MLJ Reviews

Edited by JUDITH E. LISKIN–GASPARRO

University of Iowa

MLJ Review Policy commonly held assumptions about language

learning that will be relevant to teacher trainees
The MLJ reviews books, monographs, com- unfamiliar with SLA research. Cook introduces as-
puter software, and materials that (a) present re- sumptions such as whether it is preferable to use
sults of research in—and methods of—foreign the first language in the classroom, teach gram-
and second language teaching and learning; mar rules, or expect learners to achieve native-
(b) are devoted to matters of general interest to like speech, which whet the appetite for detailed
members of the profession; (c) are intended pri- information on these topics later in the book. The
marily for use as textbooks or instructional aids in chapter also provides the rationale for the need
classrooms where foreign and second languages, for teachers to be familiar with SLA research.
literatures, and cultures are taught; and (d) con- Although the sequence of the chapters may
vey information from other disciplines that relates vary according to preference, some are closely
directly to foreign and second language teaching related in content and are logically grouped to-
and learning. Reviews not solicited by the MLJ can gether in the book. Chapters 2 through 5 focus
neither be accepted nor returned. Books and ma- on how individuals learn grammar, vocabulary,
terials that are not reviewed in the MLJ cannot pronunciation, and written language. Chapters 6
be returned to the publisher. Responses should through 8 treat topics related to the learner,
be typed with double spacing and submitted elec- specifically strategies, processes for reading and
tronically online at our Manuscript Central ad- listening, and individual differences. The final
dress: http://mc.manuscriptcentral.com/mlj chapters, 9 through 13, address classroom-related
issues. These include interaction, differences be-
tween native and nonnative speakers, learner
THEORY AND PRACTICE goals, models for teaching, and learner and teach-
ing styles, respectively. Dividing the book into
sections with appropriate headings would make
COOK, VIVIAN. Second Language Learning and
the thematic relationships among chapters more
Language Teaching . 4th ed. London: Hodder
apparent.
Arnold, 2008. Pp. xiii, 306. $33.95, paper. ISBN
The features and organization within the chap-
0–340–95876–6.
ters engage readers and support an active read-
ing approach. Chapters are subdivided into
Cook presents a broad treatment of second lan- sections, and each section begins with focusing
guage acquisition (SLA) research and gives it questions and key words. The questions activate
a practical focus: the application of knowledge prior knowledge and direct readers to examine
about language acquisition to language teaching. their beliefs about language learning and teach-
The primary audience is language teachers and ing. Although questions are generally presented
teacher trainees. The author claims that the book in an open-ended format, readers will enjoy an
presupposes no prior knowledge of SLA research occasional minisurvey asking them to agree or
and, indeed, the content will be accessible to a disagree with statements related to the section
novice. For the more experienced, the book goes topic.
beyond foundational knowledge to provide a dis- In keeping with the engaged learning ap-
cussion of current thinking on topics such as the proach, discussion topics, suggestions for further
debate over the contributions of and preferences reading, and answers to chapter activities and ex-
for native and nonnative teachers and the move- ercises appear at the end of each chapter. The
ment of English as a lingua franca. discussion topics focus on the application of
The 13 chapters stand alone and, for the most knowledge to teaching. For example, the ques-
part, can be read or taught in any sequence. tions for chapter 3 ask readers to analyze the
Chapter 1 is a logical starting place, addressing approach used to teach new vocabulary in a
302 The Modern Language Journal 93 (2009)
textbook, identify strategies they would encour-
age their students to use, and decide how they CHRISTIE, FRANCES, & J. R. MARTIN. (Eds.).
would teach specific high-frequency words. These Language, Knowledge and Pedagogy: Functional Lin-
activities provide the opportunity for readers to guistic and Sociological Perspectives. New York: Con-
demonstrate their grasp of chapter concepts. tinuum, 2007. Pp. xiii, 267. $150.00, cloth. ISBN
A key addition to this edition is the inclusion of 0–8264–8917–6.
a mouse icon directing readers to a text Web site.
The goal of this enhancement is to supplement
A claim to interdisciplinarity and dialogicality as
the text material and perhaps to demonstrate cur-
a distinguishing feature of a publication has of
rency with technology-based learning. However,
late become so frequent as to amount to little
the icons can be distracting to those reading the
more than good professional manners. However,
book without immediate access to a computer. Al-
with their expansive exploration of the nature
though the information one would find on the
of language, knowledge, and pedagogy from two
Web site is sometimes evident, such as links cited
distinct disciplines, systemic functional linguistics
within the text, it is often unclear why the icon is
(SFL) and sociology, co-editors Christie and Mar-
present or what related material one would find
tin present a compelling and thought-provoking
upon visiting the site.
example of what dialogue across the disciplines
The information on the Web site is not exten-
can contribute to ways of knowing when it gets
sive, nor is its intended use evident. The author
drawn into and creatively wrestles with assump-
states that the key words presented in each sec-
tions, constructs, and consequences of its own
tion of a chapter are available on the Web site,
disciplinary home and those of the disciplinary
but one is unsure if the site will list them or pro-
“Other.” A useful conversation starts with a shared
vide additional words and glosses. This reviewer
focus on a particular problem—in this case, edu-
could not find them at all. Similarly, the purpose
cational activity in the broadest sense. How the
of providing a printable version of information
nature of knowledge is construed and how, in
from the book on the Web site is not apparent.
consequence, its transmission is enacted in edu-
Overall, it is a disadvantage that the text does
cational settings has enormous consequences for
not always specify what will be found on the Web
social goods and the social good. In the present
site.
case, that construal emerged from professional
Cook admits his biases—that the examples he
dialogue over nearly 40 years among the main ac-
uses are predominantly from English language
tors, Michael Halliday and Ruqaiya Hasan for SFL
learning (as opposed to other languages) and
and Basil Bernstein for sociology. Contemporary
from course books published in England. He also
scholars in both fields are now honoring those
observes that the book treats “only a fraction of
earlier conversations, presenting readers with a
the SLA research on a given topic” (p. 2). These
convincing contemporary example of a dynamic
limitations are evident. Most notably, the author
transdisciplinarity.
cites the approaches of his own course books
The book is divided into four sections,
and selected others sometimes compare less fa-
“Functional Linguistic and Sociological Perspec-
vorably. For example, Cook’s treatment of vocab-
tives on Education,” “Theoretical Foundations,”
ulary learning makes no mention of the Academic
“Knowledge Structure: Horizontal and Vertical
Word List and its rapid adoption in course books
Discourse,” “Fields of Discourse—Disciplines of
or of the limitations of some vocabulary learning
Discourse,” and a concluding coda chapter.
strategies, such as using context clues. Although in
Christie provides the historical context for the
the note to teachers Cook promises summaries at
extended dialogue between SFL and a sociologi-
the end of each chapter, these are not provided,
cal perspective on education and sets the stage for
and they would have been helpful to synthesize
the book’s central theme, which is Bernstein’s the-
main ideas.
ory of horizontal and vertical discourses and its re-
In spite of these limitations, the book presents
finement in a theory that distinguishes horizontal
a solid foundation of SLA research in a practical
and hierarchical knowledge structures. In chapter
and approachable way and could easily serve as
2, Karl Maton and Johan Muller detail Bernstein’s
a foundational textbook for teacher training pro-
unfolding theorizing of knowledge, from concep-
grams or as a refresher for teachers in the field.
tualizing codes to what he termed the pedagogic
device in its three fields of practice: production,
MAUREEN SNOW ANDRADE recontextualization, and reproduction. At issue is
Utah Valley University knowledge in the context of cultural and social
Reviews 303
transformations and their consequences for cur- The section entitled “Fields of Discourse—
ricula and ordering social life. In the subsequent Disciplines of Discourse” guides readers into di-
companion chapter, Martin provides a functional verse areas of knowledge construction. Clare
linguistic perspective, using history and physical Painter’s chapter exemplifies how the earlier com-
geography as exemplifying knowledge structures monsense horizontal discourse of a child ac-
in the humanities and the sciences. He does so quiring the native language encounters its own
by relating SFL’s central conceptual tools for cap- limitations and gradually gives way to semiotic
turing social context, register (in terms of field, practices that increasingly privilege the semiotic
tenor, mode), and genre, and their placement experience enabled by language over the mate-
along a commonsense to uncommonsense contin- rial experience of daily life. Christie and Mary
uum, to Bernstein’s hierarchical and horizontal Macken-Horarik consider how learning can be
knowledge structures. What makes this potentially made more coherent for students—a kind of
abstract discussion persuasive is Martin’s differ- verticality—as they deftly uncover the largely in-
entiated uncovering of the linguistic means that visible assumptions regarding knowledge struc-
realize the vertical discourse of the sciences and tures, privileged learner “gazes,” and, most
the horizontal discourse of the humanities in important, language practices associated with dif-
terms of their preferred participants in syntac- ferent realizations of the field of English. Peter
tic arrangements, their nature, and their levels Wignell examines the social sciences as positioned
of technicality. In a culminating grand theoreti- between the sciences and the humanities by
cal and practical gesture he links these discourses observing how they privileged, at different his-
to the control of grammatical metaphor, arguably torical times, more hierarchical or more hori-
the most fecund construct of SFL, as “the social zontal knowledge structures. In a final extension,
semiotic nub of institutionalized learning, educa- Kay O’Halloran takes a systemic functional mul-
tional failure and the distribution of knowledge timodal approach to the previously mentioned
in our expiring world” (p. 55). Bernsteinian notion of grammaticality. She finds
Chapters 4 through 6 expand the notion of for mathematics and the sciences radically dif-
knowledge construction from a sociological per- ferent yet intriguingly complementary knowledge
spective. Muller tackles the two disciplines’ dif- structures on the basis of strong grammatical
ferent notions of hierarchy. Invoking Bernstein’s interconnectivity, a connection that encounters
notion of grammaticality as a correlate to the con- new possibilities through computerization and in-
struct of verticality, he suggests that they together creasingly diverse forms of visualization. The dia-
offer valuable criteria for determining the capac- logic coda chapter among the editors and Muller
ity of a particular knowledge structure to grow and and Maton lays out research prospects at the in-
progress. The implications for the position of any tersection of SFL and sociology while evaluating
field of inquiry in a knowledge society are pro- the present volume’s contributions toward that
found. In chapter 5, Maton complements knowl- enterprise.
edge structure with distinct knower structures to The collection of chapters is likely to present
answer the question of what makes actors, dis- unfamiliar, even challenging reading. In the
courses, and practices special or legitimate. Using United States, SFL is only now being perceived
his legitimation code, he analyzes the problem- as a noteworthy theory of language for research-
atic position of music in the curriculum of English ing, teaching, and learning languages. Addition-
schools. One can see parallels to an equally bur- ally, an awakening U.S. sociolinguistics often
dened position for language learning in many ed- misinterpreted Bernstein’s early formulations
ucational systems. Concluding the segment, Rob about restricted and elaborated codes, and ap-
Moore reconsiders the much maligned canon as a plied linguistics thinking hardly perceived his sub-
distinctive activity within a social arena across time sequent prodigious inquiry into the relation of
and space, an instance of the sociality of knowl- language, knowledge, and schooling. Yet, the sub-
edge. His argument differentiates between the ad ject could hardly be more timely in societal terms
hoc and personal natures of preferences and the and for applied linguistics as a field of inquiry.
structured character of the publicly shared inter- Diligent and open-minded readers can expect to
subjectivity of judgments within specialized com- be richly rewarded as they join the far-reaching
munities that build on the systematic formation transdisciplinary dialogue toward which the vol-
of a habitus. The result is an understanding of ume beckons them.
knowledge that is neither relativistic nor idealist
even as it affirms that truth does not exist in a HEIDI BYRNES
free-floating reality. Georgetown University
304 The Modern Language Journal 93 (2009)

Liddicoat’s text, as well as many of the examples,

LIDDICOAT, ANTHONY J. An Introduction to has been compiled from seminal studies by pio-
Conversation Analysis. New York: Continuum, neers such as Schegloff, Goodwin, Heritage, and
2007. Pp. 333. $180.00, cloth; $39.95, paper. ISBN Jefferson. Although the relative shortfall of origi-
0–8264–9114–6, cloth; 0–8264–9115–4, paper. nal scholarship may be viewed as a potential defi-
ciency, a strong reliance on existing material does
make sense for an introductory work.
