Issues in International Bilingual Education

1. Front Matter

   Pages i-xiv

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2. Bilingualism and the Vernacular

   • Shana Poplack

   Pages 1-23

3. The Bilingual’s Linguistic Repertoire

   • Braj B. Kachru

   Pages 25-52

4. Cognitive Development in Bilingual Environments

   • Carolyn Kessler, Mary Ellen Quinn

   Pages 53-79

5. Immersion Education: Applicability for Nonvernacular Teaching to Vernacular Speakers

   • Merrill Swain

   Pages 81-97

6. Evaluation and Testing in Vernacular Languages

   • John W. Oller Jr.

   Pages 99-112

7. Third World Vernacular/Bi-Multilingual Curricula Issues

   • Isaura Santiago Santiago

   Pages 113-138

8. Education Reform and the Instrumentalization of the Vernacular in Haiti

   • Albert Valdman

   Pages 139-170

9. The Richford Experience: French Bilingual Education as a ‘Basic’ Approach to Language Competence

   • Phyllis L. Hagel

   Pages 171-180

10. The Role of the Vernacular in Transitional Bilingual Education

    • Rodolfo Jacobson

    Pages 181-197

11. Teacher Training for Bilingual Education: An International Perspective

    • Rudolph C. Troike, Muriel Saville-Troike

    Pages 199-219

12. The Cajun French Debate in Louisiana

    • Gerald L. Gold

    Pages 221-240

13. The Status of Languages in Europe

    • Guy Héraud

    Pages 241-263

14. Education for Separatism: The Belgian Experience

    • Elizabeth Sherman Swing

    Pages 265-290

15. American Bilingualism: The Need for a National Language Policy

    • Charles R. Foster

    Pages 291-298

16. Issues in Bilingualism: A View to the Future

    • Beverly S. Hartford

    Pages 299-304

17. Back Matter

    Pages 305-348

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CHRISTINA BRAIT PAULSTON There is an important difference between merely experimental and genuine experiment. The one may be a feeling for novelty, the other is rationally based on experience seeking a better way. - Frank Lloyd Wright Wright was talking about architecture, but the same difference can be applied to analyzing the relationship between standard and vernacular languages in bilingual education; surely we are also seeking a better way to handle bilingual education based on experience. How rationally based our efforts are, is another question. Works on this and similar topics can at times become the scene for very emotional-and very moving-presentations which sometimes are more utopian than rational. One can perhaps call this a very 'rational' text, because so few of the contributors are members of ethnic subordinate groups. Am I suggesting that minority group members are less rational? Of course not. I am suggesting that it is much easier to be calm, objective and scholarly about the lot of others than about your own. The most salient feature about the bilingual education of vernacular speaking groups is the social and economic exploitation of its members by the dominant group. The papers herein, treating bilingual education from a psychological perspective, agree at least on the issue that an understanding of the social and economic factors underlying bilingual education is crucial for understanding the psychological studies on bilingualism.

• Frank Lloyd Wright
• architecture
• education
• experience
• issue
• utopia

• Indiana University, Bloomington, USA

  Beverly Hartford, Albert Valdman

• U.S. Department of Education, USA

  Charles R. Foster

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