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Linguistic Society of America
Beyond Bilingualism: Multilingualism and Multilingual Education by Jasone Cenoz; FredGeneseeReview by: Zdenek SalzmannLanguage, Vol. 76, No. 4 (Dec., 2000), p. 950Published by: Linguistic Society of AmericaStable URL: http://www.jstor.org/stable/417241 .
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LANGUAGE, VOLUME 76, NUMBER 3 (2000) LANGUAGE, VOLUME 76, NUMBER 3 (2000) LANGUAGE, VOLUME 76, NUMBER 3 (2000)
Italian migrants in French-speaking parts of Switzer- land. A transition from codeswitching to a mixed code is described by YAEL MASCHLER, who has con- tributed a chapter dealing with informal interaction among first-generation American immigrants to Is- rael.
In Part 2, LI WEI reports on his,study of the Chinese community in Newcastle, England. Rather than focusing on the symbolic values of the lan- guages used in an interaction, his conversation-anal- ysis approach attempts to assign meaning to codeswitching by examining the types of interaction associated with language alternation. GIOVANNA AL- FONZETTI applies conversation analysis to code- switching between the Catanian dialect of Sicilian and the regional Italian. The remaining chapters in- clude examples of bilingual conversation strategies in Gibraltar; codeswitching as a power instrument in conversation between bilingual children; language crossing (the use of a language which is not generally thought to 'belong' to the speaker); and the role of the sociocultural ideologies of language-i.e. as ele- ments connecting social structures and forms of talk.
This valuable examination of codeswitching is ap- proached from different viewpoints and supported with richly empirical data from a variety of sociolin- guistic settings. [ZDENEK SALZMANN, Northern Ari- zona University.]
Beyond bilingualism: Multilingualism and multilingual education. Ed. by JA- SONE CENOZ and FRED GENESEE. (Mul- tilingual matters 110.) Clevedon, UK, & Philadelphia: Multilingual Matters, 1998. Pp. xiv, 269.
The authors of this collection, who come from eight different countries, examine the development of multilingual competence with the help of the edu- cational system and offer theoretical, empirical, and practical bases for planning and implementing mul- tilingual education.
The book is divided into three parts. In the two chapters of Part 1, 'Multidisciplinary perspectives on multilingual education' (1-32), G. RICHARD TUCKER and the book's editors provide the reader with a gen- eral background on multilingualism and survey the psycholinguistic research on multilingual acquisition and its implications for multilingual education.
Part 2, 'Educating towards multilingualism' (33-140), consists of four chapters that deal with the relevance of content-based language instruction to multilingual education; instructional strategies for language instruction in immersion classes; the role of culture in multilingual classrooms; and different
Italian migrants in French-speaking parts of Switzer- land. A transition from codeswitching to a mixed code is described by YAEL MASCHLER, who has con- tributed a chapter dealing with informal interaction among first-generation American immigrants to Is- rael.
In Part 2, LI WEI reports on his,study of the Chinese community in Newcastle, England. Rather than focusing on the symbolic values of the lan- guages used in an interaction, his conversation-anal- ysis approach attempts to assign meaning to codeswitching by examining the types of interaction associated with language alternation. GIOVANNA AL- FONZETTI applies conversation analysis to code- switching between the Catanian dialect of Sicilian and the regional Italian. The remaining chapters in- clude examples of bilingual conversation strategies in Gibraltar; codeswitching as a power instrument in conversation between bilingual children; language crossing (the use of a language which is not generally thought to 'belong' to the speaker); and the role of the sociocultural ideologies of language-i.e. as ele- ments connecting social structures and forms of talk.
This valuable examination of codeswitching is ap- proached from different viewpoints and supported with richly empirical data from a variety of sociolin- guistic settings. [ZDENEK SALZMANN, Northern Ari- zona University.]
Beyond bilingualism: Multilingualism and multilingual education. Ed. by JA- SONE CENOZ and FRED GENESEE. (Mul- tilingual matters 110.) Clevedon, UK, & Philadelphia: Multilingual Matters, 1998. Pp. xiv, 269.
The authors of this collection, who come from eight different countries, examine the development of multilingual competence with the help of the edu- cational system and offer theoretical, empirical, and practical bases for planning and implementing mul- tilingual education.
The book is divided into three parts. In the two chapters of Part 1, 'Multidisciplinary perspectives on multilingual education' (1-32), G. RICHARD TUCKER and the book's editors provide the reader with a gen- eral background on multilingualism and survey the psycholinguistic research on multilingual acquisition and its implications for multilingual education.
