The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languagesby Tracey Tokuhama-EspinosaReview by: Eduardo D. FaingoldThe Modern Language Journal, Vol. 90, No. 1 (Spring, 2006), pp. 135-136Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/3588829 .

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Reviews Reviews

general statives; and narratives and reports utilize

mainly events and states. These situation entities, in turn, are characterized by specific lexical and

grammatical means. For example, general statives involve kind-referring noun phrases: definites (the lion) and bare plurals (lions). They often use the present tense and adverbs like typically and

usually. Although the situation entities seem to be a mixed bag, combining situation aspect no- tions like states and events with rhetoric objects like facts (expressing knowledge) and proposi- tions (expressing belief), the claim is that their delineation isjustified by the distinct linguistic ex-

pression of each one. Thus, we have three levels of description: the discourse modes, the situation entities they bring into the discourse, and the lin-

guistic expression of each entity. Tense is interpreted differently according to

the discourse mode of a passage, since interpre- tation is influenced by context. The three pat- terns of interpretation are continuity, anaphora, and deixis. Continuity is best exemplified with the narrative mode, where events and states typically follow one another, sometimes related causally as well. In descriptive passages time is static, and tense is anaphoric to a time in the discourse: All sentences in a passage are interpreted as hap- pening at the same (Reichenbachian) reference time. The deictic pattern is the default one, em-

ployed by the report, argument, and information modes: the speech time is the anchor for the deixis.

Text progresses atemporally, too. A key idea of

atemporal progression is the primary referent, the one semantically central to each clause of a pas- sage. Each referent is located in the domain of the text. When the primary referents in successive sentences are in different locations, the reader or hearer interprets this fact as metaphorical motion. In events, the primary referent moves or changes; in states, a property is attributed to it. There are two main patterns of coreference: continuity and shift. Referring expressions are taken as an in- struction either to add a new entity, or to search within the discourse representation structure for an antecedent with which the familiar referent is coreferential.

Subjectivity (or point of view) is expressed by many and varied linguistic means: communica- tion verbs (think, believe), epithets, evidential ad- verbials, adjectives, and verbs, among them. To

interpret a sentence as subjective, a responsible source must be identified to whom the respon- sibility for a subjective interpretation is ascribed. This is most often the author, or the subject, a sentient being in the situation. Subjectively intro-

general statives; and narratives and reports utilize

mainly events and states. These situation entities, in turn, are characterized by specific lexical and

grammatical means. For example, general statives involve kind-referring noun phrases: definites (the lion) and bare plurals (lions). They often use the present tense and adverbs like typically and

usually. Although the situation entities seem to be a mixed bag, combining situation aspect no- tions like states and events with rhetoric objects like facts (expressing knowledge) and proposi- tions (expressing belief), the claim is that their delineation isjustified by the distinct linguistic ex-

pression of each one. Thus, we have three levels of description: the discourse modes, the situation entities they bring into the discourse, and the lin-

guistic expression of each entity. Tense is interpreted differently according to

the discourse mode of a passage, since interpre- tation is influenced by context. The three pat- terns of interpretation are continuity, anaphora, and deixis. Continuity is best exemplified with the narrative mode, where events and states typically follow one another, sometimes related causally as well. In descriptive passages time is static, and tense is anaphoric to a time in the discourse: All sentences in a passage are interpreted as hap- pening at the same (Reichenbachian) reference time. The deictic pattern is the default one, em-

ployed by the report, argument, and information modes: the speech time is the anchor for the deixis.

Text progresses atemporally, too. A key idea of

atemporal progression is the primary referent, the one semantically central to each clause of a pas- sage. Each referent is located in the domain of the text. When the primary referents in successive sentences are in different locations, the reader or hearer interprets this fact as metaphorical motion. In events, the primary referent moves or changes; in states, a property is attributed to it. There are two main patterns of coreference: continuity and shift. Referring expressions are taken as an in- struction either to add a new entity, or to search within the discourse representation structure for an antecedent with which the familiar referent is coreferential.

Subjectivity (or point of view) is expressed by many and varied linguistic means: communica- tion verbs (think, believe), epithets, evidential ad- verbials, adjectives, and verbs, among them. To

interpret a sentence as subjective, a responsible source must be identified to whom the respon- sibility for a subjective interpretation is ascribed. This is most often the author, or the subject, a sentient being in the situation. Subjectively intro-

duced information is recognized as such because it is in the scope of a subjective form.

The classification of text passages into five dis- course modes is a projection of their temporal and aspectual characteristics. Thus, this book is a natural extension of Smith's influential work on

aspect. In this book, however, the focus is predom- inantly on English. If the discourse modes are a universal phenomenon of language, one suspects that there are language-specific differences in the

linguistic expressions of the different modes. By raising the intriguing question of how the lan-

guage acquisition of the discourse modes pro- ceeds, this book paves the way for an influential future research program in the second language acquisition of pragmatics. Based on solid linguis- tic theory and capable of generating testable pre- dictions, it is a valuable research tool.

ROUMYANA SLABAKOVA

University of Iowa

duced information is recognized as such because it is in the scope of a subjective form.

The classification of text passages into five dis- course modes is a projection of their temporal and aspectual characteristics. Thus, this book is a natural extension of Smith's influential work on

aspect. In this book, however, the focus is predom- inantly on English. If the discourse modes are a universal phenomenon of language, one suspects that there are language-specific differences in the

linguistic expressions of the different modes. By raising the intriguing question of how the lan-

guage acquisition of the discourse modes pro- ceeds, this book paves the way for an influential future research program in the second language acquisition of pragmatics. Based on solid linguis- tic theory and capable of generating testable pre- dictions, it is a valuable research tool.

ROUMYANA SLABAKOVA

University of Iowa

TOKUHAMA-ESPINOSA, TRACEY. (Ed.). The

Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. West-

port, CT: Praeger, 2003. Pp. xviii, 295. $24.95, pa- per. ISBN 0-89789-919-9.

TOKUHAMA-ESPINOSA, TRACEY. (Ed.). The

Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. West-

port, CT: Praeger, 2003. Pp. xviii, 295. $24.95, pa- per. ISBN 0-89789-919-9.

The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages presents 21 articles dealing with a variety of issues con-

cerning multilinguals from around the world. The foci of the papers differ, as do the au- thors' views and interests in different multilin-

gual situations. The papers concern some major topics in the study of bilingualism and multilin-

gualism (e.g., language teaching and immersion

programs, bilingual acquisition, and multilingual- ism and math abilities) and other lesser-known topics (e.g., the role of sense and smell in

language learning; the relationship between mu- sical ability and language learning; language and the womb; foreign adoption and bilingualism; using the Internet to bring up bilingual chil- dren; and bilingualism in children suffering from Down syndrome, deafness, and dyslexia). The chapters are preceded by an introduction writ- ten by the editor. The book is divided into five

parts: (a) "Schooling and Foreign Languages"; (b) "Math, Music, and Multilinguals"; (c) "De- grees of Multilingualism"; (d) "Society and Lan-

guages"; and (e) "Individual Differences." The ed- itor is also the author of nine papers in this book.

The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages presents 21 articles dealing with a variety of issues con-

cerning multilinguals from around the world. The foci of the papers differ, as do the au- thors' views and interests in different multilin-

gual situations. The papers concern some major topics in the study of bilingualism and multilin-

gualism (e.g., language teaching and immersion

programs, bilingual acquisition, and multilingual- ism and math abilities) and other lesser-known topics (e.g., the role of sense and smell in

language learning; the relationship between mu- sical ability and language learning; language and the womb; foreign adoption and bilingualism; using the Internet to bring up bilingual chil- dren; and bilingualism in children suffering from Down syndrome, deafness, and dyslexia). The chapters are preceded by an introduction writ- ten by the editor. The book is divided into five

parts: (a) "Schooling and Foreign Languages"; (b) "Math, Music, and Multilinguals"; (c) "De- grees of Multilingualism"; (d) "Society and Lan-

guages"; and (e) "Individual Differences." The ed- itor is also the author of nine papers in this book.

135 135

This content downloaded from 128.235.251.161 on Thu, 4 Dec 2014 20:26:22 PMAll use subject to JSTOR Terms and Conditions

136 136

The other papers are written by Sara Ackerman

Aoyama,Jennifer Frengel, Marie Petraitis, Andrea Bader-Rusch, Manuela Gonzalez-Bueno, Suzanne Barron-Hauwaert, Nicola Kfipelikilinc (2 arti- cles), Cristina Allemann-Ghionda, Maria John- son, Konrad Gunesch, Raymond Federman.

