sociolinguistic and political issues surrounding the use of two
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languages, including code-switching in popular music, advertising, and online social spaces.
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It offers a well-informed discussion of what it means to study and live with multiple languages
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in a globalized world and practical advice on raising bilingual children.
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Sarah J. Shin is Professor of Education and Co-Director of the M.A. TESOL Program at the h
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University of Maryland Baltimore County. n
Cover image: © Ikon Images / Alamy
www.routledge.com
Bilingualism in
Schools and Society
This book is an introduction to the social and educational aspects of bilin-
gualism. Itpresents an overview of a broad range of sociolinguistic and political
issues surrounding the use of two languages, including code-switching in
popular music, advertising, and online social spaces. It offers a well-informed
discussion of what it means to study and live with multiple languages in a
globalized world and practical advice on raising bilingual children.
Sarah J.Shinis Professor of Education and Co-Director of the M.A. TESOL
Program at the University of Maryland Baltimore County.
Bilingualism in
Schools and Society
Language, Identity, and Policy
Sarah J. Shin
First published 2013
byRoutledge
711 Third Avenue, New York, NY 10017
Simultaneously published in the UK
by Routledge
2Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informabusiness
©2013 Taylor & Francis
The right of Sarah J. Shin to be identified as author of this work has been
asserted by her in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice:Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging in Publication Data
Shin, Sarah J., 1970–
Bilingualism in schools and society : language, identity, and policy /
Sarah J. Shin.
p. cm.
Includes bibliographical references.
1. Bilingualism in children—United States. 2. Education, Bilingual—
United States. 3. Language acquisition—Parent participation.
4. Hispanic American children—Education. 5. Child development—
Cross-cultural studies. 6. Sociolinguistics. I. Title.
P115.2.S48 2012
404¢.2083—dc23 2012011332
ISBN: 978-0-415-89104-2 (hbk)
ISBN: 978-0-415-89105-9 (pbk)
ISBN: 978-0-203-82867-0 (ebk)
Typeset in Minion
by Keystroke, Station Road, Codsall, Wolverhampton
For my family
Contents
List of Illustrations xi
Preface xiii
Acknowledgments xix
1 Facts and Myths about Bilingualism 1
Introduction 1
Myth #1: A Bilingual is Fully Proficient in Two Languages 4
Myth #2: Immigrants are Reluctant to Learn English 8
Myth #3: Children Need Early Exposure to a Second Language if
they are to Learn it Successfully 10
Myth #4: Immigrant Parents should Speak the Societal Language
with their Childrenat Home to Help them Succeed in School 13
Myth #5: High Dropout Rates of Hispanic Students in the U.S.
Demonstrate the Failure of Bilingual Education 15
Summary 20
Further Reading 22
Study Questions and Activities 22
2 Bilingualism in a Globalized World 24
Introduction 24
Opportunities and Challenges of Globalization 25
Global Spread of English 28
Global Flow #1: Transnational Migration—People in Search
of a Better Life 31
Global Flow #2: Popular Music—Cultural Hybridization 35
viii CONTENTS
Global Flow #3: Advertising—Selling Goods and Services in More
than One Language 37
Global Flow #4: The Internet—The Great Flattening Force 42
Conclusion 45
Further Reading 47
Study Questions and Activities 47
3 The Politics of Bilingualism 48
Introduction 48
What is a Language? What is a Dialect? 49
Language Diversity in the World 53
Diglossia 57
What Gives Rise to Bilingual Societies? 59
Language Maintenance and Shift 60
Incidence of Bi-/Multilingualism in Different Countries 63
How Language Policy affects Societal Bilingualism: Three Cases 66
Summary 69
Further Reading 70
Online and Video Resources 70
Study Questions and Activities 71
4 Heritage Language Education 72
Introduction 72
What is a Heritage Language? 77
Heritage Language Education at the K–12 Level 79
Foreign/Heritage Language Learning at Post-Secondary
Institutions 87
Promoting Heritage Languages: What Needs to be Done 93
Further Reading 95
Study Questions and Activities 96
5 Bilingualism and Identity 97
Introduction 97
Language Attitude and Ethnic Identity 100
Ethnic Identity Development: A Model 102
The Role of Heritage Language Proficiency in Identity
Development 105
Essentialist vs. Constructivist Views on Language and Identity:
AnExample 109
Understanding the Social Contexts of Language Learning 110
CONTENTS ix
Education for Empowerment 114
Summary 116
Further Reading 117
Study Questions and Activities 118
6 Social and Conversational Aspects of Code-Switching 119
Introduction 119
Revisiting Diglossia 121
Conversational Code-Switching 123
Using Code-Switching to Wield Power 131
Code-Switching on the Internet 132
Code-Switching in Popular Music 135
Code-Switching in the Classroom 137
Summary 139
Further Reading 140
Study Questions and Activities 140
7 Educating English Learners 142
Introduction 142
The Growing English Learner Population 145
LanguagePolicy in the UnitedStates: A Historical Overview 150
Academic Language Development of English Learners 159
Howshould Academic Language be Taught? 161
Conclusions 164
Further Reading 166
Online Resources 166
Study Questions and Activities 166
8 Educational Models that Promote Additive Bilingualism 168
Introduction 168
Canadian French Immersion 171
European Schools 173
Indigenous Language Immersion 175
Developmental (Late-Exit) Bilingual Education 178
Two-Way (Dual) Immersion 179
Summary 186
FurtherReading 187
Online and Video Resources 188
Study Questions and Activities 188
