for pedagogical purposes. The title
Goldstein's book is perhaps the best summary of its contents. There
one will find topics related to teaching and learning in a
multilingual school, where language choices, risks derived from those
choices, and dilemmas that often affect students and teachers are
discussed. In the critical evaluation that follows I will refer to the
very few shortcomings of the book and also point to its many merits.
The organization of the book has its advantages and its disadvantages.
There is some repetitiveness between the excerpts, the interviews and
the commentary sections. The many metalinguistic references to
different parts of the text can be a bit distracting. However, the
inclusion of a preface about language choice is a very wise decision
by the author. I especially liked the discussion of the word
''oriental'' and her decision to leavediscussion. Minor misspellings of the name 'Coelho'
are found throughout the text and once in the bibliography.
Most of these comments are minor problems in face of the innovative
organization and approach of the book. It presents us with what the
author calls a ''hybrid ethnographic text'' which combines insights
from ethnographic study with pedagogical discussions for educators
working in multilingual schools. Overall, this book should be
mandatory reading in pedagogy and diversity classes as ancillary
material and a source of discussion of linguistic policies.
REFERENCES
Bagno, M. 2004. A lingua de Eulalia: Novela socioling��stica. S�o
Paulo: Contexto.
Bagno, M. 1999. Preconceito Ling��stico: o que � e como se faz. S�o
Paulo: Loyola.
Boal, A. 1979. Theatre of the oppressed. London: Pluto Press.
Bourdieu, P. 1993. Sociology in question. London: Sage Publications.
Cummings, J. 1996. Negotiating identities: Education for empowerment
in a diverse society. Ontario,