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| List of Illustrations | |
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| Preface | |
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| Acknowledgments | |
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| Facts and Myths about Bilingualism | |
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| Introduction | |
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| A Bilingual is Fully Proficient in Two Languages | |
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| Immigrants are Reluctant to Learn English | |
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| Children Need Early Exposure to a Second Language if they are to Learn it Successfully | |
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| Immigrant Parents should Speak the Societal Language with their Children at Home to Help them Succeed in School | |
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| Myth #5: High Dropout Rates of Hispanic Students in the U.S. Demonstrate the Failure of Bilingual Education | |
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| Summary | |
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| Further Reading | |
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| Study Questions and Activities | |
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| Bilingualism in a Globalized World | |
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| Introduction | |
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| Opportunities and Challenges of Globalization | |
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| Global Spread of English | |
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| Transnational Migration-People in Search of a Better Life | |
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| Popular Music-Cultural Hybridization | |
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| Advertising-Selling Goods and Services in More than One Language | |
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| The Internet-The Great Flattening Force | |
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| Conclusion | |
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| Further Reading | |
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| Study Questions and Activities | |
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| The Politics of Bilingualism | |
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| Introduction | |
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| What is a Language? What is a Dialect? | |
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| Language Diversity in the World | |
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| Diglossia | |
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| What Gives Rise to Bilingual Societies? | |
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| Language Maintenance and Shift | |
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| Incidence of Bi-/Multilingualism in Different Countries | |
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| How Language Policy affects Societal Bilingualism: Three Cases | |
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| Summary | |
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| Further Reading | |
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| Online and Video Resources | |
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| Study Questions and Activities | |
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| Heritage Language Education | |
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| Introduction | |
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| What is a Heritage Language? | |
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| Heritage Language Education at the K-12 Level | |
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| Foreign/Heritage Language Learning at Post-Secondary Institutions | |
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| Promoting Heritage Languages: What Needs to be Done | |
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| Further Reading | |
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| Study Questions and Activities | |
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| Bilingualism and Identity | |
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| Introduction | |
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| Language Attitude and Ethnic Identity | |
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| Ethnic Identity Development: A Model | |
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| The Role of Heritage Language Proficiency in Identity Development | |
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| Essentialist vs. Constructivist Views on Language and Identity: An Example | |
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| Understanding the Social Contexts of Language Learning | |
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| Education for Empowerment | |
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| Summary | |
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| Further Reading | |
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| Study Questions and Activities | |
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| Social and Conversational Aspects of Code-Switching | |
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| Introduction | |
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| Revisiting Diglossia | |
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| Conversational Code-Switching | |
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| Using Code-Switching to Wield Power | |
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| Code-Switching on the Internet | |
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| Code-Switching in Popular Music | |
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| Code-Switching in the Classroom | |
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| Summary | |
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| Further Reading | |
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| Study Questions and Activities | |
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| Educating English Learners | |
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| Introduction | |
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| The Growing English Learner Population | |
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| Language Policy in the United States: A Historical Overview | |
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| Academic Language Development of English Learners | |
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| How should Academic Language be Taught? | |
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| Conclusions | |
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| Further Reading | |
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| Online Resources | |
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| Study Questions and Activities | |
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| Educational Models that Promote Additive Bilingualism | |
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| Introduction | |
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| Canadian French Immersion | |
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| European Schools | |
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| Indigenous Language Immersion | |
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| Developmental (Late-Exit) Bilingual Education | |
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| Two-Way (Dual) Immersion | |
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| Summary | |
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| Further Reading | |
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| Online and Video Resources | |
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| Study Questions and Activities | |
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| Multilingual Families | |
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| Introduction | |
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| Simultaneous Bilingual Acquisition | |
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| Successive Bilingual Acquisition | |
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| Case Studies of Three Bilingual Families | |
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| Birth Order Differences in Bilingual Development | |
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| Resisting Language Shift | |
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| Summary | |
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| Further Reading | |
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| Online Resources | |
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| Study Questions and Activities | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |