The research also balances the amount oftheory discussed in each myth. For instance,although myth 8 (“Language acquisition is theindividual acquisition of grammar”) is theorydriven, the research presented by the authorsallows for theory to be very accessible to thereader. This is especially true of this final myth,which examines the social nature of languagelearning in the previous chapters. Anotherinstance of this focus is the treatment of myth 7(“Individual differences are a major, perhapsthe major, factor in SLA”), which focuses onindividual differences and learning styles asthey impact second language learning. Thetheories and concepts presented here are de-scribed clearly and concisely, although it seemsthat this comes late in the book, and is in manyways disconnected from the previous discussions.For instance, the content of myth 7, particularlythe discussion of motivation, could be used toconnect the reader back to how these affectivefactors play into language learning and teaching,as in the examples of the missionaries discussedin myth 1.

Each myth chapter concludes with a sectionentitled “What can we do?,” in which the authorsoutline ways in which practicing teachers mayaddress these issues in a classroom setting. Thesesections are indispensable to the pre-service andpracticing teachers. A number of the strategiessuggested are practical and applicable, such asthose presented in the chapters devoted to myths3, 4, and 7, and are supported by the research thatthe authors present previously, as in myth 6. Inthese chapters, the authors describe task-orientedactivities that support learners and that couldeasily be implemented right away. In otherchapters, however, the recommendations aremore general and do not provide details or donot take into account classroom constraints, as inthe chapters for myths 1 and 2. For instance, inmyth 1, the author states that teachers shouldbe realistic about what students can do, butdoes not consider systematic or programmaticimperatives, such as standardized, AdvancedPlacement, or Oral Proficiency Interview, testing,which have a significant influence on theexpectations of both language teachers andlearners.

Although each myth is presented with ananecdote, research, and practical guidance, attimes it is not clear if the intention is to support orrefute the myths. The label myth would lead thereader to assume that the authors propose todispel them. Nonetheless, the authors do a goodjob throughout the book of providing a number

of perspectives. Therefore, rather than confirm-ing or rejecting each one, the authors provide astarting point for substantial discussion in eachcase. Given the intended audience for the book,this approach is relevant, meaningful, andpurposeful, and it will provide those new to thefield of SLA with much to think about.

ERIN MIKULECIllinois State University

FRANCIS, NORBERT. Bilingual Competence andBilingual Proficiency in Child Development. Cam-bridge, MA: MIT Press, 2012. Pp. xvi, 394. $55.00,cloth. ISBN 978–0–26201–639–1.

This book approaches the study of bilingualismaiming to describe and propose, to the extentpossible, a theoretical model of the underlyingrepresentation of two languages in bilingualchildren. Francis makes it evident that developingan understanding of how the languages ofbilinguals function in relation to each other, inparticular separating areas in which they functionindependently from areas in which they areclosely linked, is an ambitious endeavor. Itrequires a familiarity not only with previoustheoretical treatments and analyses in the litera-ture, but an in-depth assessment of ongoingresearch involving children growing up in bilin-gual settings. Accordingly, the findings of exten-sive research on children attending school in abilingual (Spanish–Nahuatl) setting in Mexicoare central to the issues addressed in this book. Acomprehensive model entails addressing (andspecifying the domains of) such commonly usedterms as competence and proficiency. Precision interminology is treated as essential and is, in fact, arunning theme throughout the volume. Anappreciation of the broad concept of bilingualismin children requires one to address a wide rangeof issues across a number of disciplines. Thus, asFrancis points out, the subject of the book isinherently interdisciplinary. In the preface, Fran-cis states that among his aims is to discuss“research that addresses issues of competence:how it develops, how knowledge is organizedmentally, and how it is processed” (p. ix). It is theopinion of this reviewer that Francis has achievedhis goal, providing tentative answers as well assetting directions for future study.