Part 2, 'Educating towards multilingualism' (33-140), consists of four chapters that deal with the relevance of content-based language instruction to multilingual education; instructional strategies for language instruction in immersion classes; the role of culture in multilingual classrooms; and different
Italian migrants in French-speaking parts of Switzer- land. A transition from codeswitching to a mixed code is described by YAEL MASCHLER, who has con- tributed a chapter dealing with informal interaction among first-generation American immigrants to Is- rael.
In Part 2, LI WEI reports on his,study of the Chinese community in Newcastle, England. Rather than focusing on the symbolic values of the lan- guages used in an interaction, his conversation-anal- ysis approach attempts to assign meaning to codeswitching by examining the types of interaction associated with language alternation. GIOVANNA AL- FONZETTI applies conversation analysis to code- switching between the Catanian dialect of Sicilian and the regional Italian. The remaining chapters in- clude examples of bilingual conversation strategies in Gibraltar; codeswitching as a power instrument in conversation between bilingual children; language crossing (the use of a language which is not generally thought to 'belong' to the speaker); and the role of the sociocultural ideologies of language-i.e. as ele- ments connecting social structures and forms of talk.
This valuable examination of codeswitching is ap- proached from different viewpoints and supported with richly empirical data from a variety of sociolin- guistic settings. [ZDENEK SALZMANN, Northern Ari- zona University.]
Beyond bilingualism: Multilingualism and multilingual education. Ed. by JA- SONE CENOZ and FRED GENESEE. (Mul- tilingual matters 110.) Clevedon, UK, & Philadelphia: Multilingual Matters, 1998. Pp. xiv, 269.
The authors of this collection, who come from eight different countries, examine the development of multilingual competence with the help of the edu- cational system and offer theoretical, empirical, and practical bases for planning and implementing mul- tilingual education.
The book is divided into three parts. In the two chapters of Part 1, 'Multidisciplinary perspectives on multilingual education' (1-32), G. RICHARD TUCKER and the book's editors provide the reader with a gen- eral background on multilingualism and survey the psycholinguistic research on multilingual acquisition and its implications for multilingual education.
Part 2, 'Educating towards multilingualism' (33-140), consists of four chapters that deal with the relevance of content-based language instruction to multilingual education; instructional strategies for language instruction in immersion classes; the role of culture in multilingual classrooms; and different
approaches to teacher training for multilingual class- rooms. MICHAEL BYRAM stresses the point that 'ex- posing children to another language and expecting them to learn it as part of the process of socialisation and acquisition of social identities is not simply a matter of cognitive learning' (114).
Part 3, 'Case studies in multilingual education' (141-269), offers examples of bi- and multilingual education from Luxembourg, the Basque Provinces, the Philippines, Peru, Bolivia, Canada, and Eritrea. Some of the case studies direct attention to how gov- ernment policies may affect the nature of multilin- gualism and multilingual education; other case studies describe specific schools and their programs.
The book will be of special interest to those con- cerned with bilingualism and multilingualism, whether they are teachers, teacher educators, or poli- cymakers. [ZDENEK SALZMANN, Northern Arizona University.]
Advertising language: A pragmatic ap- proach to advertisements in Britain and Japan. By KEIKO TANAKA. London & New York: Routledge, 1999. Pp. xv, 148.
Keiko Tanaka's work is an application of rele- vance theory (Dan Sperber & Deirdre Wilson. Rele- vance: Communication and cognition. Oxford: Blackwell, 1986) to the language of advertising in Britain and Japan. The volume is the first paperback version of work T published in 1994. With the use of concepts such as optimal relevance, loose talk, and covert communication, it tests the premises of the relevance theory by analyzing situated language use. Some of the chapters have convincing arguments while other chapters do not clearly show that her analyses require relevance theory, although the two are compatible.
Ch. 1 points out why semiotic and linguistic ap- proaches are unsatisfactory in accounting for how advertisements are understood, and Ch. 2 gives a syn- opsis of relevance theory. Ch. 3 explains how and why advertisements employ covert communication in which the speaker does not openly admit the inten- tion to communicate meanings that are potentially problematic yet known to be profitable, e.g. insinua- tion of sex and snob appeal. Covert communication facilitates avoidance of advertisers' responsibilities for secondary implications. During such communica- tion the attention of the audience is taken away from the ultimate function of advertisement, i.e. selling. Ch. 4 offers an account of puns, which are common in both British and Japanese advertisements. Puns have two different interpretations at the same time; this may be viewed as problematic to relevance the- ory which emphasizes recovery of the communica-
approaches to teacher training for multilingual class- rooms. MICHAEL BYRAM stresses the point that 'ex- posing children to another language and expecting them to learn it as part of the process of socialisation and acquisition of social identities is not simply a matter of cognitive learning' (114).
