{'fraction_non_alphanumeric': 0.028460543337645538, 'fraction_numerical': 0.003234152652005175, 'mean_word_length': 5.237903225806452, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Language varieties and situations

Here are four books on bilingualism in English-speaking countries: the United States, Great Britain, Australia, and Canada. When compared to each other, the books progress in focus from the particular to the general; from the relatively homogeneous to the increasingly heterogeneous; and from individual to group bilingualism to bilingual education to policy issues. The focus of Language acquisition of a bilingual child is a child and his home, family, and peers; of Aspects of bilingualism in Wales, a language within a nation; of Advances in bilingual education research, a language group within a nation; and of Linguistic minorities, policies, and pluralism, several nations, each with its linguistic minorities and policies. Fantini's Language acquisition of a bilingual child is the only one of the four that is unabashedly qualitative in its research approach. The book is based on a longitudinal case study of the language development of Fantini's own son, Mario, from birth to age 15. Mario was raised by Spanish-speaking parents in a predominantly English-speaking environment, Vermont, with frequent short stays in predominantly Spanish-speaking environments in Bolivia and Mexico. Fantini's method of study was direct observation accompanied by written notes the "speech diary" (Appendix 2) and occasional taped recordings of Mario's speech. The book reports findings based on analysis of these data up to Mario's age 10. The study follows in the tradition of other parents who studied their chil-