The range of topics covered is broad, withchapter 1 (“Introduction”) including a rather

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detailed overview of the content of each ofthe nine chapters, which follow. Chapter 2(“Bilingualism in School”) treats issues such asthe use of both first languages (L1) and secondlanguages (L2) in school settings, establishingobjectives in L2 instruction, and fostering literacy.In chapter 3 (“The Debate on the Nature ofBilingual Proficiency: Distinguishing betweenDifferent Kinds of Language Ability”), he pro-poses the Modified Common Underlying Profi-ciency Model to represent the underlyingrelationship between the languages in bilinguals.Also included is a description of the study ofSpanish–Nahuatl bilinguals in Mexico, includinga discussion of literacy instruction in Spanishleading to improved literacy skills in bothSpanish and Nahuatl, with noteworthy differ-ences, however. In chapter 4 (“ComponentialApproaches to the Study of Language Proficien-cy”), distinctions delineating concepts such asgrammatical competence and conversationaldiscourse ability are drawn with modularityproposed as a productive framework within whichto examine language representation and behav-ior. Chapter 5 (“Research on the Components ofBilingual Proficiency”) focuses on refining amodel of the underlying representation oflanguages in bilinguals. In chapter 6 (“TheCritical Period, Access to Universal Grammar inFirst and Second Language, and LanguageAttrition”), the relevance of the critical periodin understanding language attrition is addressed,including suggested differences regarding thecritical period in L1 and L2 acquisition. Thoughtson access to Universal Grammar are an integralpart of the discussion. In chapter 7 (“An Analysisof Academic Language Proficiency”), an attemptis made to describe the components of academiclanguage proficiency. The role of metalinguisticawareness is central to the task. Chapter 8(“Metalinguistic Awareness, Bilingualism, andWriting”) provides an overview of the dynamicof writing based largely on the study of childrenin the bilingual setting in Mexico. The studyexamined corrections made by children inproducing second drafts. The findings arediscussed in the context of pedagogy, includ-ing the role of focus on form instruction. Inchapter 9 (“Metalinguistic Awareness, Bilingual-ism, and Reading”), results of testing the partic-ipants in the school in Mexico on readinghelped inform the suggestion that metalinguisticawareness is one component, but not the solecomponent, of effective reading. Links betweenresearch findings and teaching guidelines arediscussed. Chapter 10 (“Conclusion: Results

and Prospects”) makes a final claim about thevalue of modularity in explaining aspects ofbilingualism. The author recognizes, however,that the modular approach is itself in needof additional refinement. Future research isencouraged.

This book hasmany strengths. It is an extremelyin-depth treatment of language representationand behavior in children in bilingual settings.Whereas Francis suggests answers to many ques-tions, he is equally emphatic about the need toaddress remaining questions. His presentation islikely to motivate that endeavor. The role oftheory (informed by research) in establishingappropriate classroom teaching methods is alsostressed, increasing the likelihood of fosteringadditional work in this applied area. Also com-mendable are the breadth and depth of refer-ences to prior key research in the field. Discussionof Krashen’s acquisition–learning distinction, toprovide one example that has received muchattention from applied linguists, is incorporatedand is linked to the discussion of modularity.The phenomenon of language attrition, toprovide another example, is analyzed and,commendably, both in theoretical terms andpersonal terms (with the latter based on inter-views with the Spanish–Nahuatl speaking studentsin Mexico). The extensive and detailed glossaryis useful, particularly given that the book men-tions so many terms and a fundamental theme ofthe book is to use precisely defined terms.The book contains ample illustrations, thusmaking it more reader friendly. Perhaps thegreatest strength of the book is that it is so thoughtprovoking, leading the reader to ask manyquestions.

One minor criticism, amounting to a construc-tive suggestion, would be to make figure 1.1(p. 17) a bit larger. The print, in particular, is verysmall. This suggestion does not apply to theother illustrations. A suggestion for the secondedition would be to include a chapter onteaching. Such a chapter could bring togethermaterial on teaching covered in the otherchapters and provide additional concrete teach-ing recommendations.

In sum, this is a very solid book. Most readerswill look forward to additional work by Francisto see how his thinking evolves on the interest-ing and important topic of bilingualism inchildren.

MARTIN R. GITTERMANLehman College and The Graduate Center,The City University of New York

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