We were thrilled to see the response to our French publications at the festival du livre de Paris. From bilingual education to cultural diversity, our books cover a wide array of topics aimed at promoting multilingualism, and they certainly seemed to strike a chord with the visitors. It was a pleasure to engage in thoughtful discussions and connect with fellow book lovers. We extend our heartfelt thanks to everyone who made the event a success!
Last week, we had the privilege of celebrating the launch of Ellen Bialystok’s latest book, “Bilingual Children,” in no less than the heart of France – the enchanting city of Paris. This event was more than just a book launch; it was a celebration of bilingualism, a testament to the power of language, and a testament to the growing recognition of the importance of bilingual education.
Our first rendezvous was at the Festival du Livre de Paris, an annual literary extravaganza that attracts authors, publishers, and book lovers from all corners of the world. Ellen Bialystok graced the event with her insightful discourse on her book, followed by a book signing session. It was a remarkable sight to see a line of people, young and old, waiting to get their copies of “Bilingual Children” signed by Ellen herself. This book is not just a read; it’s a journey into the world of bilingual children, filled with scientific research, personal narratives, and practical insights.
Inspiring, educating, and promoting multilingualism is at the core of our mission at CALEC. The reception to “Bilingual Children” and our other French publications at the Festival du Livre de Paris, as well as the insightful discussion at Salons of the Mairie, reaffirms our commitment.
We extend our sincere thanks to the authors, Ellen Bialystok and Fabrice Jaumont, and to our incredible team in Paris for their hard work and dedication. The success of these events was a collaborative effort, and we couldn’t be more grateful.
Stay tuned for more exciting events, book releases, and initiatives from CALEC. Until next year, Paris! đź“–
During this enlightening conversation, the three panelists delved into various aspects of bilingualism and education. The discussion highlighted the cognitive, social, and emotional advantages of learning foreign languages throughout life, emphasizing how bilingualism fosters cognitive flexibility, problem-solving skills, and empathy. The panelists underscored the power of bilingual education in nurturing cognitive development, enriching family life, and bridging cultural gaps.
The speakers also addressed the challenges and opportunities presented by bilingual education in the context of globalization and cultural diversity. While bilingual education faces obstacles such as limited resources, teacher training, and cultural resistance, it offers a unique opportunity to promote global understanding, inclusiveness, and cultural exchange. Supporting bilingual education in educational systems and communities involves advocating for policy changes, providing resources and support to educators and families, and raising awareness of the benefits of bilingualism. The conversation emphasized the crucial role of ongoing research, collaboration between researchers and educators, and professional development opportunities for teachers in advancing the field of bilingual education.
Join us at CALEC in celebrating our authors and partners, as we continue to champion language and cultural excellence in a diverse and interconnected world. Support us by ordering our books.
Part one, titled “Language and Cultural Identity,” includes four essays that focus on creating space for students’ linguistic and cultural heritage in the classroom, the assets and advantages of bilingualism, the particularities and limits of bilingual education in sub-Saharan Africa, and the importance and possibility of decolonial multilingual education through African mother tongues.
Part two, “Bi-Culturalism: African Culture and European Culture,” includes four essays on the place of heritage languages in the Cameroonian and Ontario school systems, visions for multilingual education in Côte d’Ivoire, translanguaging in indigenous Kenyan languages, and improving the quality of education in Africa using African languages for teaching.
Part three, “Multilingualism / Language Equity,” includes four essays on the urgent need for reorientation with regards to multilingual education advocacy in Africa, multilingual teachers for the multilingual classroom, multilingual glossaries for teaching and learning, and multilingual education for improved foreign language acquisition.
Part four, “Bilingual Education: Mother Tongue / French; Mother Tongue / English,” includes five essays on the need for bilingual education for the promotion of regional integration of communities in the eastern part of the Democratic Republic of Congo, bilingual schools as a social project, the power of multiliteracy in The Gambia and Ghana, the challenges and relevance of tone didactics, and Fulfulde-French bilingual education.
