who speak English as a second language. Again, Goldstein
reminds us of the idea of ''cultural capital'' as put forth by Pierre
Bourdieu in discussing the students' ability to access knowledge. She
also uses Lippi-Green's concepts of mutual responsibility in the act
of communication as well as the ''myth of the non-accent''.
The pedagogical discussion (''Anti-Discrimination Education in
Multilingual Schools'') explores ways teachers might respond to issues
related to accent discrimination and linguistic privilege. Finally,
the chapter includes ideas given by Judith Ngan in preparing an oral
presentation. It brings to the fore ideas by Gee (1996) who emphasizes
that students learn school ''discourses'', not language.
CHAPTER 7: Challenging Linguistic Inequities in Multilingual School
Communities. In this chapter, Goldstein starts with an excerpt of the
play in which the idea of ''opening and closing doors'' is used to
exemplify the conflicts involvedin language policies. In this short
conclusion, the author summarizes the different ways in which the
assumptions behind the established language policy for the school
district (which defended multilingualism) were both embraced and
contested by teachers and students.
In the section titled ''Challenging Linguistic Inequities in
Multilingual School Communities'' the author discusses some
pedagogical approaches that support student multilingualism. Following
sociolinguists Heller and Martin-Jones, she looks at approaches in
terms of whether or not they encourage the use of languages other than
English in the ''center stage'' or ''off-stage'' of the classroom
floor. In the section titled ''From 'What Is' to 'What it Could Be''',
the author argues for the possibility of a language policy in which
both teacher and student multilingualism is supported. In the final
section of this chapter (''Pedagogical Discussions: Promoting
Multilingual and English Learning Activities''), the author discusses
her own