This work investigates the pedagogical necessity of shifting from a monolingual standard to a bilingual objective in modern foreign language classrooms. The authors, Judith Liskin-Gasparro, Manel Lacorte, and Virginia Scott, utilize their expertise in applied linguistics and foreign language education to bridge the gap between theoretical research and classroom practice. By analyzing six distinct case studies of second language use, they argue that current teaching methodologies must evolve to better reflect the realities of multilingual communication.

The text provides a specialized, academic examination of language pedagogy that is intended for professionals and researchers in the field of applied linguistics. Its focus on the transition toward bilingual objectives suggests a rigorous, theory-driven approach to modern classroom instruction.