Instructors in applied linguistics seeking a core
A more serious weakness may lie in the age of
text for advanced undergraduate courses, nonspe-
the works consulted; most date from the 1970s,
cialists wanting to expand their knowledge base,
1980s, and 1990s, with surprisingly few publica-
as well as graduate students in related disciplines
tions from the current decade. The book would
needing a manageable initiation to the subject will
benefit from the inclusion of more contempo-
find a clear, comprehensive option in Liddicoat’s
rary research. Consider, for example, the chapter
An Introduction to Conversation Analysis.
on opening conversation. Drawing on research
The opening chapter defines conversation anal-
and citing examples from over 10 years ago, it
ysis, provides a succinct historical overview of its
focuses almost exclusively on analyzing openings
development, and outlines the key methodologi-
in telephone conversations. Although Liddicoat
cal elements used. Here, as in most subsequent
concedes that caller ID, which was unavailable
chapters, the author’s direct, unadorned style
to those earlier scholars, has changed what the
allows him to convey much information in a rela-
answerer knows before the conversation begins,
tively short space. This concise, transparent ap-
he neglects to discuss the effects of other signifi-
proach will appeal to many readers, especially
cant technological advances. The widespread use
those aiming to assimilate unfamiliar material
of cell phones, equipped not just with caller ID
quickly.
but also with caller-specific ring tones and other
The three chapters that follow, which deal with
communication enhancements, has dramatically
transcribing conversation, turn-taking, and gaps
altered conventional openings in telephone calls.
and overlaps in turn-taking, are equally accessible
Given that many students use cell phones for all
despite the increase in complexity. A judicious use
of their telephone needs, this chapter may seem
of subheadings guides the reader through these
antiquated and irrelevant to that group of readers.
lengthier sections, and an abundant and varied
Fortunately, An Introduction to Conversation
selection of examples helps to ensure understand-
Analysis ends as strongly as it begins. The final
ing. Liddicoat’s patient, step-by-step explanations
chapter on storytelling in conversation provides
assume no prior knowledge about the mechan-
a welcome change from the often tedious fun-
ics of conversation analysis, thereby making his
damentals presented earlier. Not only does the
book a solid choice for an undergraduate cur-
topic itself engage the reader’s interest and imag-
riculum. Although one would expect this feature
ination, but the author also provides just the right
to be a given in any introductory work, detailed
amount of detail to encourage further study. All in
knowledge of the subject can cause an author to
all, despite a few shortcomings, Liddicoat has pro-
unintentionally neglect the needs of beginners.
duced a work that balances coverage with depth
Readers will notice a considerable and abrupt
in a remarkably efficient, user-friendly manner.
increase in both pace and difficulty when they
reach the middle third of the book. The treatment HERTA RODINA
of three key topics—adjacency pairs, expanding Ohio University
sequences, and repair—requires close attention
to detail and, in some parts, substantial reread-
ing to grasp all of the intricacies involved. In-
LIU, DILIN. Idioms—Description, Comprehension,
structors can provide supplementary materials as
Acquisition, and Pedagogy. New York: Routledge,
needed. The student using this work in a stand-
2007. Pp. xv, 208. $40.00, cloth. ISBN 0–8058–
alone capacity, however, may become frustrated
6346–X.
with the telescoped presentation of concepts and
terminology surrounding such subtopics as as-
sessments, insert expansion, and multiple repair Idioms is an accessible text written for students and
space. professionals in the fields of English as a second
Although this work results from painstaking language and applied linguistics. It is a valuable
research and extensive knowledge of the field, contribution, as it thoughtfully explores pertinent
much of the theoretical and practical material in research and encourages students to draw their
Reviews 305
own conclusions based on the theories and dis- Cognitive ability, age, and language proficiency
cussions. The text is divided into three parts, with are among those that are explored in this well-
a total of 10 chapters. Part 1 deals with the discus- considered chapter.
sion of idiom definition, classification, usage pat- Chapter 6 explores the relationship between
terns, and functions. Part 2 investigates the pro- idiom comprehension and language acquisition.
cess involved in understanding idioms and the The age factor is further developed, and it is con-
factors that affect comprehension by first lan- cluded that the higher one’s proficiency in the
guage (L1) and second language (L2) learners. language, the greater the comprehension of id-
Part 3 explores idiom acquisition from both teach- ioms. Although memorization is employed as a
ing and learning perspectives with a focus on strategy for L1 and L2 learners alike, it is not
learning strategies for students. Each chapter has the most important component of idiom compre-
an introduction and a summary, followed by dis- hension or production. In keeping with current
cussion questions that foster both inductive and theories in second language acquisition, compre-
deductive reasoning. The key terms from each hension precedes production with respect to id-
chapter are in bold type, which draws the readers’ ioms.
attention to the new terms. The terms are also Chapter 7 deals with advice on how to select
found alphabetically in the appendix in a useful which idioms to teach. Various criteria are pre-
glossary for quick reference. sented for use by the language instructor, which
Chapter 1 begins with a discussion of the dif- also help to classify idioms.
ficulty for scholars to reach consensus on the Chapter 8 presents macro-strategies for teach-
meaning of the term idiom. Liu presents both ing idioms that the author collected from various
traditional and cutting-edge research in linguis- research studies. Charts allow for easy reference
tics on the topic and concludes that, despite their for the preservice and seasoned teacher alike.
dissimilarities, there are three descriptors com- Chapter 9 provides in-depth micro-strategies
mon to the theories that provide common ground and teaching techniques, including a section on
for a definition. There is some controversial re- idiom dictionaries, that are varied enough to
search that makes sweeping claims for L1 and L2 give practitioners many choices for their student
learners, and Liu does a good job of critiquing the populations.
research that does not take into account sensitivity The final chapter is the briefest and it deals with
to varying cultures and dialects. assessment and error correction. This chapter per-
Chapter 2 explores the many dimensions of lan- haps could have benefited from the inclusion of
guage with respect to two complementary princi- templates and rubrics for sample assessment and
ples and how idioms fit into language use. The error correction activities.
influences of context, register, and culture are Overall, the text is an excellent synthesis of the
explored to demonstrate how some idioms that diverse research regarding idioms in both the L1
are motivated in some cultures are not present in and the L2. It makes an extraordinary contribu-
others. tion to a field that has such variety in the inter-
Chapter 3 presents the many hypotheses pretation of what constitutes an “idiom.” The text
regarding successful comprehension and process- is an excellent choice for English as a second lan-
ing of idioms. Liu finds five major hypotheses re- guage, applied linguistics, and pedagogy courses,
garding idiom comprehension, and he concludes and it will make an excellent resource for students
that idiom comprehension is a complex process and instructors.
for linguists. This chapter could have benefited
from more research involving the temporal con- DENISE CLOONAN CORTEZ ANDERSEN
straints on idiom comprehension, as with idioms Northeastern Illinois University
that are dated and no longer have a valid or trans-
parent meaning in contemporary society, even for
LYSTER, ROY. Learning and Teaching Languages
the native speaker.
through Content: A Counterbalanced Approach.
Chapter 4 deals with the challenges that face L2
Philadelphia: Benjamins, 2007. Pp. 172. $39.95,
learners’ ability to comprehend idioms. Research
paper. ISBN 978–90–272–1976–3.
on convergence with or divergence from idioms
in the native tongue are compared in an effort to
derive strategies for L2 learners. This text addresses the challenges, both theoreti-
Chapter 5 explores the various linguistic and cal and practical, in teaching languages through
nonlinguistic factors that contribute to one’s abil- content. The author presents a synthesis of em-
ity to comprehend idioms in both the L1 and L2. pirical research that has shaped content-based
306 The Modern Language Journal 93 (2009)
instruction in the last 40 years, and he offers a otherwise not be used or even noticed in class-
new perspective for integrating language and con- room discourse” (p. 44). According to Lyster,
tent in ways that engage learners with language this combination approach would ensure contin-
across the curriculum. The focus is on research ued language growth in lexical and grammatical
on how classroom learners process a second lan- development.
guage (L2) through content and how teach- Chapter 3 focuses on processing language
ers and students interact to negotiate language through content via comprehension, awareness,
through content. Lyster advocates for a counter- and production mechanisms, whereas chapter 4
balanced approach that integrates both content- focuses on how to negotiate language through
based and form-focused instructional practices content by means of interactional strategies that
aimed at encouraging educators in “meaning- involve teacher scaffolding and feedback. The
based classrooms to consider ways of integrating thorough research-based citations provided by the
more focus on language, and those in traditional author, which include brief summaries of the find-
language classrooms to consider integrating more ings with an eye toward classroom application,
content-based instruction as a means of enriching make this book useful and unique. Numerous rich
classroom discourse” (p. 2). examples are provided that translate the essence
Content-based instruction provides both the of the research results into strategies for the class-
cognitive basis for language learning and the mo- room teacher. Also provided are many examples
tivational basis for purposeful communication. of how teachers can provide learning opportuni-
This approach allows learners to acquire both sub- ties in a content-based environment that expand
ject matter and target language at the same time, both the quantity and quality of language and that
thus optimizing exposure to the target language. address both semantic and syntactic language pro-
Lyster posits that L2 instruction in any setting can cessing. Lyster draws on past and present research
increase its effectiveness by (a) integrating con- in cognitive psychology, second language acqui-
tent other than only language itself, (b) incorpo- sition, and applied linguistics to summarize the
rating ample opportunities for interaction during state of knowledge about content-based language
classroom activities, and (c) planning systemati- learning and he analyzes those findings that have
cally for language development (p. 2). implications for classroom language teaching and
Although significant research in applied lin- learning. The work is scholarly, but it is made
guistics and second language acquisition has in- comprehensible for a diverse audience through
vestigated how learners can effectively engage transparent language, numerous examples, and
with language in content-driven classrooms and focused research summaries.
participate in problem-based tasks and mean- Lyster makes a compelling case for integrating
ingful language interactions, few researchers form-focused and content-based instruction with
before Lyster have offered a comprehensive syn- literacy-based approaches and language across the
thesis of research-based classroom instructional curriculum, all of which push the learners’ at-
practices that interface language and content. tention and focus in a way that balances their
Designed as a text for graduate study, Lyster sum- awareness of both form and meaning “without
marizes the relevant research in subject matter sacrificing language at the expense of content
instruction and form-focused instruction, point- nor content at the expense of language” (p. 136).
ing out the limitations of both. Lyster argues He supports his assertions and approaches with
that content-based instruction limits the commu- research from multiple disciplines. Lyster’s thor-
nicative abilities of L2 learners, and he proposes ough synthesis of the research makes this text
a form-focused approach to supplement subject ideal for adoption at the graduate level. After
matter instruction. Rather than rely exclusively reading and reviewing this text, I adopted it for
on an incidental approach to focus on form in a doctoral seminar. It has stimulated deep discus-
a content-based language classroom, Lyster ad- sions among the participants and will serve as a
vocates a combination of reactive and proactive valuable resource in their professional library.
approaches to form-focused instruction. A re- Lyster draws upon research from varied dis-
active approach would provide corrective feed- ciplines to examine the systematic integration
back or a more systematic intervention in re- of content-based and form-focused instructional
sponse to students’ language production during options that require that learners vary their fo-
teacher–student interactions, whereas a proactive cus between content, provided through class-
approach would involve intentional, preplanned room discourse, and target language features,
instruction designed to “enable students to notice which are often left unattended. While pointing
and to use target language features that might out the challenges and pitfalls of content-based
Reviews 307
teaching, Lyster offers research-based strategies, points of departure in linguistics and in the hu-
techniques, and approaches to meet these chal- manities and social sciences. Chapter 4 deals with
lenges. He accomplished his goal for writing this culture pedagogy in the 1980s with the assump-
text—that is, to assist content-based programs tion of the inseparability of language and cul-
to better meet the needs of changing popula- ture. Chapter 5 portrays culture pedagogy in the
tions and assist teachers in adopting instructional 1990s, which focuses on the idea of intercultural
practices that situate them in a more interactive learning. Risager discusses the perspectives of sev-
relationship with students and knowledge that eral scholars of intercultural learning, including
nurtures the relationship between language de- Kramsch, Brogger, Byram, and Starkey. Chapter
velopment and content learning. 6 analyzes the status of culture pedagogy from the
year 2000 to the present, during which time the
ALEIDINE J. MOELLER national paradigm for language and culture ped-
University of Nebraska–Lincoln agogy was being questioned. Chapter 7 describes
the complexity in the relationship between lan-
guage and culture from a transnational perspec-
tive and defends the concept of languaculture or
RISAGER, KAREN. Language and Culture Peda-
language plus culture (Agar, 1994) because, as
gogy: From a National to a Transnational Paradigm.
Risager puts it, “linguistic practice carries and cre-
Clevedon, UK: Multilingual Matters, 2007. Pp. xi,
ates meaning, no matter where in the world it is
270. $49.95, paper. ISBN: 978–1–85359–959–0.
used and by whom” (p. 170). Chapter 8 presents
a proposal for a new framework for language and
Language and Culture Pedagogy is a theoretical culture pedagogy under a transnational perspec-
book derived from an original volume in Dan- tive, as opposed to what the author calls “the
ish entitled (in English translation) The National national dilemma of modern language studies”
Dilemma in Language and Culture Pedagogy: A (p. 22). Finally, chapter 9 summarizes the fun-
Study in the Relationship between Language and Cul- damentals of a transnational understanding of
ture (Copenhagen: Akademisk Forlag, 2003). It language and culture pedagogy in the form of
also supplements a previous book titled Language four statements (pp. 236–237): (a) The target-
and Culture: Global Flows and Local Complexity language community is not confined to a nation-
(Multilingual Matters, 2006), both by the same ally defined language area but exists in a linguistic
author. The fact that the opening pages have a network with a potentially global range, mainly as
supportive foreword by Michael Byram, a key re- a result of transnational migration and commu-
searcher in cultural studies in the 1990s, starts the nication; (b) the target language is never isolated
book off on a positive note. but always exists in a local interplay with other lan-
The book is divided into three parts compris- guages; (c) the target language is associated with
ing nine chapters, which are followed by an ex- an infinite range of socioculturally different per-
haustive 20–page reference section. The first part sonal languacultures; and (d) the target language
(ch. 1) is an introduction to the topics of lan- is not associated with definite discourses and
guage, culture, and national and transnational topics.
pedagogy. It presents the aim of the book, which Language Culture and Pedagogy is a significant
is “to establish a basis for a change from a na- scholarly contribution to the field of language
tional to a transnational paradigm in language and culture pedagogy for two reasons. It presents
and culture pedagogy” (p. 2). The second part, the first historical account of language and cul-
chapters 2 through 6, presents a scholarly analy- ture pedagogy, and it introduces the concepts of
sis of the international history of language and transnationalism and transculturalism as opposi-
culture pedagogy (the first publication of this tions to the traditional national paradigm within
kind), and the third part (ch. 7 through ch. 9) language and culture pedagogy. I strongly recom-
proposes a new framework for a transnational mend this book not only to foreign language pro-
(as opposed to national) language and culture fessionals (teachers and preservice teachers) but
pedagogy to produce multilingual and multicul- also to teachers in other disciplines in the human-
tural awareness in a global context. Specifically, ities. This volume could be a critical contribution
chapter 2 illustrates the development of culture in a foreign language education course because it
pedagogy from the late 1800s in Germany with would establish a basis for the implementation
the concept of realia to the 1960s in the United and understanding of culture pedagogy in the
States, which led to the emergence of culture contemporary classroom. I would like to finish this
pedagogy as an academic discipline. Chapter 3 review by quoting one of my favorite statements
introduces culture pedagogy in the 1970s with in the volume, which summarizes Risager’s idea of
308 The Modern Language Journal 93 (2009)
the transnationality of language and culture peda- that contribute to success in FL learning. Chap-
gogy: “States have borders, but languages do not” ter 3, by de Andrés, describes a classroom-based
(p. 168). action research project that she conducted in
1996. Over the course of 10 weeks, first and sec-
LOURDES SÁNCHEZ–LÓPEZ ond graders learning English in a private school
The University of Alabama at Birmingham in Argentina underwent a program to increase
their levels of self-esteem for FL learning. Results
presented include summaries of data from qual-
itative questionnaires filled out by parents and
RUBIO, FERNANDO. (Ed.). Self-Esteem and For-
students, as well as interview data from teachers.
