Book Review | Educação Bilíngue no Contexto Brasileiro: perguntas e resposta – Volume 1 Línguas de prestígio – Organization: Maurício J. Souza Neto

Bilingual education in Brazil has grown significantly and rapidly in recent years, bringing with it both challenges and opportunities for educators and school administrators.

The book Educação Bilíngue no Contexto Brasileiro: perguntas e respostas, organized by Maurício J. Souza Neto, published by Pontes Editores, offers a rich collection of insights from 15 chapters written by some of the most relevant specialists in the field in Brazil. This volume is an essential resource for educators, school administrators, researchers, and publishing companies, shedding light on the diverse and complex scenario of bilingual education in Brazil.

The book is organized into 15 chapters which are divided into 5 sections: “Entre nortes e suis: legislação e políticas linguísticas para Educação Bilíngue”; “Abordagens e métodos para a Educação Bilíngue”; “Educação Bilíngue, planejamento, inovação e avaliação”; Educação Bilíngue, interculturalidade e diversidade: uma costura necessária”; and “Educação Bilíngue, neurodiversidade e inclusão”. Each chapter tackles key aspects of bilingual education that are introduced in the form of a question from an educator or school administrator that the chapter aims to answer. Not surprisingly, these are all questions we have heard over and over again since the rapid growth of bilingual education began in Brazil.

This publication has several strengths. First of all, the variety of authors provides diversity of perspectives, promoting a comprehensive understanding of the field. Another key strength is its commitment to bridging theory and practice. The chapters not only discuss or review the theoretical foundations of bilingual education but also provide concrete examples and/or practical ideas that educators can relate to.

For instance, the chapter on translanguaging, by Julia Landau, stands out for its detailed analysis of what translanguaging looks like in the classroom, for challenging our assumptions about the place of one’s first language in the bilingual classroom, and by providing clear principles upon which teachers can create translingual environments at school. Additionally, the book’s focus on the Brazilian context, where research on the existing bilingual education models is still scarce, ensures that the content is relevant and applicable to the challenges faced by educators in the country.

Another valuable feature is the fact that, despite being research-informed and written by specialists, the language of the chapters is accessible, making it intelligible to a wide range of audiences, including those with very little knowledge of bilingual education. Finally, the fact that there are chapters discussing issues such as inclusion, neurodiversity, diversity, and interculturality is an important step towards looking at bilingual education as Education and, as such, recognize its transformative potential. On that note, in a future volume I would really like to read about the current state of bilingual education in the public sector in Brazil and the possibilities for bilingual education to impact public education.

Well, I will finish by stating that Educação Bilíngue no Contexto Brasileiro: perguntas e respostas is a must-read for anyone involved in bilingual education in Brazil, especially for those who transitioned from ELT to bilingual education. The book offers a comprehensive pathway to learn about the main underpinnings and challenges of bilingual education in Brazil, helping professionals catch up with what the current research says about bilingualism and bilingual education. I highly recommend this book to anyone looking to deepen their understanding of bilingual education in Brazil, to make informed decisions in their contexts as well as to identify areas for further exploration.