The volume under review brings together a diverse range of theoretical and empirical perspectives on bilingualism and bilingual education, a burgeoning field of study with growing scholarly as well as public interest in the issue which involves an expanding number of the world’s population. This collection can be seen as the latest in a line of efforts to dispel prevailing myths about bilingualism. Meanwhile, it works to establish bilingualism as an exciting field of research where theories and practice in different linguistic, cultural, and ideological contexts can interact and cross-fertilize. The contributions in the volume are organized in three thematic parts, addressing the linguistic, pedagogical, and policy-related aspects of bilingualism. The opening piece in Part I Language Acquisition and Linguistic Aspects of Bilingualism is contributed by Piotr Romanowski, who examines the debated phenomenon of Non-Native Bilingualism (NNB) in Poland. The author first approaches the concept of NNB in the Polish monolingual context where parental recognition of the value of immersion learning has led to a host of creative measures to create a learner-friendly NNB environment. The potential of this approach is confirmed and elaborated in the empirical data gathered from 22 NNB families, with a conclusive observation that parents’ commitment counts and that the right communication strategies underpin success. The next chapter is contributed by Zofia Chłopek, who reflects on the relationship between language competences and metalinguistic awareness, a highly contentious issue in the bilingualism literature. The author revisits the notion of metalinguistic awareness (MLA) concerning the characteristics of a bi/multilingual individual and challenges the postulated parallel development of MLA and language competences. This raised doubt is explained in an empirical study with 122 bi/multilingual university students in Poland. The correlation results between the students’ self-assessed language competence ratings and their scores in a written translation task indicate that the number of appropriated languages and the attainment level thereof may have some bearing on MLA. Dealing also with grammar acquisition in bilingual learners, the subsequent chapter by Dorota Gaskins presents a focused case study on the processing strategies for picking up nominal inflections in the bilingual input. Putting the syntactic theory of Radical Construction Grammar to the test with her bilingual toddler, the researcher illustrates how the child’s unbalanced exposure to Polish and English – two very different languages with distinctive rules for noun usage – can lead to different patterns of acquisition. Apart from the evidence of language-specific features of acquisition, as predicted by the theory, Gaskins also notes a complex role frequency of exposure plays in influencing the trajectory of language development. Anne-Marie Bezzina and Joanne Gauci, in a corpus analysis of lesson recordings from Maltese secondary schools, evaluate the role of Maltese L1 and English L2 in the learning of French L3. Their results add support to the positive effect of L1 use in a foreign language classroom. The authors attribute the scaffolding role of L1 to the sociolinguistic values of codeswitching. The last chapter in Part I coauthored by Anna Verschik and Elīna Bone depicts the linguistic features of Estonian-Latvian bilingual speech based on a case study. The study finding tends to reverse the

中文翻译：

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双语和双语教育的当前研究，由 P. Romanowski 编辑

正在审查的卷汇集了关于双语和双语教育的各种理论和经验观点，这是一个新兴的研究领域，学术界和公众对这个问题的兴趣日益增长，这个问题涉及越来越多的世界人口。该系列可以被视为消除有关双语的普遍神话的一系列努力中的最新作品。同时，它致力于将双语建立为一个令人兴奋的研究领域，不同语言、文化和意识形态背景下的理论和实践可以在这个领域相互作用和相互促进。本书的内容分为三个主题部分，涉及双语的语言、教学和政策相关方面。第一部分语言习得和双语的语言方面的开篇由 Piotr Romanowski 贡献，他研究了波兰非母语双语 (NNB) 的争论现象。作者首先在波兰单语环境中探讨了 NNB 的概念，在这种情况下，父母对沉浸式学习价值的认可导致了一系列创造性的措施，以创造一个对学习者友好的 NNB 环境。这种方法的潜力在从 22 个 NNB 家庭收集的经验数据中得到证实和阐述，结论是父母的承诺很重要，正确的沟通策略是成功的基础。下一章由 Zofia Chłopek 贡献，她反思了语言能力与元语言意识之间的关系，双语文学中的一个极具争议的问题。作者重新审视了关于双语/多语种个体特征的元语言意识 (MLA) 概念，并挑战了 MLA 和语言能力的假设平行发展。对波兰 122 名双语/多语大学生的实证研究解释了这一提出的疑问。学生自测的语言能力评分与其在笔译任务中的分数之间的相关结果表明，挪用语言的数量及其达到水平可能对MLA有一定的影响。同样处理双语学习者的语法习得，Dorota Gaskins 的后续章节提供了一个重点案例研究，用于在双语输入中拾取名词性变化的处理策略。研究人员用她的双语幼儿测试激进结构语法的句法理论，说明孩子不平衡地接触波兰语和英语 - 两种截然不同的语言，具有独特的名词使用规则 - 会导致不同的习得模式。除了该理论所预测的语言特定习得特征的证据外，加斯金斯还指出，暴露频率在影响语言发展轨迹方面起着复杂的作用。Anne-Marie Bezzina 和 Joanne Gauci 在对马耳他中学课程录音的语料库分析中，评估了马耳他 L1 和英语 L2 在法语 L3 学习中的作用。他们的结果支持在外语课堂中使用 L1 的积极效果。作者将 L1 的脚手架作用归因于代码转换的社会语言学价值。由 Anna Verschik 和 Elīna Bone 合着的第一部分的最后一章基于案例研究描述了爱沙尼亚-拉脱维亚双语语音的语言特征。研究结果倾向于扭转