The book has received praise from various scholars and educators, including Zahra Kamil Ali, Permanent Representative of the International Organization of La Francophonie for the Americas, who notes the strength of the book’s approach in different linguistic contexts. Maya Angela Smith, Associate Professor at the University of Washington, praises the book for prioritizing the lived experiences of multilingual students and providing valuable models for the rest of the world. Teboho Moja, Professor at New York University and the University of the Western Cape, highlights the book’s evidence that children underperform in schools not because they lack the ability to learn, but because they struggle with the languages used in school.
A Bilingual Revolution for Africa provides a positive and constructive vision for the future of bilingual education in Africa. It challenges the myths and obstacles that have retarded the development of dual-language education and offers a means to achieve economic growth and develop human capital within Africa’s multilingual environments. This book is a must-read for anyone interested in the power of language and its impact on human development.
The Festival du Livre de Paris is an opportunity for book lovers and industry professionals to come together, discover new books, and engage with authors. This year, CALEC is proud to host two notable authors during the festival. On Friday, April 21 at 3pm, Ellen Bialystok will give a talk and sign books at our booth. Ellen Bialystok is a renowned author who has published numerous books and articles on bilingualism and cognitive development.
On April 22 in the afternoon, Fabrice Jaumont will sign his latest books at our booth. Fabrice Jaumont is a leading expert on bilingual education and has published several books on the topic. His first book, “The Bilingual Revolution: The Future of Education is in Two Languages,” has been praised for its insights into the benefits of bilingual education and the importance of promoting multilingualism.
CALEC is thrilled to be part of this exciting event and to showcase our publications on multilingual education. We believe that promoting multilingualism is essential to fostering understanding and respect among different cultures and communities. We invite everyone to join us at the Festival du Livre de Paris to celebrate the power of language and diversity. Come visit our booth (B27) in the Aile Suffren and meet our authors, Ellen Bialystok and Fabrice Jaumont. We look forward to seeing you there!
The study of multilingualism is a relatively young science. At the same time, the number of multilingual individuals worldwide is increasing , and the view of multilingualism is changing rapidly in the professional world.
In this book, Multilingualism and Cultural Fluency in the Professional World, we wish to examine the realities, opportunities, and challenges of being multilingual and culturally fluent in today’s and tomorrow’s professional world. This book, therefore, tries to answer two main questions: why are multilingualism and cultural fluency relevant in the professional world, and how can we effectively prepare future professionals best to be multilingual and culturally fluent?
The world economy is indeed more global and multicultural than ever before. In the global world, advanced personal and professional skills are needed, including communicating efficiently in different languages and across different cultures. In this context, multilinguals are not only sought after in niche professions such as diplomacy or translation services: nowadays, more traditional fields, organizations, and firms have a global reach, and multilinguals can bring a different view or perspective on a particular issue. They can help think “outside of the box” and offer creative solutions that can be decisive during the decision-making and problem-solving process.
In the last twenty years, the advantages of being multilingual have become increasingly apparent. The book aims to show that multilinguals can more efficiently help navigate language and cultural barriers and differences in various industries and company cultures. This is an asset in a world where cultural differences can tremendously affect organizations and teams. This need is reinforced by the fact that global teams are less bound by location since the covid crisis facilitated remote work.
In the meantime, multilingual education exists everywhere in the world. Canada’s immersion programs in North America started as early as the 1960s. From there, multilingual education spread to the United States and is now considered a very efficient education model. Multiple stakeholders are now involved in multilingual education, from groups protecting minority languages to states aiming for internationalization or unity. More and more, however, programs seem to revolve around a rationale including global and local benefits for individuals, shifting the target of multilingual programs from minority to majority groups. At the same time, the politics of multilingualism, the debate around teaching methods, or the shortage of highly qualified teachers can be ongoing issues in implementing and managing multilingual programs.
In the first book section, we will offer a diverse perspective on multilingualism and multiculturalism and answer the following questions: Do multilinguals with two or more majority languages have a competitive advantage in global economies? Is there a link between multilingualism and economic growth? Is mastering a heritage language beneficial or a hindrance in the professional world? Is multilingualism valuable for employment? Is cultural fluency a must-have along with multilingualism in the global workplace? Are multiculturalism and multilingualism the same? What is the relation between multilingualism and cross-cultural abilities or cultural fluency?