eign Language Learning . Newcastle, UK: Cam-
The next four chapters in this section review how
bridge Scholars Publishing, 2007. Pp. xi, 205.
self-esteem is related to (a) anxiety, motivation,
$69.99, paper. ISBN 1–84718–215–1.
learner autonomy, and information processing
(ch. 4 by Ávila); (b) personal and social identity
Learner-internal factors affecting foreign lan- (ch. 5 by Casal); (c) anxiety (ch. 6 by Ortega);
guage (FL) acquisition have been explored and (d) self-confidence, willingness to learn, and
extensively in the past few years, in particular be- identity (ch. 7 by Fonseca and Toscano).
cause researchers have come to recognize that The third section, entitled “Implementation
aptitude for FL learning, when considered as a and Classroom Applications,” includes four chap-
purely cognitive concept that is resistant to change ters that offer practical tips for increasing stu-
over time, combines with other learner-internal dents’ self-esteem for FL classroom learning. The
factors. These other factors include motivation, suggestion by Wright in chapter 8 is that students
anxiety, willingness to communicate, personality, summarize, discuss, write, reflect on, and tell and
language learning beliefs, and self-esteem. These retell novel stories to promote personal identity
latter internal, affective factors are highly un- and bonding with the values of the culture repre-
stable. Alterations in them can be triggered by sented in the stories. Chapter 9, by Arcos, presents
changes in the person or the learning environ- classroom management tips to help students’ self-
ment or a vortex of other factors that interplay esteem, such as arranging class and group work
with FL learning and life in general. In this edited in ways that promote participation, conducting
volume, the first book dedicated to the topic circle time, and assigning tasks that encourage
of self-esteem and FL learning, Fernando Rubio students to focus on their feelings and lower
takes on the issue of self-esteem and FL learning, affective filters. In this chapter she outlines 12
exploring definitions, concepts, theories, and past practical tasks that teachers can implement in the
research on the topic. classroom to promote self-esteem, such as having
The book has 11 chapters divided into three students mime their feelings, create “I’m special”
sections. The first section, entitled “An Overview,” minibooks, create slogans promoting self-esteem
contains two chapters that examine the concept for the classroom walls, or write a classmate’s bi-
of self-esteem and FL learning. The first chapter, ography. Chapter 10, by Julián and Dı́az, reviews
by Rubio, briefly discusses self-esteem as a concept 10 similar activities for fostering self-esteem in the
within social science and then narrows it down to FL classroom, except that these, they state, are de-
definitions of self-esteem that are relevant to FL signed specifically for promoting the self-esteem
learning. He then positions the role of self-esteem of teenagers. Finally, chapter 11, by León, reveals
in education and in the FL classroom. Chapter 2 a novel twist on classroom-based self-esteem re-
in this section, by Arnold, concentrates on situat- search and theory. She suggests that the notion
ing self-esteem within the notion of the learner’s of self-esteem in the classroom has reportedly by-
concept of self, which, she writes, in the classroom passed the study of teachers and their self-esteem.
involves two aspects, the internal characteristics of Teachers too, she asserts, need to build and main-
the person and the relational factors he or she has tain their self-esteem, which is endangered by
with others in the class, the other learners, and the daily teaching realities that are commonly out
teacher. She then reviews self-esteem as an affec- of their control. She lists tips for promoting self-
tive language learning variable and how it should esteem in the classroom—the teacher’s own and,
be viewed in the FL classroom. correspondingly, that of his or her students.
Part 2 is entitled “Theory and Research.” Overall, the book is well written, especially
Its five chapters are a collection of one quasi- chapters 1 and 2, which review the definitions
experimental study and four works relating the and concepts of self-esteem and how it is located
theory of self-esteem to other affective variables within the field of second language acquisition.
Reviews 309
The audience for this book is rather easy to iden- conversational shifts), real-time processing (e.g.,
tify. As suggested by Elaine Horwitz, who wrote the fluency measures such as pause frequencies), and
book’s eloquent forward, the book will be most relational management (e.g., deictic markers)
useful for language teachers who are interested constrain conversation.
in learning about the basic theory and under- The book begins with an overview of the un-
pinnings of self-esteem and how they, as teach- derstanding that corpus linguistic research has
ers, may be able to foster a classroom language provided about the ways that register, genre, and
learning environment that lowers students’ affec- grammar work to determine the types of linguis-
tive filters. However, the book is lacking in several tic tools speakers use. Rülhemann emphasizes
aspects; for example, it does not include an index, that this approach to linguistics has presented
a summary chapter at the end of the volume, or data on grammar and vocabulary that prescrip-
any solid scholarly research. Chapter 10, in par- tive or traditional structuralist approaches have
ticular, is ungrounded theoretically and contains not considered. He then describes his data set
no references. Second language acquisition re- (BNC) and the computational techniques he em-
searchers interested in investigating the isolated ploys. Following is a review of the corpus-based
variable of self-esteem may be convinced by this conversational research that has motivated the
book to redirect themselves. There is more recent five situational constructs through which he views
and robust empirical research within the areas of his data set (shared context, co-construction, dis-
motivation, anxiety, and willingness to communi- course management, real-time processing, and re-
cate, which this book describes as inherently re- lational management). The next five chapters are
lated to self-esteem. Self-esteem may be so volatile organized in a similar fashion: Rülhemann pro-
and so related to other affective factors that it may vides an operationalization and an overview of
be hard to isolate as a variable in robust empiri- the characteristics of one of these constructs, fol-
cal research. In theory it is there, and in theory lowed by a case study, to explore how well the
we can promote it, but in essence, we may never BNC data set supports the construct’s validity as
have a valid way of measuring it or showing how or a predictor of conversational behavior. The phe-
when it is increased, a methodological issue that nomena on which he focuses are ellipsis, the role
is reflected in this book. of laughter, co-constructed relative sentences, the
use of like in discourse, the function of I says, and
PAULA WINKE don’t. The book concludes with a consideration
Michigan State University of whether the adaptedness hypothesis explains
what Rülhemann observes, concluding affirma-
tively because the five constructs interact together
to determine how interlocutors converse.
RÜLHEMANN, CHRISTOPH. Conversation in
Although Rülhemann is careful to admit that
Context: A Corpus-Driven Approach. New York: Con-
the situational constructs he applies to his data
tinuum, 2007. Pp. 272. $150.00, cloth. ISBN 0–
set are a starting point for understanding how
8264–9713–6.
conversation occurs, language researchers who
understand both interactionist and sociocultural
Conversation in Context is an attempt to expand approaches to conversational interaction will ei-
our understanding of the ways in which vari- ther find Rülhemann’s analysis to be too impre-
ous linguistic, social, and physical factors inter- cise (e.g., interactionists may find the interactions
act to influence English conversation. Rülhemann relating to discourse management lacking in that
utilizes the British National Corpus (BNC), a they do not include many types of interactions that
100,000,000–word (tagged) corpus of spoken and such researchers have documented) or incom-
written English, to test the “adaptedness hypothe- plete (e.g., socioculturalists may be disappointed
sis” (p. 2)—that is, whether conversational speech to know that the construct shared context does not
is guided by the situational factors that affect how consider the impact of institutional factors or per-
speakers interact rather than by rules of gram- sonal, nonlinguistic goals). Rülhemann’s attempt
mar, rhetorical convention, or discursive formu- to account for all of the macro-factors that affect
las. He employs corpus-based techniques (i.e., the how conversation occurs is too ambitious a task
search for and analysis of digitized transcripts) for a single study or even a single book. Further-
to determine whether situational constructs more, second language researchers may be sur-
such as shared-context (i.e., between interlocu- prised to see that a book-length treatment such
tors), co-construction), discourse management as this one underutilizes most of the statistical
(e.g., formulaic phrases that mark important techniques that we have come to rely on with
310 The Modern Language Journal 93 (2009)
regard to hypothesis testing, which is the primary who face the challenging task of educating lim-
goal of this book (i.e., to test the adaptedness ited English-proficient (LEP) students, as well as
hypothesis). so-called minority children, through the valoriza-
Nonetheless, language professionals interested tion of their community languages. Part 2, “His-
in an in-depth corpus-based introduction to a tory, Policy, and Politics of Bilingual Education,”
broad linguistic question will find the various comprises four chapters and offers a discussion
case studies informative. The search techniques of the language rights issues and ideologies sur-
employed are straightforwardly described, and rounding the debate over bilingual education. It
the linguistic phenomena on which Rülhemann presents an historical overview of the significant
focused are not obscure to anyone proficient language policies and events related to the educa-
in English (e.g., like as a discourse marker, co- tion of language minority students. Moreover, it
constructed relative clauses: A: He went to the examines the sociopolitical context of bilingual
store; B: Which made you mad, right?). In this education and the relations of power that ex-
sense and considering Rülhemann’s larger goal ist between subordinate communities and major-
of accounting for the macro-factors affecting con- ity/dominant institutions. Professionals involved
versation, novices to corpus linguistics who read in language policies and law will find this section
the book will gain an ample understanding of this useful. The five chapters included in part 3, “Lan-
field’s techniques and analytical potential. guages and Literacy in Bilingual Education,” fo-
cus on pedagogical issues related to immersion as
JOSEPH COLLENTINE well as English education. Moreover, they address
Northern Arizona University a range of issues concerning the promotion of lit-
eracy and bilingual literacy with linguistic minor-
ity children in the school system. Part 4, “Issues in
BILINGUAL EDUCATION
Teaching, Learning, and Assessment in Bilingual
AND BILINGUALISM
Education,” comprises five chapters that assess the
success of bilingual education by looking at class-
GARCÍA, OFELIA, & COLIN BAKER. (Eds.). room practices and the perspectives of teachers
Bilingual Education: An Introductory Reader . Cleve- involved in the education of LEP students. This
don, UK: Multilingual Matters, 2007. Pp. x, 301. section also discusses the issue of accountability
$84.95, cloth; $34.95, paper. ISBN 978–1–85359– with regard to LEP student achievement. Both
908–8, cloth; 978–1–85359–907–1, paper. parts 3 and 4 seem relevant to school administra-
tors because they make decisions with regard to
the continuation of minority language programs
In compiling Bilingual Education: An Introductory and are concerned with matters of accountabil-
Reader (hereafter, Reader ), editors Ofelia Garcı́a ity and assessment. Furthermore, the interactive
and Colin Baker sought the contributions of 19 organization of all 19 chapters, all of which end
other researchers and experts in the field of bilin- with a “Questions and Activities” section, suggests
gualism and bilingual education to produce a that the editors intend their book to be used by
comprehensive volume that addresses important both students and developing teachers. Those sec-
and timely issues. Collectively, the contributions tions are helpful, as they broaden readers’ under-
offer a broad study of bilingual education from a standing of the issues addressed in the chapters
variety of perspectives both in the United States by stimulating their critical thinking about these
and in an international context (Canada, the issues and encouraging them to engage in their
United Kingdom, Germany, Belgium, Catalonia, own research.
and the Middle East, among other regions). These Reader represents, in the editors’ words, “a bal-
perspectives—ranging from types of bilingual pro- anced, comprehensive, and challenging set of ar-
grams, state of the research in bilingual educa- ticles” (p. viii). It includes contributions by some
tion, to actual classroom practices and assessment of the most authoritative scholars in the field (Jim
of bilingual programs—are grouped into four Cummins and James Crawford, among others).
parts. The five chapters included in part 1, “Vari- Additionally, in this volume readers will find ref-
eties of Bilingual Education,” review the research erence to timely topics, such as the No Child Left
on language education programs and their char- Behind Act, immersion programs, language em-
acteristics, including immersion, dual language powerment, research on second language acqui-
instruction, transitional bilingual education, and sition, the English-Only Movement, California’s
efforts to revitalize indigenous languages. This proposition 227, and others. The “Further Read-
section could be useful to language practitioners ing” section included at the end of each chapter
Reviews 311
is also helpful, as it refers the interested reader to
other important works on the topic. All of these WIGGLESWORTH, GILLIAN, & NG BEE CHIN.
characteristics make this book an important re- 2007. Bilingualism: An Advanced Resource Book.
source for bilingual education professionals as New York: Routledge. Pp. xiv, 358. $135.00, cloth;
well as developing teachers. This volume can be $36.95, paper. ISBN: 978–0–41534–386–2, cloth;
used in tandem with Baker’s widely used book, 978–0–41534–387–9, paper.
Foundations of Bilingual Education and Bilingual-
ism, now in its fourth edition. Reader appears to
be a good substitute for a volume also edited by This book, the ninth addition to the Routledge
Garcı́a and Baker, Policy and Practice in Bilingual Applied Linguistics Advanced Resource Book
Education (1995), as several of the contributors to series—a collection that now includes volumes
the earlier volume are represented; among them on language and gender, translation, second lan-
are Tove Skutnabb-Kangas, Nancy Hornberger, guage acquisition, and intercultural communica-
Jim Cummins, and Maria Torres-Guzmán. I plan tion, to cite a few topics—continues the precedent
to add Reader to my list of required readings the set by the other titles in the series in offering a
next time I teach my graduate seminar in bilin- practical, engaging, and accessible introduction
gualism. to its subject.
