Discusses bilingualism and six attitude scales representing the London Asian community's feelings toward English: (1) anxiety about performance in English, (2) value of English in the total community, (3) suitability of English in religious observances, (4) role of home in encouraging English, (5) a pro-own-language attitude, and (6) usefulness of…

Asserts that in order to participate in and contribute to the development of a cohesive multicultural society, it is not necessary for the members of minority groups to become monolingual speakers of English, and that the goal of a multicultural society should be to appreciate the value of each cultural group. (SED)

Criticizes some recently published views on the difficulty of raising children bilingually (e.g., tolerance of children's deviations from adult speech, the influence of friends, and finding an adequate vocabulary for a foreign environment). Also discusses the use of children as subjects in language research. (EKN)

Failures are better documented than successes in bilingual education programs. A theory is needed powerful enough to predict success while accounting for reported failures. Most important is the effect of bilingualism on cognitive development. Use of the first language should complement the second, particularly in problem solving and question…

Discusses the achievement gap of Mexican Americans and other groups in the United States as essentially a question of economics and, suggests that the solution lies in greater access to the wider society. (48 references) (JL)

Claims that, after Cantonese, English is the second most useful language in Macau. Knowing English in Macau helps in finding more opportunities in trade and commerce, in negotiating services, in obtaining better work, and in comprehending more media offerings. Gives a brief account of Macau, its society, and its current development. (SED)

Malaysia's long tradition of English medium instruction and bilingualism officially ended in 1970. This paper reviews the role of bilingualism in the development of the country, including the role of a bilingual population in national development and the possible effects of the abandonment of bilingual education. (Contains 38 references.)…

Although multicultural education has long been touted as an important educational goal in schools in England and Wales, very little has actually changed. Some individuals purporting to support anti-racist education and some governmental policies have actually undermined the little progress made toward preparing teachers and students for a…

The most appropriate approach to language use in Caribbean classrooms to minimize discrimination is an integrative one that respects the various functions of language in Caribbean societies, recognizes the outward-looking nature of these societies, and promotes creative work in the vernacular. (Contains 16 references.) (Author/LB)

Explores the tension between the manner in which intergroup language differences are used to symbolize group membership and the manner in which they mirror and reinforce social class and power distinctions. (EKN)

Focuses on the specific nature of the class structure in a peripheral economy in Wales and the role of language in the creation of class fractions. (29 references) (Author/CK)

Discusses the idea that for many Black adolescents the use of creole is an assertion of identity and cultural difference. Examines the use of and attitudes toward creole by both Black and White adolescents in London. (EKN)

Despite its multilingual heritage, the USA has a history of linguistic intolerance. Arizona, in the country's desert Southwest, is decidedly anti-bilingual although it has significant non-English-speaking groups, especially Spanish-speaking Mexicans/Mexican-Americans and indigenous groups such as the Navajo, Hopi and Yaqui tribes, among many…

Safder Alladina's analysis of the position of South Asian languages in Britain leaves much to be desired, concerning itself largely with Urdu, Hindi to a lesser extent, and hardly at all with Bengali, Gujarati, and Panjabi. The problems and solutions of devising policies appropriate to these languages need to be discussed in greater detail. (CB)

Although Brunei Darussalam's official language is Malay, the country is linguistically and culturally diverse. Three facets of language and language education are discussed: relationships between Malay and minority languages; the relationship between Malay and English; and the place of bilingual education. (Contains 53 references.) (Author/LB)