Cummins states that the book’s purpose is “to follow up the synthesis of theory, research, policy, and instructional practice related to the education of bilingual and multilingual students that he outlined in two previous books some twenty years ago” (p.xxxiii). Cummins acknowledges that over that time, the field has undergone significant change, with progress in research, theory, policy, and teaching practices globally. Researchers largely agree on the legitimacy of bilingual education for majority and minority students; opposition often reflects ideological bias or lack of evidence. He explains that theoretical shifts include adopting dynamic models of bi/multilingualism and recognising translanguaging as a key, though debated, concept. Instructional practices increasingly acknowledge the value of drawing on students’ full linguistic repertoires, even in diverse classrooms. These developments are explored in 11 chapters, organised into three parts.

The first part is entitled Evolution of a Theoretical Framework: A Personal Account and provides some background and insight into the origins of the theoretical constructs Cummins has proposed over the past 45 years. Specifically, Cummins describes how he came to develop and posit constructs such as the threshold hypothesis, the linguistic interdependence hypothesis, and the difference between basic interpersonal communicative skills (BICS) and cognitive/academic language proficiency (CALP). The critical reflection he offers in this section of the book help show how these frameworks came into being, the empirical data upon which they were based, how they changed over time, and the implications for educational policy and practice. It is the personal reflection so clearly articulated in this section, engaging with academic scholarship, which this reviewer found a valuable aspect of this book.

Part 2, titled Critical Analysis of Competing Theoretical Claims, moves from narrating the development of theoretical constructs and frameworks to a more analytical exploration of the fundamental issues and the validity of how phenomena related to the education of minoritised students are framed. This section is not independent of Part 1; the content of Part 1 informs Cummins’ critique of his own critics in Part 2. Across the four chapters in this part, Cummins argues that the theoretical constructs of academic language, linguistic interdependence, and additive bilingualism are all consistent with empirical data. He takes the time to examine the key arguments that his ideas have raised within the academy and address their claims methodically, applying three criteria to his evaluation: (a) empirical adequacy (b) logical coherence, and (c) consequential validity. The visible consistency in approach, throughout what is the most complicated part of this book, leaves the reader assured of the legitimacy of Cummins’ critiques. The way in which Cummins’ compares the two major interpretations of translanguaging (pp.271-288) is an example of this.

Instructional Practice in Dialogue with Theoretical Concepts is the title of the last part of this book. It comprises of one lengthy chapter, addressing how the theoretical concepts discussed throughout Rethinking the Education of Multilingual Learners affect instructional practice as well as how practice has informed theory. Teachers are prioritised in this volume as knowledge creators when it comes to pedagogical translanguaging. Noteworthy, then, is the discussion in this chapter of different approaches to translanguaging that have been used in the classroom with impact. Indeed, most of the chapter consists of examples of translanguaging drawn from classroom practitioners, making the chapter a pertinent one to those educators seeking to understand how effective pedagogical translanguaging might look in their classrooms. At Barker, this contributed to the development of a learning environment supportive of multilingual learners across the school. Specifically, there has been direct application in professional learning and practices at Marri Mittigar, Barker’s special assistance school for students of refugee experience to support their social and emotional wellbeing as well as their understanding of subject specific concepts and content.

Some concluding comments. 464 pages is a hefty read, but there is a great deal that can be taken from this volume in both theory and practice. The appendices and notes at the end of each chapter consist of veins as rich to mine as the chapters themselves, reflecting the thoroughness and rigour evident throughout the book. For this reviewer, ultimately the value and importance of this volume for educational researcher, practitioner and policy maker is that it is Cummins reflecting on Cummins; he presents where his ideas came from, how they developed and were received by others, and the impact that they have had on teaching practice.