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There are many incomparable assets which clearly lift this book head and shoulders above other brief discussions of bilingualism and bilingual education. Foremost among them is the fact that the work clearly acknowledges that there are many kinds of bilingual education, each of which implies a societal (as well as a personal) role for the languages that schools teach, and teach in. This is definitely true for TSK's extensive introductory and concluding comments, but it is also very true for the papers by specialists from four continents who have been assembled to comment on the manifestations of bilingualism and bilingual education in their own countries. This brings to the fore another major asset of this volume: Its sweep is broad enough to include not only the US, Western Europe, and Eastern Europe, but Australia and South Asia as well – thus providing ample comparative evidence for the worldwide ubiquity of bilingual education of some kind, as well as the diversity within this ubiquity. The only topic I found missing was “classical written/vernacular oral” diglossic within-group bilingual education, but the taxonomy presented does seem to include virtually everything else I have ever come across in the realm of intergroup multilingual/multicultural education.