sociolinguistics. The concepts of
''cultural capital'', as put forth by Bourdieu (1993), are mentioned
as a basis for some of the discussions in the book. Overall, the
ethnographic study found that, although the use of Cantonese helped
students achieve success, it contributed to linguistic and academic
dilemmas for the students as well as for teachers.
CHAPTER 2: Accepting and Legitimizing Multilingualism. This chapter
deals with the positive as well as negative consequences of an open
linguistic policy in the classroom. It focuses on the way a math
teacher, Mrs. Lo, used English, Cantonese and Mandarin in her
classroom. It initially details the positive outcomes of students who
were allowed to communicate in their first languages in order to
resolve difficult math problems in small groups. The chapter includes
excerpts of interviews where the teacher explains her use of Language:
English while presentingmaterials (''center stage''); Cantonese or
Mandarin on a one-to-one basis when students encountered difficulties
(''shared stage''); and Cantonese or Mandarin while providing academic
and personal advice to students beyond classroom hours
(''off-stage''). The author explains that the teacher's use of these
three languages is a reflection of her various roles as a teacher,
helper and ''counselor''. As she points out, the more recent views on
the connections between collaborative learning and race relations
informed Mrs. Lo's creative use of space and languages.
In ''Pedagogical Discussion: on linguistic accommodation'', Goldstein
discusses negative consequences of linguistic accommodations. She
agrees with the value of fostering multilingualism in the classroom,
but suggests that teachers provide a frank discussion of linguistic
practices in the classroom before each semester, in order to deal with
issues of exclusion and resentment.
In ''Further Reflection and Discussion'' Goldstein refers readers to
her play