However, I was surprised not to find in Reader a Like the other volumes in the series, this book is
selection by Stephen Krashen, given his strong ad- divided into three distinct sections: (a) “Introduc-
vocacy role with regard to bilingual education, or tion,” which presents the principal concepts and
by Sandra Del Valle, who has written extensively issues related to bilingualism; (b) “Extension,”
on the educational rights of language minority which presents and comments on excerpts of in-
children. These are major omissions in a contem- fluential scholarly articles; and (c) “Exploration,”
porary volume devoted to bilingual education. which presents a series of thought-provoking prac-
All of the chapters included in Reader were tical tasks. The seven chapters of the book—
published earlier; thus, Reader is not new per se. “Describing Bilingualism,” “Measuring Bilingual-
Although the majority of the articles were pub- ism,” “Bilingual Acquisition,” “Bilingualism and
lished after 2000, Garcı́a and Baker included a Cognitive Ability,” “Language Attrition in Bilin-
chapter, “Bilingual Classroom Studies and Com- guals,” “Education and Literacy in Bilingual Set-
munity Analysis: Some Recent Trends,” which was tings,” and “Attitudes and Bilingualism”—are pre-
first published in 1992 and already reproduced sented once in each of the three sections discussed
in their 1995 aforementioned volume. A reason- earlier. This structure permits a great deal of flex-
able reader is left to wonder whether other valid ibility: The student or instructor may choose to
classroom studies have been produced in the last follow the order of the material as presented or
15 years. In fact, the author of this chapter, Luis may proceed directly from the “Introduction” to
C. Moll, co-authored a book in 2005, Funds of the “Extension” and/or the “Expansion” sections
Knowledge: Theorizing Practices in Households and for any or all chapters and thus pursue varying
Classrooms, in which he discusses at greater length degrees of depth of treatment, depending on the
some of the same ideas. I wonder if a selection needs of the learner or the syllabus.
from his more recent work might have been a True to its objectives, the work is effective in
better choice. Furthermore, I would have liked to engaging the reader in intellectual dialogue and
see both a glossary of important terms and con- thoughtful reflection. Each chapter in the “In-
cepts used throughout the text, as well as an index troduction” section, for example, begins with a
of key terms and concepts. These two additions series of questions (e.g., “What is bilingualism?”
would benefit the bilingual instructors and stu- “Does learning two languages affect the rate at
dents who are the targeted readership. which language is acquired?” “Can attrition be
These shortcomings aside, Reader is an infor- reversed?”) designed to help the reader antici-
mative and useful volume devoted to the re- pate the material and to reflect. The engagement
search on and practice of bilingual education, a of the reader continues via frequent “Tasks” sec-
book that researchers and practitioners alike will tions interspersed throughout the “Introduction”
want to add to their personal library and consult section, consisting of a series of thoughtful ques-
often. tions to help the reader summarize and synthe-
size previously discussed material and anticipate
FLORE ZÉPHIR the next step in the discussion. The “Expansion”
The University of Missouri–Columbia section, with its extracts of important articles on
312 The Modern Language Journal 93 (2009)
bilingualism, continues this theme, offering fre- xii, 317. $83.44, paper. ISBN 0–07–338578–6. CDs
quent “Tasks” sections with questions based on the free to adopters. ISBN 0–07–333252–6.
articles, descriptions of bilingual contexts, and the
reader’s own experiences.
This book is intended as a first-year textbook for
A second objective of this series is the practical
Chinese heritage language (CHL) students at the
application of the material. Although this focus is
college level. With an interesting storyline and
palpable in the “Tasks” sections of the “Introduc-
authentic texts, the book is culturally rich and
tion” and “Expansion” sections, it is in the tasks of
linguistically appropriate. It has come into being
the “Exploration” section, which move beyond re-
at the right time. In today’s world of globaliza-
flection questions and proceed to active research
tion and economical competition, non-English
via projects ranging from short research reports to
heritage language (HL) proficiency is in great
the creation of actual data collection instruments,
demand. In response, HL teaching materials are
that the potential value of this book for students
abundant in some of the major languages such as
and instructors becomes clear. Similarly, the dis-
Spanish; however, they are still scarce in Chinese.
cussion of the principles of ethical data collection,
With few examples to follow, the authors, however,
informed consent procedures, and an outline of
manage to create a carefully conceived and well-
the structure of a data report, all found in the
targeted textbook that is evidence of their under-
preface to the “Exploration” section, are welcome
standing of the characteristics of CHL learning.
and useful additions to the text.
As stated in the preface, this textbook is for stu-
Although the book provides a good overview of
dents who have substantial listening and speak-
the essential concepts of bilingualism, the treat-
ing skills to conduct everyday conversations but
ment of some topics (e.g., ethnolinguistic vital-
whose reading and writing abilities are still at the
ity, language shift, language planning, diglossia)
beginning level (p. vii). This statement reflects the
seems to lack sufficient depth. Moreover, some
skewed character of CHL development, in which
topics, particularly those related to the societal
learners have early exposure to their first lan-
aspects of bilingualism (e.g., social network the-
guage (L1), receive primary literacy instruction in
ory, Bourdieu’s concept of the linguistic market-
English at school, and use rudimentary Chinese
place), do not seem to figure in the text at all.
at home. These students bring an imbalanced set
Indeed, the book would benefit not just from a
of linguistic skills to the Chinese language class-
greater discussion of the role of societal factors
room.
but also from the inclusion of a separate chapter
Me and China consists of four major compo-
devoted to this topic. The lack of such a chapter
nents: An introduction and Units 1–3. The intro-
results at times in an awkward placement of some
duction gives an account of the Romanization,
topics, such as the inclusion of diglossia in the
the spelling rules, and the basics of Chinese char-
chapter on attitudes.
acters. Units 1–3 include 16 lessons with topics
In general, this book offers a unique approach
focused on China, Chinese culture, and Chinese
to introducing bilingualism, one focused on en-
people. Unit 1 has five lessons that are focused
gaging the reader and encouraging further explo-
on CHL students or their unique identity, fam-
ration of the topics treated. It would be a suitable
ily, and school life, with text titles such as ,
primary or secondary text for a university-level
, , , and . Unit 2 con-
course at the advanced undergraduate or grad-
tains 5 lessons focused on Chinese history, China’s
uate level. Although an instructor may wish to
population, geographical areas, ethnic groups,
supplement some of the material, the interactive
Chinese script, and family names, with text titles
approach of this text will hold great appeal for
such as , , , ,
reader and instructor alike.
and . Unit 3 presents six lessons fo-
JOSEPH EDWARD PRICE cused on Chinese culture, ways of addressing
Texas Tech University each other, preference to modesty, and changes
in values and concepts, with text titles such as
,“ " , , , ,
CHINESE , and .
Pedagogically, the book demonstrates a num-
ber of strengths. First, it starts at a higher level
HE, QIAN, YENNA WU, & YING PETERSEN. and moves at a faster pace than textbooks for
Me and China. New York: McGraw-Hill, 2008. Pp. true beginners, with higher level discourse and
Reviews 313
more advanced vocabulary and sentence struc-
ture. Second, the vocabulary words are carefully KUO, JANE C. M. Open for Business: Lessons in
chosen, and sentence patterns are modified. Each Chinese Commerce for the New Millennium Vol. 2.
lesson includes a text, a vocabulary list, strokes and 2nd ed. Boston: Cheng & Tsui, 2008. Pp. v, 412.
stroke order, grammar notes, a reading passage, $52.95, paper. ISBN 978–0–88727–626–2. Audio
and a variety of exercises. The book’s organiza- CDs, $45.95. ISBN 978–0–88727–410–7. Answer
tion facilitates teaching and learning. Third, the key, free to download. Conversations DVD and
majority of the texts in this book are narratives, transcript Vols. 1 and 2, $41.95. ISBN 978–0–
with conversations appropriately embedded. This 88727–500–5.
practice observes recent CHL research, which has
found that current textbooks largely neglect writ-
Open for Business is a two-volume textbook written
ten discourse and has suggested that both written
for advanced-level college students to help them
and oral discourse be appropriately represented.
understand China’s economic development after
Fourth, the book has accompanying CDs that will
the Open-Door Policy was enacted. The series is
help students to study in and out of the class-
designed for a two-semester sequence. Macroeco-
room. Finally, its reputation as a difficult language
nomic reforms are covered in the first volume,
has intimidated potential learners of Chinese and
and microeconomic reforms are covered in the
has hampered the development of resources and
second volume. Each book consists of seven chap-
materials. Apparently with this drawback in sight,
ters, and each chapter contains between two and
the authors present a range of contexts and ac-
five lessons, which are focused on the theme of
tivities, which are supported by discussion topics
the chapter. Each lesson consists of five distinct
and questions to help teachers engage students in
parts: a main text, background information, a vo-
improving their interpersonal, interpretive, and
cabulary list, a linguistic section with explanations
presentational skills.
of expressions and patterns, and a section on syn-
As the first of its kind, it would be impracti-
onyms. Kuo provides students with English trans-
cal to expect the book to be perfect. From the
lations of the main text, background information,
perspective of a CHL researcher and teaching
and sample sentences in the linguistic sections.
practitioner, I point out some areas that need
Each lesson also contains a variety of linguistic
improvement. First, the complexity of characters,
exercises, as well as relevant discussion questions.
sentence patterns, and texts advance between the
This review covers the second edition of volume 2
lessons at a faster pace than most CHL beginners
(vol. 1, 2nd ed. was published in 2004).
can handle. I asked a number of my intermedi-
In chapter 1, entitled “Open Door Policy,” the
ate CHL students to underline, lesson by lesson,
author introduces the beginning of private en-
new characters or phrases they did not know. By
terprises and special economic zones in China.
lesson 5, these students reported 15% of the char-
In chapter 2, “Development of Finance,” the au-
acters as new, and by lesson 10, they reported that
thor explains the Chinese banking systems and
25% or more of the phrases or expressions had
the pioneering of the Chinese stock exchange in
known characters but unknown meanings. By les-
Shanghai and Shenzhen. The next three chapters
son 15, they could hardly continue, saying that
(3 through 5) present issues related to market-
the book was “too difficult for intermediate stu-
ing, management, and foreign trade. In chapter
dents” without realizing that it was intended for
6, “Pillar Industries,” students learn about the ma-
beginners. Next, although one of the four pur-
jor sunrise industries in China, including the in-
poses of this book is “to visit China” (p. vii), it
formation, automotive, real estate, insurance, and
offers little specific information to help American
medical industries. Chapter 7 concludes the book,
students anticipate and move quickly past the cul-
with topics about environmental protection, Inter-
tural shocks they would encounter when living in
net businesses, and the protection of intellectual
China, such as how to manage public transporta-
property.
tion, how to find items in a store, how to bargain,
Throughout the book, the author presents
how to ask for directions, and how to order food
students with a comprehensive overview of the
in a restaurant. The next generation of textbooks
Chinese business world from 1978 to the begin-
for CHL learners should take into account not
ning of the 21st century. The thoughtful selection
only students’ prior linguistic knowledge but also
and sequence of the themes reflects the author’s
their challenges in real life.
extensive experience in teaching business Chi-
nese courses, as well as her in-depth knowledge
YUN XIAO of the subject. Students who have no prior com-
Bryant University petence with business Chinese can utilize this
314 The Modern Language Journal 93 (2009)
textbook to master a substantial amount of busi- Users of this textbook should be aware of its two
ness terminology and gain knowledge of business constraints. First, although it is designed to build
development in China during the last two decades professional knowledge and reading proficiency,
of the 20th century. Each main reading text in the the majority of students taking a business Chinese
textbook is brief and student-friendly. It contains course are not taking the course merely to learn
a one-page (400–450 characters) main text, fol- business facts and business terminologies. If the
lowed by an English translation. The audio CDs linguistic exercises are not expanded to include
offer students clear pronunciation of the lesson creative business tasks, the learning experiences
texts and sample sentences. This learning tool of the textbook will most likely train business text
can enhance learners’ reading as well as listening decoders. In other words, instructors need to de-
skills. The book is also teacher friendly because sign creative task-based activities to complement
of its vocabulary list, accurate and complete En- the linguistic exercises to enhance learners’ de-
glish translations, sample sentences, lesson exer- velopment in the four language skills.
cises with answer keys, and complementary audio Second, the business information presented in
CDs. Students and teachers alike will enjoy the the book deals mainly with business development
photos of China taken by the author, as well as ap- in China before the new millennium. Teachers us-
preciate the readable font size. Open for Business ing the book must constantly update students on
benefits students by giving them a broad under- what has happened to China after China entered
standing of the Chinese business world through the World Trade Organization in 2001. Even while
an intensive reading of the texts. The textbook experiencing the unprecedented global financial
benefits teachers who teach such courses by giving crisis and current economic downturn, our stu-
them the luxury of a plethora of suitable materi- dents are exposed to media reports about global
als. In terms of convenience, the weight and size economic issues and China’s relative financial sta-
of the textbook are not overwhelming, making it bility. Studying business Chinese in the current
easy for students and teachers to carry it with them environment can take students to the next level—
every day. The moderate price of the textbook is comparing and contrasting U.S. and Chinese
an added bonus. business practices and enhancing United States–
This textbook is not without its flaws. A major China business collaboration. When the teacher
pedagogical shortcoming of Open for Business is sets the framework more broadly, in relation to
the imbalance between the focus on business con- global business policies and events, the business
tent and the focus on linguistic accuracy. For ex- Chinese learning experience will be more excit-
ample, chapter 1, lesson 1 includes only a page ing, memorable, and effective than practicing vo-
and a half of business content, but it devotes cabulary and analyzing synonyms.
nine pages to the usage of new words and syn- All Chinese texts in the book are presented in
onyms. In the corresponding exercises, there are both simplified and traditional characters to ex-
four sections of linguistic exercises and only one pose students to both writing systems. I think it
section related to business content. The design is sufficient to be able to write in one writing sys-
of the lesson may exclude students from gaining tem. First, our students will type on computers
communicative competence as well as deny them when they write reports; second, computer tech-
opportunities for critical thinking. Although the nology can change simplified characters to tra-
thorough linguistic analysis and practice of syn- ditional characters (or vice versa) with a single
onyms has its merits, without preparing students mouse click. Therefore, I suggest that the tradi-
to conduct business in China, to efficiently analyze tional version of exercises be eliminated in the
business information, or to improve communica- next edition to conserve paper and to lower the
tive skills, much will be missed. The repertoire cost of the book. Regarding the supplementary
of each lesson could be expanded by adding a Conversations DVD, even though the tool offers
section that combines business content and lan- students a second opportunity to reflect on a given
guage use, compelling students to practice ap- topic, the DVD contains no multimedia materials
plying what they have learned to real business except two native speakers facing each other talk-
tasks. Such an additional section could consist ing about the text. Through PowerPoint presenta-
of activities in which students explain features of tions, teachers could link their classes to current
new commercial products, translate English busi- business news reports in seconds, and relying on
ness charts and figures into Chinese, describe a the unattractive DVD is thus countereffective.
company’s competitiveness using company Web Overall, the textbook is well written and
site information, report business opportunities in thoughtfully designed. I will recommend the book
China’s secondary cities, or tell interesting stories to teachers who teach Business Chinese courses
of successful Chinese and American CEOs. at the collegiate level. The author has put all
Reviews 315
necessary information in the book; it is up to the EIC distinguishes itself from most other text-
teachers to use the materials creatively and intel- books by employing a new approach to the learn-
ligently. ing of Chinese. Its communication orientation
is seen in its reliance on unrehearsed and un-
MIEN-HWA CHIANG scripted video segments and by the speaking and
University of Pennsylvania writing exercises involved in the postviewing ac-
tivities. The authentic videos visually and vividly
present to students aspects of contemporary Chi-
nese culture and aspects of Chinese people’s cur-
rent lives, thus making the curriculum culturally
NING, CYNTHIA. Exploring in Chinese: A DVD–
engaging.
Based Course in Intermediate Chinese. New Haven,
Another feature of EIC is its gradual cultivation
CT: Yale University Press, 2008. Pp. 322 (vol. 1)
of students’ ability to read both traditional and
and pp. 283 (vol. 2). $40.00 per volume, paper.
simplified Chinese characters. Although EIC , like
ISBN 0–300–11569–5, vol. 1; 0–300–11583–3, vol.
many other textbooks, provides both traditional
2.
and simplified characters for glosses, it goes a
big step farther in asking students to consciously
Exploring in Chinese (hereafter EIC ), which fol- and constantly pay attention to the differences
lows Cynthia Ning’s elementary course Commu- between these two versions of Chinese writing sys-
nicating in Chinese, is a DVD-based intermediate tem. In almost all cases, only one version is given
Chinese program. It consists of two volumes, with for a note or letter that appears in the postviewing
the first volume having 20 lessons and the second reading subsection. Although more notes and let-
having 17 lessons. The videos, which were made in ters are written in traditional characters, the stress
Beijing in 1999, cover a variety of topics: making on the ability to read both the traditional and sim-
friends, making an appointment, ordering food in plified versions is clear. Exercise 10 (vol. 1, p. 140)
a restaurant, and shopping (vol. 1), and dealing even asks students to match the two versions.
with personal needs (e.g., haircut, doctor visit), EIC also distinguishes itself from most other
getting to know people and their lives, and get- textbooks by consistently giving a four-way tran-
ting to know the community (vol. 2). Each topic script of each video segment. By having tradi-
mentioned serves as a unit that spans three to six tional characters, simplified characters, pinyin,
lessons. and English translations all in one place, the tran-
Each lesson consists of six sections: (a) pre- script is user-friendly and serves students’ needs
viewing activity; (b) first viewing; (c) second view- well.
ing; (d) third viewing; (e) postviewing activities There are several areas in which EIC needs
(speaking, reading and writing); and (f) a tran- some improvement. First, the approach adopted
script of the video segment. Within a specific sec- by EIC involves more work on students’ part
tion, viewing the segment more than once is en- than is the case with traditional Chinese text-
couraged for the purpose of completing the tasks. books because students need to figure out many
The previewing activity generally involves asking things inductively, similar to how children learn
students to predict the content of the video. The their native language. For example, there are
three viewings have different foci. The first view- no glosses for new expressions that occur in the
ing focuses on the main ideas of the segment, video segments. For another example, students
the second focuses on supporting details, and the are expected to figure out the meanings of the
third focuses on useful lexical items and struc- new words in the notes and letters and then to
tures. The postviewing activities consist of three check their answers against the glosses, which
subsections: speaking, reading, and writing. The are given later. However, the point is that adult
speaking activity typically involves students’ talk- college students do not have the linguistic envi-
ing about their lives with respect to a topic closely ronment or the amount of input that children
related to that of the video segment. The read- have. As a result, they should not be expected
ing activity utilizes notes and letters and, in most to figure out most, if not all, of the new expres-
cases, asks students to figure out the meanings sions by themselves, although instructors have
of all of the new words. The writing activity typi- the responsibility of cultivating students’ ability
cally involves students’ personal responses to the to learn independently. I suggest that glosses be
content of the reading subsection. The transcript included for the videos and that only a selected
of the video segment is given in four different and limited number of new words be used to nur-
ways: traditional characters, simplified characters, ture students’ ability to guess meaning through
pinyin, and English. context.
316 The Modern Language Journal 93 (2009)
Second, and related to the general approach
adopted by EIC , no separate section on the us- PATON, STEWART. A Dictionary of Chinese Char-
age of important expressions and structures is acters: Accessed by Phonetics. New York: Routledge,
provided for the video segments or for the notes 2008. Pp. xiii, 255. $44.95, paper. ISBN 978–0–
and letters in the postviewing reading activity. Al- 415–46047–7.
though the third viewing section focuses on useful
new lexical items and structures, it falls short of
Almost all Chinese dictionaries aim to lexical-
being a detailed explanation of how to use the
ize Chinese characters either according to their
important expressions and structures that appear
strokes and radicals, which are character elements
in the video segment.
in the conventionalized forms of the original pic-
Third, there is a lack of focus on learning impor-
tographic characters, or according to the pronun-
tant Chinese grammatical structures (e.g., the ba-
ciation of each character in pinyin, which is a
construction and the bei-construction) and a lack
standardized phonetic notation system using 26
of systematicity in terms of vocabulary expansion.
Latin letters to transcribe the sound of each char-
The units and lessons are arranged according to
acter. A Dictionary of Chinese Characters: Accessed by
situations and topics, and the videos are engaging.
Phonetics (hereafter DCC ) is different; it arranges
However, there is no systematic presentation and
frequently used characters together according to
practice of important Chinese structures, and nor
the phonetic element they have in common to
is there much systematic introduction of new and
help users to establish and fix the link between
useful expressions by following general principles
the shape and the sound of the character in their
like their occurrence frequencies.
minds. It is perhaps the first dictionary of this
Fourth, although unrehearsed and unscripted
kind published for English-speaking users, even
videos offer authentic and lively interactions,
though it also arranges its entry characters alpha-
they also have the shortcoming of includ-
betically according to pinyin and has a stroke and
ing ungrammatical sentences from time to
radical index that assists users in locating char-
time. Although the author tried her best to
acters in the dictionary. Although Chinese char-
alert students to such errors in the exercises,
acters originated from sketches or drawings and
some still escaped her attention. For exam-
the most basic single-element characters are pic-
ple, on p. 21 of vol. 1, ZHENG Cheng says,
tographic in nature, the majority of the charac-
“ ” but the grammatical
ters frequently used in modern times are picto-
form should be “ .”
phonetic in nature; that is, they are compound
Finally, two quick points and some typos: (a)
characters that contain a pictographic element
The video segments for lessons 9, 10, 11, and 14
and a phonetic element. In the face of the scarcity
cannot be played by some media players (e.g.,
of dictionaries that direct users’ attention to the
Real Player, VLC Player); (b) the words are in-
phonetic elements of high-frequency characters,
audible or unclear in a few places of the videos
DCC is a welcome attempt.
of lessons 5 and 13; (c) there are some typos, par-
However, it is no easy task to arrange frequently
ticularly with the use of simplified characters. For
used characters by the phonetic element they
example, the character indicating the durative as-
share because there are at least three problems of
pect should be , not (e.g., pp. 82, 87, 111, 121,
presentation. First, a phonetic element may not
and 301 of vol. 1 and pp.107, 211, 272, and 282 of
exist as a separate character and, even if it does,
vol. 2). For another example, the simplified ver-
it is often not frequently used. Second, a pho-
sion uses , not (e.g., pp. 16 and 31 of vol. 1).
netic element may exist as a separate character,
Despite the above concerns, EIC is no doubt a
but often a character that contains this phonetic
valuable addition to the textbooks of intermedi-
element is also used, sometimes even more fre-
ate Chinese. Students will benefit greatly from its
quently. Third, a good number of frequently used
multimedia communication–oriented approach.
compound characters have no phonetic element.
The authentic videos allow them to vividly see the
DCC tries to solve the first problem by listing this
cultural and situational contexts in which Chinese
type of compound character as entries and pro-
is used, and they will engage students’ interest in
viding the phonetic elements under the entries.
using the Chinese language.
However, not all phonetic elements of this kind
are provided. For example, entry 248 is the char-
acter guà, and its phonetic element guī is pro-
CHAO LI vided underneath. However, for entry 514 nuǎn,
College of Staten Island, CUNY its phonetic element yuán is not provided. It
Reviews 317
would be more useful and consistent for the dic- Archives contemporaines Editions/AUF, 2008.
tionary to provide all phonetic elements regard- Pp. 210. $45.75, paper; $22.95 (preferential rate
less of their frequency of use as characters. It for developing nations), paper. ISBN 978–2–
is less helpful and can be confusing to provide 91461–078–0.
some phonetic elements and leave out others.
DCC tackles the second problem by listing both
the compound characters and their phonetic el- This collection of chapters, which offers various
ements as entries. It is helpful for users to have perspectives on the contexts of language peda-
both a compound character and its phonetic el- gogy, represents an important contribution to the
ement listed as entries when a phonetic element field of francophone language teaching, learning,
does not represent the actual pronunciation of and teacher preparation as it is carried out in the
the compound character that contains the pho- French diaspora. In this work, the situations that
netic element (e.g., to list both bèi and pı́ as are contextualized are those in which language
different entries), but it is unnecessary and can learning and teaching are carried out throughout
be confusing to list both a compound character the francophone world, such that the reader is left
and its phonetic element that represents the pro- with a nuanced understanding of how individual
nunciation of the compound character quite well learners and teachers, sociocultural norms, and
as different entries (e.g., àn and ān are listed as specific geographic locations play an important
two separate entries on p. 5) because this arrange- role in pedagogical practices.
ment defeats the purpose of grouping together This volume is divided into four main sec-
characters that share the same phonetic element. tions preceded by an introductory chapter and
Would it not be neat to save an entry by placing a followed by a concluding chapter. The introduc-
compound character under the phonetic element tion situates the work within the historical con-
that represents its sound well and is also a char- text of both language pedagogy and of trends in
acter in frequent use? Would it not be easier for sociological research, particularly as it pertains to
users to comprehend and memorize characters pedagogy, given that the majority of the contribu-
in the group that they belong? The third problem tions are written from a sociocultural perspective.
may be the thorniest. If DCC is intended to be The first section, Contextes migratoires, comprises
a dictionary that arranges characters according two chapters, both of which offer case studies of
to their phonetic elements, then it should omit learners who have emigrated to Canada. They
characters that do not contain any phonetic el- are of particular interest in that they give voice
ement. However, DCC includes many characters to the primary stakeholders in language teach-
that contain no phonetic elements, giving users ing and learning policies, notably to the students:
the misleading impression that all entries in DCC African immigrants in chapter 1 and French as a
are phonetic. For example, entry 487 mù (p. 86) second language (FSL) learners in chapter 2. In
has 10 characters (i.e., , , , , , , , , , ) chapter 1, we are reminded that the diverse and
containing listed under it, but all of them have plurilingual contexts from which students may
as a semantic element and none has as a pho- come must lead to individualized, differentiated
netic element. The only character that has as a second language instruction. In chapter 2, we are
phonetic element is mù, but it is not listed, prob- reminded by the learners themselves that living in
ably because it does not reach the threshold level a plurilingual world is a complicated adventure.
of use frequency set by DCC . In addition to ad- The second section, Contextes francophones, is
dressing the first two aforementioned problems, made up of four chapters, each of which ad-
DCC needs an overhaul to exclude characters that dresses learning and teaching contexts in franco-
do not contain any phonetic elements when plan- phone regions and countries outside of France:
ning a revised edition. Louisiana, Burkina Faso, Tunisia, and Algeria.
Each chapter offers a useful overview of the lan-
guage learning and teaching situation in its re-
JOHN JING–HUA YIN spective area for a better understanding of the
University of Vermont contexts, both geographical and sociological, in
which second language teaching occurs.
FRENCH The third section, Contextes européens, is like-
wise composed of four chapters, two of which
are devoted to specific geographic locations,
BLANCHET, PHILIPPE, DANIELE MOORE, & Romania and Portugal, whereas the remaining
SAFIA ASSELAH RAHAL. (Eds.). Perspectives pour two address the transnational issues of language
une didactique des langues contextualisée. Paris: teacher preparation and the application of the
318 The Modern Language Journal 93 (2009)
Common European Framework of Reference for 0–0732–5913–6. Audio Program on CD. ISBN 0–
Languages. 0732–6121–1.
The final section, Contextes numériques, is repre-
sented by only one chapter, which deals with on-
Bien vu, bien dit is in many ways a standard inter-
line pedagogical training for practicing teachers.
mediate French textbook, with the requisite first-
This final section could perhaps have been inte-
year grammar review, written and oral exercises,
grated as a chapter within the preceding section
selected literary passages, and cultural content.
because the host institution is located in Europe
However, what distinguishes Bien vu, bien dit from
(Grenoble, France), although the participants in
typical intermediate French texts is its organiza-
the course were French as a foreign language
tion around a full-length feature film, Le Chemin
(FLE) teachers working outside of France. Nev-
de retour . Originally conceived and produced for
ertheless, the study described in this section is an
the introductory French textbook Débuts (Siskin,
important contribution to research on the effects
Williams, & Field, 2007), Le Chemin de retour fo-
of online teacher preparation and continuing
cuses on a young journalist’s search to discover
education.
the circumstances surrounding her grandfather’s
Taken as a whole, this volume highlights the
disappearance in Nazi-occupied France during
diversity of contexts in which language learning
World War II. As she seeks to unravel the mystery,
and teaching take place throughout the franco-
she comes into contact with individuals from dif-
phone world. We are reminded that children do
ferent parts of the French-speaking world on her
not arrive in schools, nor do teachers arrive in
job and through her travels, which take her from
classrooms, as blank slates. Instead, we find that
Paris to rural France and, eventually, to North
in many parts of the francophone world, children
Africa. Students view the film in small segments as
arrive in FLE classrooms with a plurilingual back-
they progress through the textbook, and much of
ground (as described in ch. 4 on Burkina Faso
the thematic, grammatical, and cultural content
and in ch. 6 on Algeria). We also find throughout
of each chapter is drawn from these segments and
this volume a rich discussion of the notion of con-
is carefully integrated into the exercises and activ-
text and what it means to contextualize language
ities, providing ample opportunities for creative
pedagogy.
written and oral practice.
This volume furthers the goals of the Agence
The book is divided into 12 chapters, each fol-
universitaire de la Francophonie, an organization
lowing a similar presentation: (a) introduction of
whose mission includes gathering and making
thematic vocabulary; (b) viewing of a segment of
available resources published in French, promot-
the film (Allons au cinéma), including previewing
ing plurilingualism in international research, and
and postviewing activities; (c) two grammar sec-
promoting francophone research and collabora-
tions (Structures pour communiquer ) interspersed
tion. However, the consequence of these laudable
with a short culture section focusing on oral ex-
goals is that this work is easily accessible only to
pression (Culture en images); (d) a Culture or
the francophone world. It is hoped that this work
Littérature section alternating across the 12 chap-
will spark additional cross-linguistic collaboration,
ters; and (e) an optional reviewing of the film
thus furthering the sharing of knowledge about
(Retour au cinéma).
professional teaching practices and about the con-
As stated in the preface, the goal of Le Chemin de
texts in which those practices occur.
retour is to capture and maintain student interest
SARAH JOURDAIN while emphasizing diverse aspects of the French
Stony Brook University language and francophone culture and, indeed,
the focus on culture is one of the strengths of
Bien vu, bien dit. In addition, the film is effec-
tive in contrasting the differences between urban
WILLIAMS, ANN, CARMEN GRACE, & CHRIS- France and rural France, and it is rich in scenes
TIAN ROCHE. Bien vu, bien dit: Intermedi- of the rituals and routines of everyday life, includ-
ate French. New York: McGraw-Hill, 2008. Pp. ing eating, shopping, meeting people, socializing,
xviii, 438. $93.50, paper. ISBN 0–0728–9759–7. and so forth. The cultural and literary sections in
Le Chemin du retour Instructional Version (DVD). each chapter, which at times feel somewhat out of
ISBN 0–0732–5915–2. place given the book’s central focus on the story
Bien vu, bien dit Workbook/Laboratory Manual . New of Le Chemin de retour , present additional faces of
York: McGraw-Hill, 2008. Pp. 292, paper. ISBN Francophonie, including Louisiana, a francophone
Reviews 319
culture that often receives little attention in text- approach to intermediate French. The integra-
books. tion of the film into the grammatical, cultural,
Another aspect of French culture not typically and linguistic treatment of the text itself is quite
presented in textbooks—the history of occupied skillful and well designed, and, as such, may well
France in World War II and the Résistance— appeal to the interests and needs of students at
receives considerable attention in the book in the the intermediate level.
Allons au cinéma, Culture, and even Littérature sec-
tions in numerous chapters. Although this back- JOSEPH EDWARD PRICE
ground is necessary to understand the plot of the Texas Tech University
film, the focus on World War II allows little space
for other historical content and sometimes feels
excessive. Still, the presentation of the events of HERITAGE LANGUAGES
the war is varied and well designed, drawing on
historical, literary, and cultural sources, even in-
KONDO–BROWN, KIMI, & JAMES DEAN
cluding excerpts from a diary of a young girl liv-
BROWN. (Eds.). Teaching Chinese, Japanese, and
ing under the occupation. In addition, the book
Korean Heritage Language Students: Curriculum
also introduces a number of contemporary issues
Needs, Materials, and Assessment. New York: Rout-
that may offer more interest to students, such as
ledge, 2008. Pp. vii, 346. $80.00, cloth; $35.00,
immigration and racism in France, presented via
paper. ISBN 978–0–8058–5877–8, cloth; 0–8058–
cultural readings in a sensitive, well-considered
5878–4, paper.
manner.
Despite the emphasis on culture, the textbook
still seems dominated by structural content, with Heritage language (HL) speakers comprise a
lengthy, detailed grammar sections. This treat- substantial proportion of learners of East Asian
ment of grammar, albeit thorough and generally languages in North America. As HL learners gen-
well presented, nevertheless results in long chap- erally possess certain levels of prior knowledge
ters, which may make the textbook difficult to in the target language as well as unique learn-
use in a one-semester course, unless the gram- ing needs that distinguish them from traditional
matical content is treated outside of class. This foreign language learners, many teachers of Chi-
format is a viable option, thanks to the accom- nese, Japanese, and Korean encounter challenges
panying workbook (available in QuiaTM version) in accommodating HL learners’ various language
and companion Web site. The grammar section backgrounds and needs. This book, edited by two
is accompanied by an extensive set of interesting leading scholars in HL acquisition, addresses such
and creative communicative activities that, like the challenges in the East Asian language setting and
other activities in the book, draw extensively on provides both theoretical and practical guidelines
the film, providing more than enough material and suggestions that can enhance heritage lan-
for classroom activities. guage curriculum and instruction.
One of the more interesting and welcome as- The editors group the 12 contributions into
pects of the text is its inclusion of stylistic variation four parts: (a) “Overview”; (b) “Language Needs
and register, such as tutoiement. Similarly, informa- Analysis”; (c) “Attitude, Motivation, Identity, and
tion about spoken French is provided consistently Instructional Preference”; and (d) “Curriculum
throughout the book in short sections (Comme le Design, Materials Development, and Assessment
disent les Français) at the end of the Allons au Procedures.” In the introductory chapter, Kondo-
cinéma sections, drawing on the dialogue of the Brown and Brown point out that HL curriculum
film and contributing to the appeal to student development is differentiated from other types of
interest. language curriculum in that it targets a specific
With three-semester treatments of introductory learner group, and thus the development of an
French textbooks becoming increasingly com- HL curriculum is similar to that of language for
mon in university language departments, Bien vu, specific purposes curricula (p. 7). Accordingly,
bien dit may not lend itself well to a one-semester several chapters of this volume deal with needs
intermediate course, although such a treatment analyses of target learner groups as an impor-
may be feasible with careful planning. Similarly, tant component of HL curriculum design and
instructors may find it difficult to maintain stu- implementation. Chapter 2, written by the edi-
dent interest in the film over two semesters. tors, provides an excellent summary of previous
Despite these concerns, Bien vu, bien dit studies on East Asian HL needs analysis. In chap-
represents a thorough and uniquely conceived ter 3, Kataoka, Koshiyama, and Shibata examine
320 The Modern Language Journal 93 (2009)
Japanese HL students’ language and curricular that HL learners wanted to improve their writ-
needs based on the data obtained from elemen- ing skills foremost, whereas non-HL learners set
tary and junior high students attending hoshuukoo improving their listening skills as a priority. Yu
(Japanese language supplementary schools). The further proposes a compromise curriculum to ac-
authors draw readers’ attention to their find- commodate differing learner needs in classrooms
ing that, from the fourth-grade level, hoshuukoo that include both heritage and non-HL learners.
students’ Japanese abilities fall increasingly be- Although Yu does not provide a detailed account
hind their English abilities and thus suggest that of a model compromise curriculum or its assess-
hoshuukoo curricula approach Japanese as a sec- ment, he gives a general idea of how to apply
ond language rather than as a national or a native different instructional strategies to each group:
language. In chapter 4, Hasegawa also deals with a macro-approach for HL learners and a micro-
young Japanese HL learners, but in terms of mea- approach for non-HL learners. Weger-Guntharp’s
suring and defining their Japanese language pro- contribution in chapter 9 is intriguing, as she fo-
ficiency. Although Hasegawa does not illustrate cuses on the affective needs of HL learners who
concrete ways or areas to measure in assessing have had limited exposure to their HL. The low-
child HL proficiency, she provides a review of the proficiency HL learners of Chinese with varying
available Japanese proficiency measurement in- degrees of ability in her study all self-identified
struments along with some helpful tips and cau- that the development of their ethnic identity was
tions in evaluating child HL learner proficiency. a key motivation to learn Chinese.
Chapters 5 and 6 provide experimental data The last part of this volume is a collection of
comparing college HL learners with their non- local experiences of designing and implement-
heritage peers. After observing second language ing HL curricula. Douglas provides a curricular
acquisition patterns for Korean relative clauses, model for young HL learners in grades K–8 based
Kim hypothesizes that HL learners tend to depend on instructional theories and approaches for child
on content and semantic knowledge in processing learners. Her five steps of curriculum design are
Korean sentences, but they lack the ability to no- presented using concrete examples (e.g., specific
tice linguistic features. Her finding sheds light on levels, subject areas, materials) and sample assess-
the role of rule-based instruction in restructuring ments that are in accord with the state’s content
HL learners’ interlanguage for enhanced accu- and language arts standards. In chapter 11, Wu
racy. In the following chapter, Kondo-Brown and introduces her experience of establishing a cur-
Fukuda address the problem that most U.S. col- riculum for Chinese HL learners in a university
lege language programs offer separate tracks for setting. Among her suggestions are interactive on-
HL and non-HL learners at the beginning and in- line reading and writing exercises, activities and
termediate levels but rarely at the advanced level, assignments that can connect learners with their
based on the incorrect assumption that there ethnic communities, and a multifaceted approach
is not much difference between the two groups to assessment. The chapter on online chat for HL
at the advanced level. However, their empirical learners of Chinese by Zhang and Davis explores
data indicate that advanced Japanese HL learners various ways to blend online learning and face-
considerably outperformed their non-HL coun- to-face instruction for HL learners. Their action-
terparts, which calls for the need and possibility oriented case study reports on positive effects of
of establishing separate tracks at higher levels as synchronous chats in developing Chinese literacy
well. skills, as well as in generating meaningful social
Part 3 provides voices of HL learners gath- interaction among learners.
ered from survey and interview data. Lee and As the editors note (pp. 4–6), despite the fact
Kim attempt to identify university Korean HL that there are numerous community-based East
learners’ attitudes and motivation in HL learn- Asian HL schools in the United States and that
ing with the goal of suggesting appropriate di- many college East Asian language programs in-
rections for HL curriculum development. They volve HL learners, little is known about East Asian
found that HL learners’ motivation was strongly HL students’ learning needs and effective East
tied to their desire to maintain cultural and ethnic Asian HL curricula. This book makes an impor-
identities rather than to achieve academic success. tant contribution to this underresearched field
Consequently, Lee and Kim recommend that HL from both theoretical and practical perspectives.
materials be content or theme based rather than Although the book focuses on HL learners of East
language driven to suit HL learners’ interests and Asian languages, pedagogical implications and
motivation. From the questionnaires distributed instructional strategies discussed in the volume
to both heritage and non-HL learners, Yu found can be applied to other language programs that
Reviews 321
deal with HL learners or heterogeneous learner adjectives as words used to describe (Per descrivere)
groups. and to express quantity (La quantità) and prepo-
As the volume covers a wide range of issues in sitional phrases and expressions used to define a
HL instruction, there is inevitably a lack of coher- location (Il posto). Percorso 3 shows a definite pro-
ence among chapters. Nonetheless, this book pro- gression in complexity in the presentation of the
vides teachers and researchers of HLs with useful material. The drawings show students perform-
resources on current issues and future directions ing daily school activities and are accompanied
in East Asian HL instruction. by a caption or a minidialogue that introduces
the verbs (labeled as Le attività in the vocabulary
DANIELLE OOYOUNG PYUN list) in their conjugated forms in real-life language
The Ohio State University samples. Theme vocabulary is presented through-
out the book with updated and appealing photos,
artwork, and realia. The whole textbook displays
ITALIAN a wealth of carefully selected images. The visual
appeal of Percorsi is tremendous and makes the
text and the material in it student friendly.
ITALIANO, FRANCESCA, & IRENE MAR-
The grammatical structures included in Percorso
CHEGIANI. Percorsi: L’Italia attraverso la lingua
1 of chapter 2 are the gender of nouns, the indef-
e la cultura. Upper Saddle River, NJ: Pearson
inite articles, and the verb avere. This clever selec-
Prentice Hall, 2008. Pp. 608. $124.00, cloth. ISBN
tion is functional to a communicative approach
0–13–193790–1.
and promotes the development of students’ com-
ITALIANO, FRANCESCA, IRENE MAR-
municative competence because the grammatical
CHEGIANI, CECILIA BOGGIO, & CINZIA
forms presented in each Percorso are the tools
NOBLE. Percorsi: L’Italia attraverso la lingua e la
needed to practice the new vocabulary while per-
cultura. Student Activities Manual . Upper Saddle
forming the targeted communicative functions.
River, NJ: Pearson Prentice Hall, 2008. Pp. 262.