In the second section, we aim to discuss the conditions upon which educational systems or academic programs can prepare students for a global workplace. Guiding questions could include: How can we effectively train future workers to become multilinguals? Must any public and private education alike be multilingual to be future-ready? What forces can support or hinder the development of a multilingual education program? What kinds of teachers’ backgrounds, perceptions, or instructional practices support multilingual programs? What student outcomes promote democracy and human rights, and what types and proficiency levels allow individuals to take advantage of global opportunities? Are the skills and competencies needed for these outcomes different? What context and constraints exist in the policy and practice of multilingual education? At a different level, the book could discuss the different types of international organizations and see current recruitment conditions or language policies within these organizations or companies. More generally, it will be possible to determine which languages ​​are most in demand and why? Finally, the book could look at further education institutions and examine their conceptualization of multilingualism.
The authors will offer various insights into different multilingualism and multiculturalism practice models. Chapters will cover different world areas, disciplinary approaches, and languages​. This book will also provide insights into developing multilingual and multicultural teams as a strategy for a diversity of thoughts and means to achieve more significant results. Through selected cases, this book will also highlight the commitment of various education systems to multiple forms of multilingual and language education to ensure that the next generation is prepared to thrive in our global reality. Finally, the book will propose solutions to advance students’ language and cultural competencies, preparing them to be future productive bilingual and multicultural citizens.
Our target audience comprises people with diverse backgrounds, such as working professionals, educators, academics, policymakers, and members of civil society. The goal is to make this book widely accessible.
Authors who are working on the topic and are interested in having their work considered for this book must submit the following to the CALEC’S editorial team at editors-ac@calec.org before May 1st, 2023.Â
Statement of interest (half a page)
Title and subtitle of the chapter
A 200-word abstract outlining the paper and responding to the questions:
What does the author expect to achieve with their essay?
What are they offering? (Topic and solutions)
Writing sample (1.5 to 2 pages, Times New Roman, 250-300 words)
Description of illustrations (black and white only), if applicable
If applicable.
A brief biographical note (half a page) should include the author’s experience in bilingual environments and affiliation to an institution if applicable.
Authors can write in French or English. Everything must be turned in in Word and a PDF document, Times New Roman, size 12, double spaced.
The committee will choose 15-20 chapters. If the author’s work is accepted, they will be contacted before May 1st, 2023. The author must turn in their finished chapters before July 30, 2023. Each essay must be submitted both in a Word and a PDF document. It may have a minimum of 10 and a maximum of 12 double-spaced pages. Times New Roman, 1-inch margins all the way around (250-300 words or around 1700 characters, including spaces, per page).
Dr. Fabrice Jaumont is a scholar-practitioner, award-winning author, non-profit leader, and education advisor based in New York. He will give several talks in Rome and Naples in February 2023. On February 22, he will present his work at the University Roma Tre at the invitation of the Language Center. On February 23, the University of Naples Federico II will host his talk entitled: The Bilingual Revolution / La Rivoluzione bilingue : The Future of Education is in Two Languages / Il futuro dell’istruzione in due lingue, in partnership with Bilingualism Matters. In addition, he will meet with officials at the Italian Ministry of Education and Merit, as well as take part in discussions and book signings with several organizations.
CALEC and its editorial branches TBR Books and CALEC France Éditions participated in the 2022 Frankfurt Book Fair from October 19 to October 23.
Author Barbara Schindelhauer signed her new book, My Garden is a Square, co-authored with Mark Hansen, and author Fabrice Jaumont gave a talk and signed copies of his new book, Conversations on Bilingualism.
OĂą ? Au Lavoir (chez Gymglish) au 65 rue de Reuilly, 75012 Paris
TBR BOOK, the publishing arm of CALEC, Center for the Advancement of Languages, Education and Communities, a non-profit organization focused on promoting mul-tilingualism alongside Gymglish, specialist in online language courses, are pleased to announce the launch of The Word of the Month book. On this occasion, CALEC and Gymglish are hosting a book signing and discussion with the authors followed by a Q&A session and cocktail reception.
When? Monday 24th October at 6 p.m
Where? Le Lavoir (Gymglish headquarters), 65 rue de Reuilly, 75012 Paris.
