As a result of large-scale migrations from the less developed to the more developed countries, the multilingual, multicultural school is becoming a reality, not only in cities with traditionally large immigrant populations such as New York, Los Angeles, and Toronto, but throughout North America and Western Europe. Indeed, the 1990 U.S. Census shows that one in every seven children between the ages of 5 and 17 comes from a home where a language other than English is spoken. These major demographic changes have left many teachers and other school personnel unprepared to deal with the new realities of the multilingual, multicultural classroom. Edwards' brief volume is directed to mainstream classroom teachers who, if current trends continue as expected, will spend much of their careers in even more linguistically and culturally diverse schools than exist currently. Edwards' intent is to counter widespread myths about second language learning and bilingualism, and to assist teachers maximizing the rich educational resource that the multicultural, multilingual school represents.