British education scholars at the University of Birmingham, Blackledge (bilingualism) and Creese (educational linguistics) investigate the role, values, status, and practice of minority languages in Britain and entertain the possibility that complementary schools might be an avenue for teaching and valuing minority languages that mandatory schooling tends to homogenize out of society. Their perspectives include the ethnography of multilingualism, separate and flexible bilingualism in complementary schools, multilingual literacies across space and time, inventing and dis-inventing the national, and trans-languaging as pedagogy in the bilingual classroom. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)