Bilingual Being

An intimate memoir of a bilingual childhood in Quebec at mid-century that shows how language can reshape a life after trauma.

A detailed look at language-related myths that explores both what we know and how we know it.

The Spanish-speaking island of Puerto Rico (also known as Borinquen) has had a complex linguistic landscape since 1898, due to the United States’ colonial imposition of English as the language of administration and education. Even after 1948, when Puerto Rico was finally permitted to hold its own gubernatorial elections and determine its own language policies, controversy regarding how best to achieve bilingualism continued. Despite many studies of the language dynamic of the island, the voices of the people who actually live there have been muted. This volume opens with a basic introduction to bilingualism, with special reference to Puerto Rico. It then showcases twenty-five engaging personal histories written by Puerto Rican language professionals which reveal how they became bilingual, the obstacles faced, the benefits accrued, and the linguistic and cultural future they envision for themselves and their children. The closing chapter analyzes the commonalities of their richly detailed stories as well as the variability of their bilingual life experiences in order to inform a more nuanced language policy for Puerto Rico. The linguistic autobiographies will resonate with bilinguals of all kinds in Puerto Rico and the Caribbean, as well as those in other countries. The main message that emerges from the book is that there are many routes to multilingualism, and one-size-fits-all language policies are doomed to miss their mark.

An attempt to present issues of bilingualism to the bilingual families themselves, so that although psycho- and socio- linguistically sound, this book is straightforward and populist in style. The text argues for families to maintain their mother tongues and suggests strategies for doing so at home and with schools.

Written by a survivor of childhood abuse, this moving memoir traces the influence of the author's mother tongue in the formation of her identity, and the role her second language played in providing a psychological sanctuary. Kathleen Saint-Onge reflects on the ambiguities of growing up in a primarily French household while attending English schools as she richly recounts the emotional gains and losses of a life lived in two languages. A testament to the power of language in determining feelings of belonging or alienation, Bilingual Being also presents a portrait of the 1960s in Quebec and the changing role of the Catholic Church. Depicting with warmth and humour her own developing independence gained at school, Saint-Onge reveals the tensions between the social world of her evolving English and her deep roots in French-speaking Quebec City. It is an exploration of hope where language provides an escape from traumatic memories and a chance to reconstruct a secure sense of self. Bilingual Being is a superbly crafted autobiography that seamlessly moves from the remembrance of abuse to observations of living bilingualism and the gradual unfolding of recovery in adulthood. It is a compelling, beautiful, and brave narrative that tells a wider story about human resilience and the impact of language in creating new possibilities for life.

Written in a lively, engaging style, with lots of activities and resources for parents and teachers, "Bilingual By Choice" tells how to raise children bilingually and keep them that way into adulthood.

Explores the processes of monolingual language development in pre-school children. Following an overview of child bilingualism, this book looks at the influence of the child's family environment and the factors which predict the language use of the child.

This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present. The data presented comprises the narrative of their bilingual encounters, including their experiences of using language in their families, in village, and in school. Opportunities to develop bilingualism were intimately linked with historical and political events in the wider layers of experiences, which reveal the complexity of bilingualism. Moreover, their experiences of developing bilingualism are the stories of struggle to become bilingual. They struggle because they want to keep two languages in their lives. It illustrates their relationship with society. They are Tibetans. L1 is not the official language of their country, but it is the tie with their ethnicity. It addresses bilingualism linked with the formation of identity. The unique feature of this book is that it offers a deep understanding of bilingualism and bilingual education by examining the stories of five individuals’ learning experiences over a period of almost 60 years.