In the book Global Perspectives on Multilingualism: Unity in Diversity, the editors and contributors registered an essence of past, present and future of defining the question: what is multilingualism? How has the multicultural view and pedagogies influenced how we affect teaching strategies globally today? It is certain that being able to compete in a social‐economic global scale is imperative, not just for the governmental mindsets that produce laws and dictate democracy for common people, but being for the people. The “who” represents global languages that for some (lower social classes) are not validated by schools, universities and governments. One dominant common denominator that people do share is that all people want their language and their culture to be distinguishably valued. The prerequisite of being distinguished is to have an ongoing understanding on how to teach second‐languages to an indigenous people of diverse tongues. The book reveals many aspects and deeply rooted perspectives on how many countries adopt laws and statutes when transitioning to second acquisition language learning into the classrooms; equipping children with knowledge of their own native tongue including other languages, which allows growing support of a multilingual culture. In this review we will look at several aspects of language development internationally and attempt to speak on specific issues that currently have not been resolved by governmental policies. Because the book has a wealth of information that covers multilingualism and its transitions, the review will cover targeted groups/topics that are identified in the book.
In the first chapter, the author interjected a thought‐provoking view point (Dascal, 1999) that initialized the understanding differences of five linguists' perspectives, which include: practical evidence, ethical, ontological, epistemological, and cognitive foundations. Dascal (1999) asserts that when examining practical evidence, it merely connects to cross‐cultural communication between diverse groups. The “practical evidence” refers to seeing and understanding others around us as we exchange support, and dialogue with others who may not share our same language or culture. However, the evidence is waking up to realize that we all have to engage and advocate for a greater good involving a multilingual society where all people are observed as relevant. The “ethical” dimension refers to how we may view ourselves compared to others. This becomes a reality check for many whereby some view themselves as having a superior language. Consequently, such a reality check may transmit as an elitist mentality and/or attitude.
The book brings forth an interesting point when discussing ethical issues about how people think of themselves and others concerning language. When discussing the “ontological” dimension the authors reiterate the process of how we get to know and understand ourselves not as the I but the we. The authors establish that in our communities, we make up a diverse linguistic group of people that share a commonality globally. As we start to embrace each other's language there is a need to communicate between all people of diversified fronts. On the concept of the “epistemological” dimension an examination of how we think about “our knowing” and “how we know”. Dascal believes that there are two basic understandings; the first is that in order to know about the language, we must know many languages and know the language. The second viewpoint is that all knowledge stems from social interaction and critique. Finally, the cognition foundations emphasize the importance of having mental flexibility in order to see things from a different point of view and being able to think and adjust outside the box. This view is imperative because it enables people to evolve and instinctively know that they can survive within different environments and along with different diverse groups.
1 Biliteracy among young children in Southern Africa and other countries
In chapters two and three the authors examine language development as BICS and CALP: BICS being basic interpersonal communication skills, where the common person communicates on a day‐to‐day basis; and CALP being the cognitive academic language proficiency discusses how academic instruction is received (Cummins, 2000). The author gives us an illustration in the chapter which points out several types of schools in South Africa: rural, urban township and urban suburban (Jordaan and Suzman, 2002). Many parents from lower social classes want their children to become educated and learn English (Bosch and de Klerk, 1996). Even though learning English is not a sub‐standard variable, it can lead to a situation of subtractive bilingualism (Skutnabb‐Kangas, 1988), whereby the indigenous home languages of the pupils become marginalized. Further, the student's primary language is identified as a catalyst that promotes learning other languages (Waner, 2002). Essentially, understanding one's own language will increase the awareness of one's own culture and increase self‐efficacy.
Chapter 7 discusses how German language practices prove to be sufficient for German schools as the language of instruction. However, students who do not speak German have less of a chance to learn their own language but will be supported to learn other languages that are globally recognized as English, French, and Spanish (to compete in the global market). This becomes a problem mainly because, if German is the main language under a monolingual nationalism mindset, then students from a migrant background will have difficulty transiting into mainstream instruction. Because the students do not receive instruction in their own language, they become identified as having linguistic problems and likely candidates for special education, which is separated by its own branch. The author makes reference that migrant children are affected by misdiagnosis and social selection, which tend to be Italian (Freeman, 2001).
As I reviewed the multilingual polices of Taiwan, I was fascinated by the history of Taiwan concerning colonization by so many groups within history. Because these groups invaded Taiwan there appeared to be an influx of languages of diverse cultures from indigenous groups. Taiwan had been taken over by the Dutch (1624), the Spanish (1628), the Manchus (1683‐1895), the Japanese (1895‐1945), and was ruled by China in 1945. The language of instruction by the Taiwan government was strictly Mandarin Chinese for all levels of schools. Unlike most countries referenced in this book, Taiwan developed a group called the National Language Committee (NLC), which was created in 1946. NLC gave the right to promote the Mandarin language in all facets of life, which helped spark the activist movement that all languages from indigenous people should be preserved, not just Mandarin Chinese. In 2003, the new Language Equality Law was reactivated and reformed. This law protected and mandated that all languages in Taiwan be preserved and honored. Overall, a well‐articulated presentation is discussed concerning how a government can be colonized by many centuries of rule and still maintain a sense of urgency for preserving languages that will promote overall growth and stability in a country that seeks nurturing stability.
Generally, the book Global Perspectives on Multiculturalism: Unity in Diversity was enlightening and somewhat overwhelming. The enlightening part of the book provided pertinent information to a growing world that needs to know that there are countries currently trying to adopt laws that govern second language acquisition learning. As an American educator I was amazed with what I take for granted concerning the language pressures that other educators must endure when their government has not engaged laws that protect the indigenous people of that country. This book took me to a place where I began to visualize the struggles we have in American schools. This book helped guide my focus on how to examine second language acquisitions and how to savor the true meaning of multiculturalism. As a public school educator for ten years it dawned on me that I have never experienced a book that covered a wealth of information that fluently extracted concise details about the problems of governance policies on second language learning in other countries. The book is highly recommended for administrators and teachers especially in the urban districts where many of our diverse dual language learners have difficulty learning English. This vital information will inject many more avenues and provide leaders with revelations that may help them manage and understand multilingualism and embrace the culture of the language along with embracing the student.
