''Hong Kong, Canada'' and suggests reflection exercises based
on the themes presented. She creates activities that explore concepts
such as ''private'' and ''public'' spaces. More importantly, she
brings to the fore the pedagogical and theatrical practices put forth
by Augusto Boal (1979).
CHAPTER 3: Promoting and Legitimizing English. This chapter is
dedicated to issues regarding the pedagogical approach of Mrs. Anne
Yee, a teacher who promoted English monolingualism in her
classroom. It starts with an excerpt from an interview with the
teacher, who implemented the policy primarily as a way of providing
her ESOL (English as a Second or Other Language) students with more
opportunities to practice English. Goldstein points out that the
''maximum exposure argument'' has been articulated before and is
reinforced by the media and academic discourses. In addition, the
teacher's defense of her policy enlists the concept of ''articulation
flexibility'',as in the speaking component of language as the only
parameter for proficiency. This view of language learning also
disregards any variations between language learners. In her critical
discussion of this teacher's pedagogical approach, Goldstein offers
the more recent advances on theories of language learning, where the
learning is instilled as a result of the construction of social
identities and ''investment'' in this complex social process.
In the section ''Pedagogical Discussion: Learning from the American
'Ebonics' debate'', Goldstein provides parallels between Northside and
the Oakland School Board decision to use African American English to
help students achieve oral and written proficiency in Standard
English. She reviews the ideas put forth by educators regarding this
issue, as well as how the decision was misinterpreted by mainstream
media. Goldstein then relates her own experience in an English-only
program at the University of Manitoba, in