Language in Society 42 (2013) doi:10.1017/S0047404513000304 OFELIA GARCÍA, Bilingual education in the 21st century: A global perspective. West Sussex: Wiley-Blackwell, 2009. Pp. xiv, 481. Pb. $40. Reviewed by ANASTASSIA ZABRODSKAJA Institute of Estonian and General Linguistics University of Tartu, Ülikooli 18, Tartu 50090, Estonia and Institute of Estonian Language and Culture Tallinn University, Narva mnt 29, Tallinn 10120, Estonia anastassia.zabrodskaja@gmail.com This book looks into the history and development of the bilingual education and pre- sents a comprehensive study of bilingual education practices. The chapters represent a wide range of subtopics, from definitions of bilingual education to the theory of bilingual education in the twenty-first century. The book comprises five parts. At the end of each part, questions are given to facilitate readers’ understanding of the content and re-think the issues raised by the author(s). The book ends with an appen- dix demonstrating myths and realities connected with the field of bilingual edu- cation. Ofelia García’s book, which also contains chapters solely authored and co-authored by Hugo Baetens Beardsmore, demonstrates to researchers and students just how fascinating bilingual education is, with respect to both theory and practice. Part 1, “Bilingual education for all,” gives an overview of definitions and charac- teristics used to describe types of bilingual education. Here, García claims that “bi- lingual education is the only way to educate children in the twenty-first century” (5). She goes further, claiming that “some form of bilingual education is good for all edu- cation, and therefore good for all children, as well as good for all adult learners [in lifelong language-learning situations]” (11). Part 2, “Bilingualism and education,” concentrates on two issues—language construction and “languaging” in different contexts. García reviews different terms for what is meant by language and standard language. She stresses that even in bilingual schools the standard academic language is valued and taught. She suggests that educators have to concentrate on the multiple discursive practices that constitute languaging, that is, “social practices that are actions performed by our meaning-making selves” (32). For her, dialects, pidgins, creoles, and academic language are examples of languaging, as there are differences between language practices at home, in communities, and in academic contexts. The author also examines the bilingualism of individuals. A definition of “translangua- gings” is proposed: “multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds” (45). Describing models of bilingu- alism, García introduces two additional models: recursive and dynamic. Then the possible cognitive and social advantages of bilingualism are discussed. Part 3, “Bilingual education policy,” provides an overview of bilingual educa- tion models and describes types of bilingual education, showing how heteroglossic 344 Language in Society 42:3 (2013) BOOK NOTES