There is an uneven variation of approaches, topics, methodologies, and databases, and the book lacks adequate coverage in the core ar- eas of child bilingualism and multilingualism. Moreover, the work of such renowned scholars as Joshua Fishman, Carol Myers-Scotton, Jiirgen Meisel, Shana Poplack, andJacqueline Toribio are neither cited nor mentioned, let alone discussed. On the positive side, this book offers many exam-

ples of people who experience the world from a multilingual perspective. It also tackles some common misconceptions held by nonspecialists about the multilingual mind and the multilin-

gual person (e.g., too many languages can cause brain overload; some languages are easier to learn than others; an adult cannot learn a foreign lan-

guage as fast as a child). On the whole, scholars of bilingualism and multilingualism are likely to be disappointed by Tokuhama-Espinoza's book; however, nonacademic bilingual readers and mul-

tilingual families may find some of the articles

interesting.

EDUARDO D. FAINGOLD The University of Tulsa

The other papers are written by Sara Ackerman

Aoyama,Jennifer Frengel, Marie Petraitis, Andrea Bader-Rusch, Manuela Gonzalez-Bueno, Suzanne Barron-Hauwaert, Nicola Kfipelikilinc (2 arti- cles), Cristina Allemann-Ghionda, Maria John- son, Konrad Gunesch, Raymond Federman.

There is an uneven variation of approaches, topics, methodologies, and databases, and the book lacks adequate coverage in the core ar- eas of child bilingualism and multilingualism. Moreover, the work of such renowned scholars as Joshua Fishman, Carol Myers-Scotton, Jiirgen Meisel, Shana Poplack, andJacqueline Toribio are neither cited nor mentioned, let alone discussed. On the positive side, this book offers many exam-

ples of people who experience the world from a multilingual perspective. It also tackles some common misconceptions held by nonspecialists about the multilingual mind and the multilin-

gual person (e.g., too many languages can cause brain overload; some languages are easier to learn than others; an adult cannot learn a foreign lan-

guage as fast as a child). On the whole, scholars of bilingualism and multilingualism are likely to be disappointed by Tokuhama-Espinoza's book; however, nonacademic bilingual readers and mul-

tilingual families may find some of the articles

interesting.

EDUARDO D. FAINGOLD The University of Tulsa

TONKIN, HUMPHREY, & TIMOTHY REAGAN. (Eds.). Language in the 21st Century: Selected Papers of the Millennial Consortiums of the Center for Re- search and Documentation on World Language Prob- lems. Philadelphia: Benjamins, 2003. Pp. vi, 209. $49.95, paper. ISBN 90-272-2832-9.

TONKIN, HUMPHREY, & TIMOTHY REAGAN. (Eds.). Language in the 21st Century: Selected Papers of the Millennial Consortiums of the Center for Re- search and Documentation on World Language Prob- lems. Philadelphia: Benjamins, 2003. Pp. vi, 209. $49.95, paper. ISBN 90-272-2832-9.

With contributions from international scholars in several fields (language diversity, language pol- icy, language rights, applied linguistics, linguistics, and education) this valuable collection of confer- ence presentations ranges widely, if a bit diffusely, in its 11 chapters. It has a stimulating introduction and equally stimulating conclusion.

Paul Berthiaux writes about English as a global language, rehearsing the obvious economic rea- sons for the dominance of that language and

noting the function of English as a force of mod- ernization and beneficial social change. The spec- ulations about the possibility of Arabic, Chinese, Esperanto, French, German, Russian, or Spanish displacing English appear as idle as they are

With contributions from international scholars in several fields (language diversity, language pol- icy, language rights, applied linguistics, linguistics, and education) this valuable collection of confer- ence presentations ranges widely, if a bit diffusely, in its 11 chapters. It has a stimulating introduction and equally stimulating conclusion.

Paul Berthiaux writes about English as a global language, rehearsing the obvious economic rea- sons for the dominance of that language and

noting the function of English as a force of mod- ernization and beneficial social change. The spec- ulations about the possibility of Arabic, Chinese, Esperanto, French, German, Russian, or Spanish displacing English appear as idle as they are

The Modern Language Journal 90 (2006)

unconvincing. Ulrich Ammon's examination of

global English focuses on the needs of the scien- tific community and the competitive disadvantage of scholars who cannot communicate well orally and in writing. This lack of competitiveness ex- tends even to scholarly publications in their native countries, where an English-language text is per- ceived as better. The proposal of a multinational Globalish as a neutral language based on the En-

glishes of many nonnative speakers is perhaps as odd as the name as silly, given that a language artificially torn from its roots becomes a tongue impoverished of cultural and historical context.

