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AN ETHNOGRAPHIC/SOCIOLINGUISTIC APPROACH TO LANGUAGE PROFICIENCY ASSESSMENT , Charlene Rivera, Ed. Clevedon, Avon, England: Multilingual matters, 1983. Pp. 140.

And what is "an ethnographic/sociolinguistic approach?'" Rivera says, one "which places em­ phasis on the understanding of language use through the observation of children's language in naturally-occurring contexts" (p. xvi). We might call it "a data-driven approach," or, in the tradition of recent work on the reading process, "a bottom-up approach." Logically, the approach advocated in An Ethnographic/Sociolinguistic Approach to Language Proficiency Assessment (ESA) implies a complement: "a top-down," or "theory-driven approach" of which a particular genre was advocated by Jim Cummins at the same conference from which the papers in the volume under review are drawn. Cummins is quoted by Rivera as arguing for a "theoretical framework for relating language proficiency to academic achievement" (p. xvii). Therefore, the ethnographer-sociolinguist apparently takes both approaches seriously. Explaining further what an "ethnographic approach" is, Philips writes in the Introduction: