Chapter
2 The Importance and Impact of Multilingualism
Educating Multilingual Children
The Loss of Linguistic Resources
Theoretical Perspectives on Language Development and Teaching
The Benefits of Multilingualism to Children
Linguistic and Metalinguistic Competence
The Contested Impact of Bilingualism on Cognition
Enhanced Socio-affective Development
Effects on Multicultural Awareness
Multilingualism: Global and Local Perspectives
3 Debunking Myths about Multilingualism
Searching for the Causes of Myths about Multilingualism
America as a Monolingual Nation
Sociopolitical Discourse and the Myth of Monolingual America
The Roots of Ambivalence toward Languages Other Than English
Early Notions of Bilingualism in the United States
Fear and Mistrust at the Root of Monolingual Policies
Debunking the Monolingual Myth
Learning More than One Language is Detrimental to Children
Children Who Learn More Than One Language Are All Late Talkers
Do Multilinguals Have Accents, Limited Vocabularies, and Struggle with Grammar?
Some Children May Never Be Able to Learn Another Language
Children with Disabilities May Not Be Able to Learn/Should Not Be Taught Additional Languages
Learning More than One Language Will Lower Children’s Chances of Academic Success
Learning More than One Language Puts Children’s Social Development at Risk
Myths of Successful Methods for Raising Multilingual Children: Certain Language Acquisition Methods Must Be Strictly Adhered to
One-Parent-One-Language Method
Complete Immersion Is Needed for L2 Acquisition
Effortless Multilingualism
Conclusion: Myths as a Source of Abandoned Dreams
4 Introducing Families and Educators of Multilingual Children
Participant Recruitment and Representativeness
Data Collection Procedures and Instruments
5 Raising Multilingual Children: One Family at a Time
Pathways to Multilingualism
English-dominant Parent Participants: Betty and Victor
Non-English Dominant Parent Participants: Sonia and Dulce
Bilingual Parent Participants: Lilian and Miko versus Tricia
Multilingual Parents: Tilda and Tina
Meet the Multilingual Children: A Collective Portrait
Child-Centered Motives: Heritage and Culture
Child-Centered Motives: Enhanced Child Development and Access to Favorable Conditions
Child-Centered Motives: Language as Power
Child-Centered Motives: Increasing Global Awareness, Confidence, Tolerance and Respect
Parent-Centered Motives: Fulfilling the Dreams
Parent-Centered Motives: External Positive Reinforcement
Parents’ Motivations: Beyond the Framework of Instrumental and Integrative Motives
Investment in Future Mastery
Challenges Perceived by Parents
Intra-family Insecurities and Fears of Outside Influences
Challenges of Finding Balance for Language Use in Child-Parent and Child-Sibling Relationships
Challenges Connected to Family Interactions with the Educational System
Successes of Multilingual Upbringing: Noticing Everyday Progress and Celebrating Achievement
6 Fostering Multilingualism in Diverse Educational Contexts
Multilingual Schooling Options
Formal Options for Fostering Multilingual Development
Dual-Language Programming
1. Two-way immersion (TWI), also known as two-way bilingual immersion
2. Foreign language immersion programs (full or partial), also known as one-way immersion programs
3. Developmental bilingual education programs (DBE), also known as late exit or maintenance bilingual education programs
4. Heritage (community) language programs
Majority-Language Programming
1. English-language programs
2. English acquisition in the general education classroom
Effective Teaching of Multilingual Students
Informal Options for Fostering Multilingual Development
Common and Distinct Programming Experiences
7 How Families and Schools Can Develop Together
Linking Families to Each Other and to Educators
Portrait of the Multilingual Child/Student
Home, School, and Community Connections
Parents’ Advice to Educators
Educators’ Advice to Parents
Parent Strategies and Practices for Fostering Multilingualism
Parent Strategies for Achieving Multilingualism
Multilingual Family Practices and Traditions
Recommendations and Resources for Families and Schools
1. A Continuum of Language Skills and Learning Context for Students Requires a Continuum of Practices and Program Offerings on ...
2. A Fair and Accurate Accounting of Student Linguistic Resources Requires an Overhaul of the Initial Identification Practices ...
3. Recognition that Multilingual Adolescents May Experience Feelings of Increased Distance from Multilingualism, and that ...
4. Biases Need to be Confronted to Overcome Fears of Failed Multilingualism, Especially for Students with Disabilities
5. Identifying and Creating Multilingual Resources
Concluding Remarks: A Return to “Cultivating Broad-Base Support” for Multilingualism
Appendix A: Parent Interview Schedule
Appendix B: Educator Interview Schedule
Appendix C: Parent Interview Coding Scheme and Examples
Appendix D: Educator Interview Coding Scheme and Examples
Appendix E: Information about Individual Families in the Study
Appendix F: Parents’ Advice to Educators
Appendix G: Educators’ Advice to Parents by Program Type
Children's Multilingual Development and Education
：Fostering Linguistic Resources in Home and School Contexts
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