John Edwards's contribution on choices and constraints in considering language in the future is elegant, dispassionate, and magisterial. Dismiss- ing more than one sacred cow, he discusses, for

example, language death masked as an ecologi- cal problem, rather than a linguistic or histori- cal issue; identity politics as the appropriate ba- sis for language planning; or language contact as an invariably imperial process. Edwards pro- poses a rich agenda for research and policy, and he soberly reminds us that language planning is

merely a formal exercise, but that identity plan- ning will always be fraught with struggle and diffi-

culty. Mark Fettes coins the word interlingualism to mean a state of the world characterized by fluid intercourse among languages, a wishful linguis- tic environmentalism respecting diversity and in-

tegration of languages. Bj6rn Jernudd examines national language policies and the management of English in East and SoutheastAsia, ranging over

Malaysia, Indonesia, Cambodia, and Hong Kong. He concludes that the evolution and use of na- tional languages is a requirement for economic and democratic development. Luisa Maffi's de- lineation of the complex academic problems of

working with endangered languages makes an ur-

gent call for a politically and morally engaged linguistic science. Reviewing trade agreements, legal decisions, minority rights, and policies af-

fecting nonnationals, Jacques Maurais examines both the problems that arise when economic con- cerns take precedence over language rights and

language survival. He also considers the cultural

exception of French-speaking countries. Alamin Mazrui rehearses traditional arguments about lan-

guage death, diversity, and language survival with

respect to African languages. Teresa Pica's sweeping review of language ed-

ucation perhaps covers too much territory at too abstract a level. As she rehearses dozens of re- search studies, the reader is uncertain as to what

languages, ages and levels of students, or other factors are involved. At times one wants to ask

The Modern Language Journal 90 (2006)

unconvincing. Ulrich Ammon's examination of

global English focuses on the needs of the scien- tific community and the competitive disadvantage of scholars who cannot communicate well orally and in writing. This lack of competitiveness ex- tends even to scholarly publications in their native countries, where an English-language text is per- ceived as better. The proposal of a multinational Globalish as a neutral language based on the En-

glishes of many nonnative speakers is perhaps as odd as the name as silly, given that a language artificially torn from its roots becomes a tongue impoverished of cultural and historical context.

John Edwards's contribution on choices and constraints in considering language in the future is elegant, dispassionate, and magisterial. Dismiss- ing more than one sacred cow, he discusses, for

example, language death masked as an ecologi- cal problem, rather than a linguistic or histori- cal issue; identity politics as the appropriate ba- sis for language planning; or language contact as an invariably imperial process. Edwards pro- poses a rich agenda for research and policy, and he soberly reminds us that language planning is

merely a formal exercise, but that identity plan- ning will always be fraught with struggle and diffi-

culty. Mark Fettes coins the word interlingualism to mean a state of the world characterized by fluid intercourse among languages, a wishful linguis- tic environmentalism respecting diversity and in-

tegration of languages. Bj6rn Jernudd examines national language policies and the management of English in East and SoutheastAsia, ranging over

Malaysia, Indonesia, Cambodia, and Hong Kong. He concludes that the evolution and use of na- tional languages is a requirement for economic and democratic development. Luisa Maffi's de- lineation of the complex academic problems of

working with endangered languages makes an ur-

gent call for a politically and morally engaged linguistic science. Reviewing trade agreements, legal decisions, minority rights, and policies af-

fecting nonnationals, Jacques Maurais examines both the problems that arise when economic con- cerns take precedence over language rights and

language survival. He also considers the cultural

exception of French-speaking countries. Alamin Mazrui rehearses traditional arguments about lan-

guage death, diversity, and language survival with

respect to African languages. Teresa Pica's sweeping review of language ed-

ucation perhaps covers too much territory at too abstract a level. As she rehearses dozens of re- search studies, the reader is uncertain as to what

languages, ages and levels of students, or other factors are involved. At times one wants to ask

This content downloaded from 128.235.251.161 on Thu, 4 Dec 2014 20:26:22 PMAll use subject to JSTOR Terms and Conditions