The progression in complexity that informs the
$66.67, paper. ISBN 0–13–154653–8.
presentation of the theme for the chapter is also
detected in the activities that are integral to each
The first-year Italian textbook Percorsi: L’Italia at- Percorso. Scambi, one of the components of each
traverso la lingua e la cultura includes a Capi- Percorso, suggests interactive activities that require
tolo preliminare and 16 chapters. Chapters are that students produce meaningful language, prac-
organized thematically and are structured around ticing the vocabulary and grammatical forms
three main sections: (a) Percorsi, which introduces presented in each section. However, the Scambi
the chapter theme in three installments with vo- component in the last Percorso presents the stu-
cabulary, exercises, culture, and grammar; (b) An- dents with the opportunity to combine all of the
diamo avanti!, which further develops the chapter new vocabulary and grammar learned from the
theme through reading, writing, and viewing ac- beginning of the chapter. The activities suggested
tivities; and (c) Attraverso, which explores the ge- in this wrap-up section include a description of
ography, history, and culture of Italy region by the daily routine of a college student by looking
region. at her agenda. The language production required
The presentation of vocabulary and the intro- by such an activity involves the use of the theme vo-
duction to grammatical structures are effectively cabulary, as well as most of the grammatical struc-
integrated in the threefold Percorsi section that tures acquired throughout the chapter.
opens each chapter. Chapter 2 is about students’ The cyclical scope and sequence of the text-
life in Italy, and its three Percorsi lead learners book, as the authors state in the preface, allows
through a classroom, a university campus, and students to develop language competence gradu-
daily school activities, respectively. Percorsi 1 and ally through the recycling of vocabulary and struc-
2 introduce new words with the visual aid of draw- tures. A noteworthy example is offered by the
ings, thus minimizing (if not eliminating) the presentations of prepositions and of direct ob-
need for English and word-to-word translation. ject pronouns. Prepositions and their contracted
However, on the same page, a list of words is pro- forms (preposizioni articolate), along with all of the
vided. The vocabulary list is usefully categorized relative exceptions, are traditionally introduced in
according to the words’ communicative functions. the first semester of Italian and are often problem-
Therefore, the classroom has objects (Gli oggetti atic to teach, learn, and use effectively in commu-
in classe), people (Le persone), and questions (Le nication. Percorsi informally introduces the prepo-
domande), whereas the university campus displays sitions a and di, along with their contracted forms,
322 The Modern Language Journal 93 (2009)
in chapter 2, when students learn how to ask for group work in Ricapitoliamo encourage the pro-
and provide directions. Prepositions are, however, duction of language in real-life situations. Leg-
formally presented in the sixth chapter. The an- giamo, Scriviamo, and Guardiamo offer outstand-
ticipation in chapter 2 provides students with the ing strategies, along with pretask and posttask
tools they need to perform the specific commu- activities that gradually guide students through
nicative function of identifying a location by us- the steps of listening and reading comprehen-
ing prepositional phrases that require a and di sion, visual literacy, and written communication.
(vicino a, a destra di, etc.), but it also helps to fa- This remarkable attention to the development of
miliarize them with the use of prepositions and the four language skills is reflected in the listen-
the patterns of contraction. Likewise, in chapter ing comprehension activities (traditionally found
5, students explore the concept of direct objects only in the laboratory manual) in the Percorso sec-
and direct object pronouns and practice commu- tions and, most important, in the Workbook, which
nication with a limited but most useful selection combines within the same chapter the more tradi-
of pronouns, third-person singular and plural (lo, tional written exercises with listening and viewing
la, li, le). Before a full presentation of all direct activities.
object pronouns is offered in chapter 9, students By focusing on language comprehension and
have the chance to review and expand their knowl- production, by connecting form and content in
edge by practicing the agreement of direct object a theme-based cultural framework, by increasing
pronouns and past participles in chapter 6. Such the understanding of Italian culture and promot-
recycling and sequencing is crucial for the suc- ing a comparison between cultures, and by fos-
cessful acquisition of language competence. tering critical thinking and independent learning
A noteworthy feature of the textbook is the skills, Percorsi: L’Italia attraverso la lingua e la cul-
additional components that complement and en- tura successfully accomplishes the goal of promot-
hance the Percorso sections. Cosı̀ si dice is a colorful ing the acquisition of Italian language and culture
box that provides grammar or linguistic structures through the integration of the “5 Cs” principles
that prove helpful for the communicative task at of the National Standards for Foreign Language
hand, as well as answers to common curiosities Learning.
about language and culture. The topics range
from stating phone numbers and area codes in MARGHERITA PAMPINELLA–CROPPER
single or multiple digits to the difference between Towson University
è tardi and essere in ritardo. Lo sai che? explores the
chapter theme with additional cultural informa-
tion, ranging from customary handshakes and/or PORTUGUESE
kisses in social exchanges in chapter 1 to health
assistance in chapter 15. These colorful cultural
DAVIES, MARK, & ANA MARIA RAPOSO
boxes are appropriate for the proficiency level of
PRETO–BAY. A Frequency Dictionary of Portuguese:
the students in the depth of information given and
Core Vocabulary for Learners. New York: Rout-
in the use of the language. The use of Italian in
ledge, 2008. Pp. x, 336. $125.00, cloth; $33.95, pa-
chapters 1 through 4 encourages an independent
per. ISBN 0–415–41996–4, cloth; 0–415–41997–2,
fruition of the information, whereas the use of
paper.
the target language beginning in the fifth chapter
promotes the students’ reading skills. Occhio alla
lingua! elicits inductive reasoning with questions A Frequency Dictionary of Portuguese is part of the
that lead students to examine the language mod- Routledge Frequency Dictionaries series. The in-
els they have been exposed to, thus identifying troduction (pp. 1–9) explains how the words were
new grammatical structures. This well-conceived compiled (from a 20-million-word corpus); how
activity fosters critical thinking and the devel- the data were annotated, organized, and catego-
opment of independent learning skills in adult rized; and how frequency was calculated. The fre-
learners. quency index (pp. 10–242) is the main index in
The most innovative feature of Percorsi is defi- this dictionary. It contains 5,000 words listed ac-
nitely the focus on the development of the four cording to their frequency rank. The entries also
major language skills. The four components of provide the part of speech, the English equiva-
the Andiamo avanti! section use a process-based lent, a sample sentence, the range count, the raw
approach to speaking, reading, writing, and lis- frequency total and, in some cases, an indication
tening while exploring the theme of the chap- of register variation. The dictionary also contains
ter. Interactive activities such as role-playing and an alphabetical index (pp. 243–294) and a part of
Reviews 323
speech index (pp. 295–336). These two indexes Ortográfico that has been approved by several
bring together the word, its frequency rank, and Portuguese-speaking countries, including Brazil
the English equivalent (and, in the case of the and Portugal). The authors explain that the
alphabetical index, the part of speech). Brazilian Portuguese (BP) form is used in sam-
In the series preface, the editors highlight the ple sentences if these come from Brazil (p. 4).
fact that information on frequency brings learn- Although opting for standardized EP spelling for
ers “closer to real language” (p. vi). Indeed, this the headword simplifies the entries, it may also
dictionary can be a valuable tool for students as lead learners to believe that a given word is spelled
well as for teachers of Portuguese, and even for the same way in both dialects when it is not. This
textbook authors. As noted in the introduction, issue arises when a word has different spellings in
textbooks almost never present information on EP and BP and the sample sentence comes from
which words are more likely to appear in actual EP. Take, for example, the case of recto ‘straight,’
language (p. 1). A frequency dictionary fills that spelled reto in BP. Given that the consonantal clus-
gap and gives those learning or working with the ter ct may occur in BP (as in pacto ‘pact,’ which
language the means to sort through vocabulary. appears in the dictionary), the learner may not re-
The information on register, also not found in alize that a word such as recto has another spelling
textbooks or in bilingual dictionaries, may prove in BP.
invaluable for learners who wade through words In spite of minor issues such as the occasional
introduced in class, in written texts, or by other one of spelling, this dictionary contains many pos-
means. itive features and is useful and usable. A Frequency
In addition to the three indexes mentioned ear- Dictionary of Portuguese is a welcome tool for learn-
lier, the Frequency Dictionary of Portuguese contains ers, instructors, and textbook authors, who can
thematic vocabulary lists that are found through- now access information that had never been made
out the frequency index. There are 31 such lists, available previously.
covering not only semantic domains (such as “An-
imals” and “Transportation”) but also grammar GLÁUCIA V. SILVA
topics that may be problematic for learners (such University of Massachusetts Dartmouth
as “Preterit/Imperfect” and “Subjunctive Trig-
gers”). Other thematic lists provide differences
across registers, newer words in the language, and SPANISH
word length. These lists are a handy feature, pro-
viding easy access to a number of relevant word
FOERSTER, SHARON W., & ANNE LAM-
clusters.
BRIGHT. Metas: Spanish in Review, Moving Toward
Among the thematic lists, learners and teach-
Fluency. New York: McGraw-Hill, 2008. Pp. xxv,
ers of Portuguese may find that one is particu-
356. $74.38, paper. ISBN 978–0–07–351320–1.
larly useful: “Differences between Brazilian and
Metas Workbook/Lab Manual . New York: McGraw-
European Portuguese.” This list contains words
Hill, 2008. Pp. 198. $48.75, paper. ISBN 978–0–
that are often used on one side of the Atlantic
07–328551–1.
but not on the other. This distinction is impor-
tant, given the marked lexical differences between
the two dialects. However, I was quite surprised to Intended for intermediate-level college Spanish
find azeitona ‘olive’ listed as European Portuguese classes, Metas is essentially the authors’ amplifica-
(EP) only (given that it is the word for “olive” in tion of their previous text, Punto y aparte. Accord-
Brazil as well and, as such, is commonly used in ing to the publisher’s Web site, Metas results from
contexts related to cooking and eating). Naturally, requests by users of the latter volume that it be
one word does not a bad list make, and the list expanded for use over two semesters. Although
showing differences between these two dialects is Metas may appear to resemble other intermediate
very helpful. texts, it is distinguished by its organizing princi-
Although the lexical differences between the ple. The program is built around seven commu-
two dialects can be marked, other differences nicative goals, the metas of the title: description,
are noteworthy as well. The authors explain that comparisons, reactions and recommendations,
words that may be systematically spelled differ- narration in the past, likes and dislikes, stat-
ently (e.g., eléctrico EP vs. elétrico BP) constitute ing hypotheses, and talking about the future. In
only one entry (p. 4). In these cases, the entry a preliminary lesson, the authors identify these
appears with the EP spelling (which, in many functions and assign to each one a colored icon
cases, may soon be outdated, given the Acordo that is reentered frequently throughout the text
324 The Modern Language Journal 93 (2009)
and the accompanying Workbook/Lab Manual , contemporaneity. Significant from a pedagogical
thereby reminding students that these functions standpoint is that the readings are purposeful,
are constantly being targeted. In contrast to the each one providing opportunities for students to
pattern common to many other intermediate- focus on one or more programmatic functions.
level texts—that of beginning with a systematic Each unit contains related Internet activities, an
review of simple and compound tenses, uses of interview, a musical selection, and appropriate
gender and articles, and adjective agreement, for writing assignments. Provided that students take
example—the focus of Metas is on introducing advantage of the developmental vocabulary ex-
readings, grammatical exercises, and appropriate ercises and prereading activities in the text and
vocabulary needed to enhance the ability of the Manual , the readings will be accessible. The vo-
students to master each of the functions. cabulary in each unit is driven by topical and the-
Although each unit includes a focus on one or matic content, as well as by the need for students
more grammatical features, such review is made to address the communicative goals to enhance
with reference to specific readings or auditory their control of spoken and written Spanish.
selections, and the exercises are contextualized. Functioning as a unifying thread throughout
There is, however, at the end of the text a well- the program are the five characters introduced in
articulated grammar review (pp. 306–356), ap- the preliminary unit and at least some of whom
propriately referred to as the yellow pages. In appear in each unit by means of a wide range of
this extensive section, students will find more for- photographs, dialogues, interviews, and written
mal grammatical explanations with correspond- documents. These young Hispanics represent
ing practice exercises, for all of which a key is different geographical and professional back-
provided. As is the case with the body of the text, grounds; through the events in their lives, their
the grammatical presentations in the review are conversations with one another, and their reflec-
organized according to the established functions. tions recorded in the text and Manual , students
The section on Description (pp. 306–314), for ex- will learn to identify them, predict how they will
ample, is subdivided into reviews of agreement, behave in specific situations, and feel that they
selection of ser or estar , past participles function- know them personally.
ing as adjectives, and inclusion or omission of To aid students in developing their writing abil-
articles, the belief of the authors being that a ity, the authors provide systematic guidelines and
grounding in these four topics is critical to one’s level-appropriate exercises throughout the pro-
ability to formulate descriptions. Likewise, the sec- gram. A valuable tool is the list of transitional
tion on stating hypotheses (pp. 341–344) pre- words and other connectors on the inside flap
dictably includes a presentation of the past sub- of the back cover: words and phrases that should
junctive and conditional tenses and a discussion prove useful in helping students to move beyond
of the standard patterns essential to the construc- the stage of being merely passable writers to be-
tion of hypothetical statements. Although the for- coming effective communicators. Although Metas
mal explanations are fairly standard in presenta- contains a Spanish–English glossary, there is no
tion, the authors propose a number of mnemonic complementary English–Spanish dictionary, a fac-
devices and other gimmicks that they believe will tor that some instructors may see as limiting the
assist students with mastery of some of the more ability of students to be as effective as possible in
troublesome grammar points that do not easily fit writing and speaking on the themes and topics in
into one of the established functional categories each unit.
yet that one would expect to see addressed in In their introduction, the authors highlight
a text at this level (for instance, distinctions be- the ancillary materials, which they view as being
tween por and para, relative pronouns, and uses crucial to the success of the program. The most
of prepositions). important of the ancillaries is the Workbook/Lab
The six units have both thematic frameworks— Manual , which provides substantial listening and
such as a focus on feelings, environmen- writing practice to reinforce vocabulary and gram-
tal concerns, and contributions of immigrant matical structures presented in the text. With
populations—and a topical focus on a pri- the exception of guided compositions and note-
mary geographical entity in the Spanish-speaking taking activities, all exercises are accompanied by
world (Spain, the Caribbean, Mexico, the South- a key. The “Oral Practice” sections in each unit
ern Cone, the Andean countries, and Central begin with pronunciation practice, often in the
America). The authors provide a diverse and form of a series of tongue twisters, a dictation, and
rich collection of cultural and literary read- listening comprehension exercises related to the
ings, which represent considerable variety and topical themes and the key functions highlighted
Reviews 325
in the unit. Although some of these may prove The titles of the book’s five units, Identi-
difficult for students at this level, they are of vary- dad, Herencia: Resistencia y asimilación, Memoria
ing degrees of difficulty and are arranged in an in- histórica, Juicios y prejuicios, and Imaginación y hu-
cremental fashion that will allow students to build mor , present worthwhile topics for class discussion
confidence as they complete the simpler exercises in which students will produce the target language
while having the opportunity to listen multiple in short paragraphs to give their opinions on di-
times to passages or questions that prove to be verse topics. Additionally, students will read and
more daunting. An online version of the Manual write compositions and journals at home as well
contains the audio program for Metas and per- as answer questions on the readings and inves-
mits students to correct their work immediately tigate reading-related topics using the Internet
and permits instructors to take advantage of the links provided on the textbook’s Web site. Each
course management option. There is also an on- unit opens with a picture for discussion that in-
line ActivityPak that contains games and further troduces the unit theme and sets the stage for the
enrichment activities. issues to be developed in the unit.
