This book approaches the theme of bilingual development from two perspectives: (i) a theoretical analysis of uneven development of bilingualism across writing systems, i.e., Chinese morphosyllabic literacy (chapters 2–4); and (ii) practical approaches to literacy learning and teaching shared by language learners and educators (chapters 5–7). As a book especially devoted to bilingualism and literacy learning, this publication constitutes an up-to-date and welcome addition to the field of applied linguistics in general and should be of interest to second language educators and policy makers, as well as nonspecialist readers interested in this field.

The volume comprises nine chapters. Chapter 1 begins with a general introduction to the whole book and puts forward the four topics that are examined in the six chapters: (i) imbalances in bilingual development, (ii) systems and subsystems, (iii) cross-language and cross-writing system literacy, and (iv) language and literacy teaching. Chapter 2 elaborates on the two possibilities in bilingual development: the balanced and imbalanced kinds, with a focus given to the analysis of the latter, and the factors that contribute to this phenomenon. Chapter 3 then deals with the study of asymmetries in bilingualism, and emphasis is placed on exceptional circumstances of learning and acquisition, which include deafness, language impairment, and literacy disorders. The author puts forward a framework of mental architecture that emphasizes components and modules and the interconnectedness between them. Chapter 4 is concerned with two issues: the componential approach, and the contrast between alphabetic and morphosyllabic writing systems.

The next three chapters turn to applied research problems. Chapter 5 discusses the role of negative evidence in language learning, and proposes an approach for self-correction and revision. Chapter 6 examines the effectiveness of corrective feedback, in particular the kind that is available to learners in Computer Assisted Language Learning (CALL). The author proposes a number of ways in which second language educators can maximize the reliability and the effectiveness of corrective feedback in second language teaching. Based on the concept of content-based language instruction (CBI), chapter 7 retraces the origins of second language immersion, currently a popular instructional model in bilingual and second language education. The author makes a special effort to clear up the misunderstandings concerning immersion and bilingualism, and suggests a combinational model of language learning objectives and content lessons. Chapter 8 outlines a selection of recent studies, which the author advises students of bilingualism to read as it provides a very useful background for the other chapters in which various specific facets of bilingualism and literacy learning are explored. The final chapter brings the book to a close by summarizing the four major topics covered, and gives a critical review of the conclusions reached by Stephen Krashen in a series of his papers concerning second language acquisition and teaching, known as the Taipei lectures.

A useful glossary of specialist terminology is provided at the end of the book for readers new to the study of bilingualism and literacy learning.