Contents: S. Nieto, Series Editor Foreword. Contents: Preface. Introduction: Bilingual Life and Language Choice of Northside. Part I: Dilemmas of Speech and Silence. Accepting and Legitimizing Multilingualism. Promoting and Legitimizing English. Responding to Silence. Part II: Dilemmas of Discrimination. Resisting Anti-Immigrant Discourses and Linguicism. Oral Presentations, Accent Discrimination and Linguistic Privilege. Conclusion: Challenging Linguistic Inequities in Multilingual School Communities. Appendices: Hong Kong, Canada. Critical Educational Ethnography in Postmodern Times. J. Ngan, Developing Oral Presentation Skills.
Tara Goldstein, Gordon Pon, Timothy Chiu, Judith Ngan
"Tara Goldstein, a critical ethnographer and teacher educator,
deserves to be congratulated for her new book....Rarely do we find
such a successful integration of ethnographic research data,
critical theoretical analysis, and practical pedagogical
suggestions in a single volume as this one....This book is a
must-read for mainstream teachers, ESL/ESOL teachers as well as
teacher educators, critical education theorists, critical applied
linguists, and anyone who has an interest in anti-racist and
inclusive education."
—TESOL: Teacher Education Interest Section Newsletter"The variety
of perspectives on teaching and learning in a Canadian
multilingual, multicultural high school presents an opportunity to
reflect on personal beliefs and practices applied in any school
setting....Highly recommended."
—CHOICE"Goldstein advances a position which promotes both
multilingual and explicit English-learning activities in the
classroom - a position which takes account of the fact that
speaking and using a new language is not just about target language
acquisition, but also about identity negotiation and social
networks. Dealing with this complexity in classrooms is never going
to be easy, but 'Teaching and Learning in a Multilingual School'
gives us more than food for thought. It deserves a wide reading by
teachers, students and the wider academic community."
—International Journal of Bilingual Education and Bilingualism"The
book is unique in the way it draws upon playwriting and play
performance...as well as critical ethnographic methods and teacher
education practices. Goldstein's work makes a strong contribution
to educational research theory, multicultural education theory, and
multilingualism, while providing a text that is grounded in
practice and useful for practitioners in the field....presents
multiple perspectives on the complex issue of teaching and learning
in multilingual contexts as ways to draw the reader into the
tension produced by critical educational dilemmas."
—Childhood Education"In weaving together theory and practice,
Teaching and Learning in a Multilingual School is a rich resource
for all educators. Tara Goldstein and her research assistants,
contributors, and informants from Northside have provided us with
an invaluable, insiders' view whose broader pedagogical relevance
is assured."
—Journal of Language, Identity, and Education"Readers should not
miss the methods appendix, where Goldstein offers behind-the-scenes
discussion about the research team, ethical issues faced in the
study, and the playwriting process....Goldstein accomplishes her
objectives for this hybrid critical teacher education text means
that the book has many strengths. It is interesting and
theoretically complex, and the voices of the informants are clear.
The excellent critical pedagogy strategies and techniques Goldstein
suggests are applicable to classrooms in a variety of settings,
particularly in teacher education."
—Modern Language Journal"The combination of insights from
ethnography with suggestions for teachers is excellent....My hope
would be that a book such as this could somehow be made required
reading for all school personnel....I get excited just thinking
about the possibility of working with a teacher study/research
group using this book as a jumping-off point!"
—Suzanne Irujo
Boston University"Through a critical ethnography, including the
stories and performance pieces of teachers and students, Tara
Goldstein presents a portrait of the search for identity and
struggle for understanding in a multilingual school....The use of
theater, and dramatic representation of the struggle of immigrant
students and their teachers, is particularly intriguing."
—Donald F. Hones
University of Wisconsin-Oshkosh
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