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.