REVIEWS 749

Making It Happen: From Interactive toParticipatory Language Learning (2nd ed.).Patricia A. Richard-Amato. White Plains, NY: Longman, 2003.Pp. xiv + 562.

� This engaging, teacher-friendly book constructs praxis by examiningpractical classroom strategies and illuminating relevant theory. Theintroduction displays the author’s attachment to critical pedagogy,student-centered learning, the constructivist approach, transformativeeducation, and an eclectic view of methodology. The book is divided intosix sections, each containing several chapters. Section 1 notes how,contrary to what has often been said, acquisition does occur in theclassroom. Section 2 presents a great variety of learner-centered strate-gies, and Section 3 showcases an assortment of teaching tools. Section 4examines several successful programs in action. Section 5 presents twoattention-grabbing theoretical readings, and Section 6 features four casestudies for reflection and discussion.

This book effectively presents a vast array of practical techniques. Itclearly delineates total physical response activities, attractive communica-tive practices, accessible chants, motivating storytelling practices, andeasily followed steps to literacy. Teachers and students alike will love therole-play situations (p. 223), the readers’ theater scripts (p. 229), and thejournaling possibilities (p. 27). I was particularly interested in chapter16, which offers extensive suggestions on the use of textbooks, comput-ers, music, and film.

All chapters open with questions that invite readers to draw on theirpersonal experience as they focus on content. One of the questions atthe beginning of the chapter on participatory language learning, forexample, asks readers to contemplate the classrooms in which theythemselves were learners and to note whether or not they ever partici-pated in the classroom decision-making process.

This book also includes suggested readings at the end of each chapter,where I was pleased to see Moskowitz’s humanist approach prominentlydisplayed. The end of each chapter also contains a useful list of questionsfor reflection and project work. For example, here is a question from theconclusion of chapter 15:

Teachers have described themselves as “challengers or agents of change,”“nurturers,” “cooperative leaders,” “innovators,” “providers of tools,” and“artists” among other things. How do you see your own role(s) as a teacher?In what ways and under what circumstances do you think that your role(s)might change? (p. 332)

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One of the in-depth readings concluding the book is Nieto’s “ThePersonal and Collective Transformation of Teachers.” By allowing stu-dents’ voices to express their discomfort as they grapple with socialidentities and linguistic privilege, Nieto makes a strong case for positingeducation as a political act and invites our reflection.

The book’s only limitation is that it covers more territory than can becomfortably included in most methods courses. However, it is clearly anexcellent addition to teacher education programs and would serve theseprograms well in a methodology course.

NATALIE HESSNorthern Arizona UniversityYuma, Arizona, United States

The Multilingual Mind: Issues Discussed By, For, andAbout People Living With Many Languages.Tracey Tokuhama-Espinosa (Ed.). Westport, CT: Praeger, 2003.Pp. xi + 292.

� Multilingualism poses many practical questions to teachers, parents,psychologists, and multilingual speakers themselves in a variety ofgeographic and political contexts: in the United States and Canada, thepromised land of immigrants; in the European Union; in multi-ethniccountries; and in the changing postcolonial and post–Cold War world.How should bilingual children be raised and educated? How shouldsecond language and bilingual programs be structured? How shouldfunctional bilingualism be sustained? What is home for a multilingualindividual? What is the best way to cultivate multiliteracy? How dolanguages interact in the bilingual mind? Is there a relationship betweencosmopolitanism and multilingualism? Tokuhama-Espinosa, a leadinglanguage educator in Geneva, a teacher trainer, and a multilingualspeaker who counsels multilingual families, addresses these questions.

In a book written by language researchers and teachers, all of whomare multilingual speakers, the editor combines research, anecdotalinformation, personal accounts, and specific tips for teachers andparents in a five-chapter handbook on multilingualism, a resource bookfor applied linguists as well as a general audience. Though the first partof the title may be somewhat misleading because it has neurolinguisticconnotations, the second part of the title speaks to the book’s true focus.

Chapter 1, “Schooling and Foreign Languages,” deals with languagelearning and multiple intelligences, sensory input into the languagelearning curriculum, literacy development in multilingual children, and