The text is visually pleasing and has been care- It is of crucial importance to present students
fully edited. With the exception of the small print with literature and culture, in addition to lan-
in the verb tables (pp. A7–A12), written mate- guage, because these are so interrelated. Re-
rial and illustrations are clear. However, although searchers have demonstrated that emotions affect
the use of the icons is consistent and convinc- language learners’ usage and choice. Through au-
ing throughout both text and manual, the small thentic materials students understand the target
icons lack sufficient visual appeal to do credit to language perspectives and products in a subjective
this otherwise well-structured concept. In a subse- way.
quent edition of the text they can be improved. Unit 5 is devoted to humor, and the authors
Metas, the accompanying Manual , and the an- highlight how humor operates in different lan-
cillary materials address the contemporary goals guages with multiple cultural and linguistic iden-
of our profession, are organized in a coherent and tities and elements, as well as how important and
cohesive fashion, and provide a pleasing format difficult it is to understand jokes and comics in
that should engage college students of Spanish at a second language. In addition, comics reveal a
the intermediate level and facilitate their devel- great deal of culture and language usage. The au-
opment of oral and written fluency. thors also introduce theater in unit 5, through
which students can explore various aspects of so-
CHARLES MAURICE CHERRY cial injustice and the psychology of human beings.
Furman University The textbook has several flaws as well. For
example, it contains vocabulary lists for each read-
ing passage or poem, except for the first read-
ing selection about Frida Kahlo (p. 2). There
MEJÍA, CLAUDIA M., & CONCHITA L. DAVIS.
are several difficult words for fifth-semester stu-
Miradas: Contextos para conversar y escribir . Up-
dents in this reading passage—for example, secue-
per Saddle River, NJ: Pearson Prentice Hall, 2008.
las, abatido, altibajos, involucró, apoyo, and sostiene.
Pp. x, 254. $70.80, paper. ISBN 978–0–13–19441–
These words are not listed in the appendix, either.
2.
The prereading and postreading activities are
appropriate, too, because they review vocabulary
Miradas has much to offer to the profession be- and prepare students for the reading topics by
cause of its diversity of reading selections, inter- asking pertinent questions. Postreading activities
esting discussion questions, rich vocabulary, and query students about the reading itself and its pro-
structure explanations and exercises. A thematic jections to society, making them think critically, a
approach is used throughout, which facilitates in- necessary aim for third-year Spanish classes.
structors’ planning and finding of supplemen- The impact of the title Miradas can be found
tary materials. This book has been designed for in the authors’ use of Spanish words for “look” or
“intermediate-high level students going into the “eye” in different unit section titles: una ojeada al
advanced level according to ACTFL oral profi- vocabulario, con otros ojos, abre bien los ojos, con cien
ciency guidelines or fifth-semester” (p. v) Span- ojos, ojo avizor , no pierdas de vista, and ojos abier-
ish students. Through this textbook, students are tos. I believe the authors’ purpose here is to have
introduced to short literary passages written by students pay close attention to the different sec-
noted Hispanic writers. In addition, popular songs tions of each unit and to emphasize the multiple
and movies are presented and discussed, features perspectives on language and culture that are in-
that constitute an asset to this textbook. corporated into the book.
326 The Modern Language Journal 93 (2009)
With regard to grammar, the textbook has use- fulfill a graduation requirement is gone and the
ful and clear explanations about the present and more motivated, better prepared ones continue
imperfect subjunctive, preterit, imperfect, and in their quest for mastery. With a bold stroke, this
complex tenses, all of which are appropriate for book proposes not only to hone their skills to-
this level. Nevertheless, it would have been help- ward that end but also to introduce them to the
ful to include more grammatical exercises for principal aspects of the field of Spanish studies,
increased practice at this level, given that these as indicated in the chapter titles. That is, after all,
are difficult structures for nonnative speakers of what a number of other disciplines do.
Spanish. All of the talk of standards will undoubtedly
As a whole, I find this textbook helpful in its raise red flags for some instructors not involved
depth and its practical aspects, in addition to the with teacher education, but their understandable
presentation of many controversial cultural and phobia cannot change political realities. Similarly,
societal topics that other textbooks have often many students at this level may not care about
avoided—for instance, homosexuality. This text- the discipline per se, but no reading material will
book can be best used in a third-year reading provoke universal interest.
and conversation class because the reading selec- Another likely concern is the outsourcing of
tions are accessible and students can gain some grammar to Web sites. I am the first to acknowl-
insight into literary analysis. The topics are ap- edge the risk, but I believe it is acceptable for
pealing and I am sure students will find them two reasons. Students must take responsibility for
fascinating. strengthening their weak areas and the instructor
can address pervasive problems in class.
LUISA C. PÉREZ That said, the book has many indisputable
Emporia State University virtues. Several short sections offer pearls of wis-
dom that many instructors regularly try to convey,
but it is undoubtedly more effective to incorpo-
rate them in the text along with the writing as-
STIEGLER, BRIAN N., & CARMEN JULIA
signments. They include several commandments
JIMÉNEZ. Hacia niveles avanzados. Composición
that provide a necessary, if not sufficient, basis for
por proceso y en contexto. Boston: Cengage, 2007.
good writing by students of Spanish as a second
Pp. IE–16, xviii, 210. $71.95, paper. ISBN 1–4130–
language: avoid literal translation (p. 6), use the
3006–8. CD–ROM, free to adopters.
dictionary wisely (p. 19), write even your first draft
in Spanish, not English (p. 74), keep it simple
The book begins with two introductions in En- (p. 133), and learn to use circumlocutions
glish: a detailed, although not overly long, one (p. 136). I also celebrate the twin admonitions
for the instructor and a clear, concise one for that diacritical marks are part of correct orthog-
the student. The table of contents precedes the raphy and that students should use the computer
body, which is divided into six chapters: Los his- to insert them (p. 13). There is an illustration of
panohablantes en los Estados Unidos, La lingüı́stica how to do so (p. 47), but, inexplicably, it does not
descriptiva, La diversidad cultural en el mundo his- include capitals.
panohablante, La literatura en el mundo hispano- Furthermore, the text explicitly encourages ac-
hablante, La lingüı́stica aplicada, and El español y tive reading (p. 109) and tries to get students
el mundo profesional . Each treats a different kind to look at both sides of sensitive issues such as
of writing: description, correspondence, journal- immigration (pp. 9, 17, and 152). Additionally,
istic reporting, narration, exposition, and argu- chapter 1 treats Spanish speakers in the United
mentation. The text guides students through rel- States, not to foster a U.S.-centric view but to state
evant readings and several drafts of the respective emphatically and from the start that this country
papers. belongs to both the Hispanophone and Anglo-
The layout utilizes only black, white, and gray. phone worlds, independent of whether one re-
It avoids the complementary evils of clutter and joices or recoils at the idea. Finally, it relates the
wasted space. The various short sections of each other three skills to writing and gets students used
chapter have different formats, obviating visual to different modes of writing, just as happens in
boredom. English courses, or so one would hope.
The first introduction articulates the authors’ A number of minor problems escaped the ed-
goals. Seven times they identify the target level itors. The most striking factual error is the state-
as the bridge course, which some of us call the ment that Franco died in 1979, rather than 1975
gateway. In any program, it ranks as critical. The (p. 94). I would quibble with the idea that Spain
large group of students enrolled in Spanish to was at the height of its power in the 18th century
Reviews 327
(p. 63). There is a suggestively misleading refer- allowed to use dictionaries in timed writing exams.
ence to the Maya language rather than language East explains that in the United Kingdom (unlike
family (p. 62). In a salute to women writers, one the United States), such exams have been used for
finds “Isabel Allende en Chile” (p. 95), where she decades to assess foreign language skills. It was the
has not resided since the mid-1970s. British government’s decision to ban dictionaries
There are also a few typos. Alineación should in the exams—after they had been permitted for 5
be alienación (p. 20). Accents are missing on raı́z years—that prompted him to conduct the studies
(pp. 32 and 200), cómo (p. 65), Núñez (p. 203), and reported here. East’s goal was to “investigate what
lingüı́stica (pp. 204 and 205). Likewise, material would happen if you allowed higher level more
should be materia (p. 120) and pecosa (p. 199) proficient users of a foreign language to take a
should be pecoso. dictionary with them into a writing exam” (p. ix).
There is an appropriate and unforced effort at East begins the book with a discussion of various
gender-inclusive language with instructor(a), cor- considerations in the use of dictionaries in writ-
rector(a), compañero(a), and so forth, but editor ing exams, including a review of several previous
(p. 174) and corrector are missing the (a) in sen- studies on the topic. He points out that although
tences where other words have it (p. 175). There dictionaries are the most frequently used books
are also passages that address the reader directly in foreign language learning, there exists little re-
using lo instead of lo/la (pp. 65, 126, 153, and search on their use by students.
165). East then proceeds to describe three studies
I identified a handful of semantic issues. “Volver that he conducted with foreign language students
a leer el texto otra vez” (p. 6) makes me cringe, but in timed writing exams with dictionaries and with-
at least it left off “de nuevo.” “ . . . con un tremendo out them. Two of the studies were small-scale ex-
impacto cultural y económico. Ese impacto es notable ploratory case studies of students of German at
en el renglón económico” (p. 7) requires improve- a New Zealand tertiary institution, whereas the
ment. In context (pp. 5 and 7), billones appears to third study was broader in scope, involving 47 high
mean billions rather than trillions, so one suspects school students of German. In terms of method-
an Anglicism. ology, all three studies are unusually strong, with
There are occasional inconsistencies in glossing careful controls to maximize validity. East reports
the reading passages. For example, words from on each study in detail, examining the findings
the vocabulary lists are superfluously cited (perju- from both quantitative and qualitative perspec-
dicadas, p. 182). Elsewhere, lujoso is glossed, but tives. A bonus is the inclusion of the analytic rubric
huachafo is not (p. 53); apelar (p. 147) is, but the that was used to score students’ writing, which
tricky inexcusable (p. 144) is not. serves as a helpful resource to readers who may
For the English section, I will forgo listing split be involved in scoring such exams.
infinitives, and “oral speech” (IE–11) and “In ev- Among the many topics addressed in East’s find-
ery possible way, it would not have been possible” ings are the following: students’ overall test scores
(p. xii) require little comment. with and without a dictionary; the lexical sophis-
In spite of the disproportionate amount of tication of their writing; the types and frequency
space devoted to these minor gaffes, in the last of errors in dictionary use; the usefulness of var-
analysis they do little to diminish the manifold ious types of dictionaries; the time that students
virtues of the book. If I were in charge of select- spend looking up words; and the validity, reliabil-
ing a text for our gateway course, I would seriously ity, authenticity, utility, and fairness of tests with
consider this one. and without dictionaries.
One unique aspect of the work is the amount of
ROBERT O. GOEBEL space devoted to the reactions of students, whom
James Madison University East views as the most important stakeholders in
the exams. Surprisingly, not all students favored
TESTING the use of dictionaries in writing exams; students
pointed out negative aspects of dictionary use
(e.g., the amount of time that it took to look up
EAST, MARTIN. Dictionary Use in Foreign Lan-
words) as well as positive ones (e.g., increased con-
guage Writing Exams: Impact and Implications.
fidence and reduced stress).
Philadelphia: Benjamins, 2008. Pp. xii, 228.
Although the book provides a wealth of in-
$158.00, cloth. ISBN 978–90–272–1983–1.
formation on seemingly every possible factor re-
lated to dictionary use, readers who are looking
In this volume, Martin East addresses the question for a definitive recommendation as to whether
as to whether foreign language students should be dictionaries should be permitted in writing tests
328 The Modern Language Journal 93 (2009)
may be disappointed. East is objective and impar- practice in using the dictionary effectively, which
tial in reporting his findings, taking into account are an excellent resource for foreign language
both advantages and drawbacks to dictionary use. teachers and students alike.
He concludes that the decision depends largely Overall, the book is highly readable, with fre-
on the purposes for which the tests are to be used. quent summaries of what has been said and in-
He does, however, suggest that dictionary use in dications as to what is coming next, as well as
writing exams “offers a positive link between the an explanation of repeated measures for readers
summative assessment of learning and several di- who may be unfamiliar with that aspect of exper-
mensions of assessment for learning” (p. 188; ital- imental design. Anyone who is interested in the
ics in original). use of dictionaries by foreign language students,
One of the most useful features of the book is whether in exams or in other settings, should find
its final chapter, which offers ideas for maximiz- this to be an informative and useful work.
ing the benefits of dictionary use in exams and
minimizing the liabilities. The chapter includes BLAIR BATEMAN
examples of exercises designed to give students Brigham Young University