Part 3, 'Case studies in multilingual education' (141-269), offers examples of bi- and multilingual education from Luxembourg, the Basque Provinces, the Philippines, Peru, Bolivia, Canada, and Eritrea. Some of the case studies direct attention to how gov- ernment policies may affect the nature of multilin- gualism and multilingual education; other case studies describe specific schools and their programs.
The book will be of special interest to those con- cerned with bilingualism and multilingualism, whether they are teachers, teacher educators, or poli- cymakers. [ZDENEK SALZMANN, Northern Arizona University.]
Advertising language: A pragmatic ap- proach to advertisements in Britain and Japan. By KEIKO TANAKA. London & New York: Routledge, 1999. Pp. xv, 148.
Keiko Tanaka's work is an application of rele- vance theory (Dan Sperber & Deirdre Wilson. Rele- vance: Communication and cognition. Oxford: Blackwell, 1986) to the language of advertising in Britain and Japan. The volume is the first paperback version of work T published in 1994. With the use of concepts such as optimal relevance, loose talk, and covert communication, it tests the premises of the relevance theory by analyzing situated language use. Some of the chapters have convincing arguments while other chapters do not clearly show that her analyses require relevance theory, although the two are compatible.
Ch. 1 points out why semiotic and linguistic ap- proaches are unsatisfactory in accounting for how advertisements are understood, and Ch. 2 gives a syn- opsis of relevance theory. Ch. 3 explains how and why advertisements employ covert communication in which the speaker does not openly admit the inten- tion to communicate meanings that are potentially problematic yet known to be profitable, e.g. insinua- tion of sex and snob appeal. Covert communication facilitates avoidance of advertisers' responsibilities for secondary implications. During such communica- tion the attention of the audience is taken away from the ultimate function of advertisement, i.e. selling. Ch. 4 offers an account of puns, which are common in both British and Japanese advertisements. Puns have two different interpretations at the same time; this may be viewed as problematic to relevance the- ory which emphasizes recovery of the communica-
approaches to teacher training for multilingual class- rooms. MICHAEL BYRAM stresses the point that 'ex- posing children to another language and expecting them to learn it as part of the process of socialisation and acquisition of social identities is not simply a matter of cognitive learning' (114).
Part 3, 'Case studies in multilingual education' (141-269), offers examples of bi- and multilingual education from Luxembourg, the Basque Provinces, the Philippines, Peru, Bolivia, Canada, and Eritrea. Some of the case studies direct attention to how gov- ernment policies may affect the nature of multilin- gualism and multilingual education; other case studies describe specific schools and their programs.
The book will be of special interest to those con- cerned with bilingualism and multilingualism, whether they are teachers, teacher educators, or poli- cymakers. [ZDENEK SALZMANN, Northern Arizona University.]
Advertising language: A pragmatic ap- proach to advertisements in Britain and Japan. By KEIKO TANAKA. London & New York: Routledge, 1999. Pp. xv, 148.
Keiko Tanaka's work is an application of rele- vance theory (Dan Sperber & Deirdre Wilson. Rele- vance: Communication and cognition. Oxford: Blackwell, 1986) to the language of advertising in Britain and Japan. The volume is the first paperback version of work T published in 1994. With the use of concepts such as optimal relevance, loose talk, and covert communication, it tests the premises of the relevance theory by analyzing situated language use. Some of the chapters have convincing arguments while other chapters do not clearly show that her analyses require relevance theory, although the two are compatible.
Ch. 1 points out why semiotic and linguistic ap- proaches are unsatisfactory in accounting for how advertisements are understood, and Ch. 2 gives a syn- opsis of relevance theory. Ch. 3 explains how and why advertisements employ covert communication in which the speaker does not openly admit the inten- tion to communicate meanings that are potentially problematic yet known to be profitable, e.g. insinua- tion of sex and snob appeal. Covert communication facilitates avoidance of advertisers' responsibilities for secondary implications. During such communica- tion the attention of the audience is taken away from the ultimate function of advertisement, i.e. selling. Ch. 4 offers an account of puns, which are common in both British and Japanese advertisements. Puns have two different interpretations at the same time; this may be viewed as problematic to relevance the- ory which emphasizes recovery of the communica-
950 950 950
This content downloaded from 128.235.251.160 on Mon, 8 Dec 2014 03:53:03 AMAll use subject to JSTOR Terms and Conditions
