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• W160607265 abstract "Not long after receiving the two books under review, I incidentally carried Ovando and Collier (OC physicists, physics; geologists, geology; and so on. Thus, realistically, we cannot expect even scientists to approach questions outside their fields with a higher degree of wisdom than the rest of us. How, then, is bilingualism to be approached rather more dispassionately? What is the means for reducing the emotionality of the debate? Like all good academics, I revert automatically to education. Surely, if only we get facts, we can make informed judgments. For example, once people realize that the human brain is not a bucket?learning one language does not exhaust the storage capacity: French will not push out English?they will argue differently. Unfortunately, only sitcom scientists now re tain belief in pure objectivity, universally acceptable facts. In fact-gathering situations, as amply demonstrated in the past fifteen years by sociologists of science, facts are accepted or rejected by social groups on the basis of theory; all who speak, write, select, promulgate do so necessarily from a biased outlook. The two works to be reviewed are in that sense biased, being written by advocates of bilingual education (BE). This is not an accusation, for I have my own prejudices: those of an ESL specialist. It is important in what follows to understand the biases which inform both the books and the review. Now, some commonalities. Both books are well written, both ambitious in their coverage of the diverse topics which constitute the base of BE. Both extend their range not only to various United States language groups, but to Canada as well (although some outstanding Canadian successes are not directly translatable here, given different social conditions). Ramirez (R) has the broader international scope, which is to be encouraged; otherwise, our bilingualism will continue to be regarded as a deficit-based hothouse weed. Both books have recommended readings, with R again having a broader scope, both national and discipli nary. Next, I examine the contents of each separately, acknowledging in advance that they contain far more than can be dealt with, even in an extended writing. O&C give us, according to the dust jacket, a K-12 comprehensive guide to the methods of teaching in [bilingual and ESL] classrooms. In conformity with its categorization as" @default.
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• W160607265 date "2016-01-01" @default.
• W160607265 modified "2023-09-23" @default.
• W160607265 title "MORE ON BILINGUAL EDUCATION: A SECRET TAKEOVER BID?" @default.
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