ideologies are viewed as fluid, contested and

BOOK REVIEWS situationally variable and the research into

classroom interaction emphasises the importance of
positioning learners as both skilled and creative
language users in creating new identities. The next
Sociolinguistics and Language chapter on language, power and pedagogies raises
Education important questions about whose norms should
Nancy H. Hornberger and Sandra Lee prevail in cross-cultural communication and the
McKay (eds.) need to produce students who understand why
Multilingual Matters, 2010 linguistic diversity is a resource for creativity and
ISBN: 978-1-84769-282-5 cognition. The final chapter in this section strongly
advocates a move away from viewing languages as
autonomous systems and, instead, takes the view
that through popular culture and new technologies
there is a complex flow and mixing of languages
Reviewed by Vicky Obied across multiple borders in multiple directions.
Goldsmiths, University of London
Part 2 (language and society) initially examines
notions of English as an international language and
This new book edited by Nancy Hornberger and
the challenge for language educators is seen as
Sandra Lee McKay is addressed to both experienced
convincing parents and students of the value of a
and novice language educators and brings together
biliterate education. The next chapter focuses on
wide ranging approaches to language education
multilingualism and codeswitching in education and
from across the globe. The book skillfully captures
again calls for teachers to carefully consider how
the complex and diverse social and linguistic
they can best make use of their bilingual students’
contexts of today and will be useful for educators
first languages. The last chapter in this part unpicks
working across varied educational settings.
language policy and planning and makes a
The editors have structured this book in a clear and convincing case for opening up spaces for
accessible way that comprehensively covers the practitioner reflection and involvement in policy
evolving field of sociolinguistics and language decisions.
education, but also maintains a strong and distinct
In part 3 (language and variation), the first chapter
philosophy of valuing research from the ground
provides useful insights into style and styling with a
roots up. There is an important focus on social
clear historical perspective. This then leads onto a
justice that permeates throughout the book and a
chapter focusing on critical language awareness and
challenge to educators to transform relationships
questions of power, hierarchy and dominance. Next,
between language, society and power.
the theme of varieties of language and extensive
The book is divided into seven main parts: language language contact is picked up in an interesting
and ideology; language and society; language and chapter about the development of pidgins and
variation; language and literacy; language and creoles.
identity; language and interaction; and language and
Part 4 (language and literacy) starts with a chapter
education. The thematic structure of the book helps
on cross-cultural perspectives on writing. Here
the reader to gain a sense of the overall picture of
contrastive rhetoric is clearly explained and recent
developments in sociolinguistics. In the
developments that favour the term intercultural
introduction, the editors are keen to promote a
rhetoric. The following chapter provides an
critical approach to language teaching and open up
excellent critique of how sociolinguistics has
spaces for multilingualism.
provided new insights into literacy studies and how
Part 1 of the book (language and ideology) is an classroom ethnography has developed
excellent way into looking at language issues and understanding of literacy. There is a focus on New
debating the educational decisions that have been Literacy Studies and a recognition that literacy is
made over the years. In the first chapter, language always contested, both its meanings and practices.

36 NALDIC Quarterly 8.4: Summer 2011

Here, as in other sections of the book, students are widest possible communicative repertoires for
seen as active collaborators in the development of students is vital to hold onto in an age of
their academic literacies. The final chapter in this superdiversity (Vertovec, 2007).
section covers multimodal literacy and promotes a
pluralised notion of literacy. References

In part 5 (language and identity), the first chapter Vertovec, S. (2007). Superdiversity and its
examines issues of identity and investment and the implications. Ethnic and Racial Studies, 30 (6):
unequal power relations that may exist in classroom 1024-1054.
language practices between English language
learners and native speakers. The next chapter looks
at gender identities in language education and how
gender is produced in diverse ways in various social
practices. In the third chapter of this section,
language and ethnicity are explored and ethnicity
and race are viewed as dynamic processes. The
view is taken that it is risky for educators to see
ethnicity in a static way and, instead, ethnic
boundaries can be seen as constantly shifting in
response to social and political contexts. In the final
chapter, language socialisation is discussed and,
again, this is viewed as a very dynamic,
multidirectional process that is constantly changing.

Part 6 (language and interaction) starts with a close

look at language and culture and a critique of how
classroom culture can sometimes lead to the
withdrawal and minimal participation of students
framed as cultural others. The next chapter focuses
on conversation analysis and provides a rich array
of examples, including second language
conversations in classroom contexts. The final
chapter covers classroom discourse analysis with a
focus on communicative repertoires. Here, again,
the importance of viewing classroom interaction as
bidirectional is emphasised so that students
accommodate to school repertoires, but teachers
also accommodate to students’ repertoires.

In part 7 (language and education), Nancy

Hornberger concludes with an extremely useful
reflection on language education and
sociolinguistics, providing a key focus on biliteracy.

This book is a must read for all educators working

in the area of sociolinguistics and language
education. NALDIC members will find its positive
view of multilingualism and focus on understanding
everyday language usage extremely useful in the
current climate where EAL learners are too often
marginalised. The overarching theme in this book of
creating educational practices that develop the

37 NALDIC Quarterly 8.4: Summer 2011