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• W237390420 abstract "119 Reviews Issues in Applied Linguistics Vol. 1 No. 1 (Received April 2, 1990) Literacy and Bilingualism by James D William.: Capizzi Snipper. New York: Ungm^n? 1990 162 pp Reviewed by Carol Benson University of California, Los Angeles a n H n G i d the milieu of academics, teacher trainers anrt practitioners come Williams & Snipper with a w c l l S e n highly readable report on the theoretical s t a t e V l i S K ^ o S j education in the United States, accompanied by ffatSZTrn n r s F r o m a m ZT°^ ^achers of no^-naUve I S h speakers. The organization of the book allows for each of the nne chapters to explore a research issue, such as defining lUeracv exp ainmg language acquisition or describing bilingualism dual purpose (as stated in the preface) of providingZ radewrh ^appropriate theoretical framework for meeting e needs of hngu | « me need^of lstlc m i n o n t s t u d e m s a s w e l a s t h C f i n d i n f o r misconceptions which surround literacy and bilingual!™ It not clear until the sixth chapter, however, that the authors' agenda ako ncludes the presentation of a new teaching methodolofv a S intended to serve their final aim of having thforymform S u ^ f b v i s than t'h Jse of betow J . he book s t C r C h 3 p t e r S C h a p t e r s h 0 w e v e r s e r v e d w i l 1 a s ™ ^ effectively ^ demonstrated ' . m o s t outstanding contribution to the field is its literature on language learning cannofhelpbubefSip^ed at the authors strategically organized and critical review oTmanv cu^ent TanTaspectf of?' ' « ^ » « W n c o S n c es and HZ Pa«erns or areued to irs l „ a S S P P ^ n can be ChanT.r dings, or both In S t e r ^ ^Perceptions about illiteracy through an analysis of the relationship between language 1 S S U e a l s o d i s c o v e r d e m n S t r a t C n h W C e r t a i n fin o s i S n i and cognition. The authors introduce the topic by describing the position taken by Piaget (1974) that cognition precedes linguistic ability. They then follow other studies regarding language development which lead to Vygotsky's (1962, 1978) assertion that sociolinguistic environment influences thought, and they show how Olson (1977) adopted this argument to support the widespread notion that literacy is somehow necessary for abstract thought. The debate on this issue is brought to a close with Scribner & Cole's (1981) fairly conclusive finding that since literates have no cognitive superiority over illiterates, language may not influence cognition; there is also a final revelation, of which few are aware, that Olson (1987) has recently shifted his position toward the authors' own conclusions (pp. 68-75). Other similarly rigorous analyses succinctly synthesize the work of some of the greats who have investigated aspects of literacy (Heath), second language acquisition (Cummins, Krashen), bilingualism (Hakuta, Hymes) and sociolinguistics (Apple, Ogbu, Suarez-Orozco). Indeed, this thorough overview of the literature in the first half of the book is an excellent reference source for academics and classroom teachers alike. That the book is understandable and useful to non-theorists should not go unnoticed. The language is not needlessly technical, and numerous definitions and explanations are provided. For example, bilingualism is concisely defined as a person's ability to process two languages (p. 33), after which all aspects of that processing ~ acquisition/learning, proficiency, interdependence, and more ~ are defined and analyzed until the reader gains an enlarged view of bilingualism as cognitively, contextually and socially constructed. The progression of the analysis is such that the reader readily acquires (vs. learns) a more complex perspective on each concept discussed. The coherent review and evaluation of complex issues requires taking a stance, and these authors do so without equivocation. Their priorities are invariably humane and are best reflected in their position favoring the provision of bilingual education to linguistic minorities in the U.S.: In a participatory democracy like ours, we take it for granted thai education is not only a fundamentalrightof all people but a necessity for the country's survival. Thus it seems reasonable to conclude that the nation is obligated to provide the best VL g C o n C U S 1 , h e l a t e s t a t t a c k S e v e r a l" @default.
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• W237390420 date "1990-06-30" @default.
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• W237390420 title "Literacy and Bilingualism by James D. Williams" @default.
• W237390420 doi "https://doi.org/10.5070/l411004982" @default.
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