BILINGUALISM: BEYOND BASIC PRINCIPLES. Jean-Marc Dewaele, Alex
Housen, and Li Wei (Eds.). Clevedon, UK: Multilingual Matters,
2003. Pp. ix +233. £49.90 cloth, £22.95 paper.
This volume is a festschrift in honor of Hugo Baetens Beardsmore on
the occasion of his sixtieth birthday and the twentieth anniversary of
the publication of his book Bilingualism: Basic principles
(1982). The volume includes 12 articles in addition to an introduction
and a laudatio. The volume reflects the important developments of
studies in bilingualism in the last 20 years and covers a great variety
of areas related to the sociolinguistic, educational, and
psycholinguistic dimensions of bilingualism. The first chapter is a
reprint of one of Baetens Beardsmore's lesser known publications
(1988) and discusses the fears of bilingualism at different levels.
Fifteen years later, this chapter still addresses the most important
issues related to bilingualism often discussed by teachers, parents,
and policy makers. The next three chapters focus on the social aspects
of bilingualism: Edwards discusses bilingualism and identity in chapter
2, Clyne addresses the role of intrinsic motivation and metalinguistic
awareness in bilingualism in chapter 3, and Cummins examines the
differences between the criticism against bilingual education in the
American press and the positive results of research on the outcomes of
bilingualism in chapter 4. These three chapters each have a different
focus but taken together provide an interesting perspective of the
social factors affecting bilingualism. Chapter 5 by Martin and chapter
7 by Jones discuss multilingual education in Brunei. These two chapters
describe the languages used in schools, the educational context, and
the most recent changes in education in Brunei and could be of interest
for educators in other bilingual contexts. Chapter 6 by Baker and
chapter 8 by Wei and Milroy both discuss language and society but focus
on minority languages in two completely different settings—Wales
and Singapore. Both chapters discuss interesting theoretical aspects
that are then applied to specific settings. Chapter 9 (Fraser Gupta)
has a very weak link to the rest of the chapters in the book and
analyzes seven self-study books of Malay from different periods.
Chapter 10 (Lüdi) and chapter 11 (Myers-Scotton) discuss
interesting theoretical aspects of codeswitching, and the last chapter
(Genesee) focuses on the similarities and differences between early
monolingual and bilingual acquisition. These three chapters are more
research oriented than the rest of the chapters in the book, both
because of their theoretical basis and the empirical data they discuss.
They may also be the most interesting for researchers in SLA.