MARC record from Internet Archive

LEADER: 06875cam 22004094a 4500
001 9922836100001661
005 20150423145454.0
008 020221s2003 nju b 001 0 eng
010 $a 2002023159
015 $aGBA3-11422
016 $a20040005143
020 $a0805840168 (p : alk. paper)
029 1 $aUKM$bbA311422
029 1 $aNLC$b20040005143
035 $a(CSdNU)u216859-01national_inst
035 $a(OCoLC)49226150
035 $a(OCoLC)49226150
040 $aDLC$cDLC$dUKM$dNLC$dOrPss
042 $apcc
043 $an-cn-on
049 $aCNUM
050 00 $aLC3734.3.T67$bG65 2003
055 02 $aLC3734.3*
082 00 $a370.117/09713/541$221
100 1 $aGoldstein, Tara,$d1957-
245 10 $aTeaching and learning in a multilingual school :$bchoices, risks, and dilemmas /$cTara Goldstein.
260 $aMahwah, N.J. :$bL. Erlbaum Associates,$c2003.
300 $axxxii, 221 p. ;$c24 cm.
440 0 $aLanguage, culture, and teaching
504 $aIncludes bibliographical references (p. 203-209) and indexes.
505 0 $aSeries Foreword / Sonia Nieto -- A Word About Language -- Introduction: Bilingual Life and Language Choice at Northside -- The Case of Northside -- Academic Programming and Linguistic Diversity at Northside -- The Cantonese-Speaking Students at Northside -- Studying Language Choice -- Choosing to Use Cantonese at School -- Translation and Transcription Notes -- Risks Associated With Using English -- Dilemmas Associated With Using Cantonese -- Teaching in "New Times" -- Dilemmas of Speech and Silence -- Accepting and Legitimizing Multilingualism -- "At Times, People Learn Better From Their Peers" -- Commentary: Learning and Teaching in Cantonese and Mandarin -- The Fluidity of Language Choice and the Practice of Codeswitching -- On Public and Private Spaces in the Classroom -- On Interethnic/Interracial Relations in the Multilingual Classroom -- Codeswitching to Work Across Linguistic Differences -- Pedagogical Discussion: On Linguistic Accommodation -- For Further Reflection and Discussion -- A Collective Reading of Hong Kong, Canada -- Emotional Responses to Hong Kong, Canada: Personal Reflection -- Issues and Dilemmas Raised in Hong Kong, Canada -- Private and Public Spaces: Personal Reflection -- The Possibilities of Words Unspoken -- Promoting and Legitimizing English -- A Commitment to English -- Commentary: Insisting Upon English -- Student Responses to English-Only in the Classroom -- Pedagogical Discussion: Learning From the American "Ebonics Debate" -- For Further Reflection and Discussion -- Private and Public Linguistic Identities: Personal and Professional Reflection -- Journal Writing in English -- Imagining Carol's Journal Entry -- Looking at the Intersections of Race, Language, and Class -- Ambivalent and Changing Investments in English -- Responding to Silence -- "I Can Keep It in My Heart" -- "Everyone Has to Contribute" -- Commentary: Silences in the Multilingual Classroom, Co-Written With Gordon Pon -- Burdensome Silence -- Inhibitive and Attentive Silences -- Desires for Whispered Cantonese -- Pedagogical Discussion: Silences in the Multilingual Classroom, Co-Written With Gordon Pon -- Anne Yee, Greg Dunn, and Leonard Robertson -- Working With Inhibitive and Attentive Silences -- Alleviating Tensions in Small-Group Work -- Lowering the Stakes of Small-Group Work -- Alternatives to Small-Group Work -- For Further Reflection and Discussion -- Unearthing and Deconstructing Stereotypes Around Varieties of English -- The Myth of the Non-Accent: Personal Reflection -- Developing Communicative Competence and Confidence: Professional Reflection -- Performing and Engaging With Silence -- Speaking English and Acting White -- Dilemmas of Discrimination -- Resisting Anti-Immigrant Discourses and Linguicism -- Journey to Acceptance -- Beginnings -- Commentary: Negotiating Identities in "Hong Kong, Canada" -- Teaching and Learning in "Hong Kong, Canada" -- Opening Small Doors -- Journey to Acceptance: Challenging Assumptions and Rejecting Linguicism -- Pedagogical Discussion: On Rejecting Linguicism -- On Language, Authority, and a Schoolwide English-Only Policy -- For Further Reflection and Discussion -- The Complexity of "Who Am I?" -- Working With Controversial Language Issues -- Not Understanding What Is Being Said: Personal Reflection -- Responding to a Call for a Schoolwide English-Only Policy -- Oral Presentations, Accent Discrimination, and Linguistic Privilege -- No Pain, No Gain, by Timothy Chiu -- Commentary: Speaking With Different Accents -- On Classroom Presentations -- On Sharing the Responsibility of Communication -- Accessing the Target Language Community -- On Linguistic Privilege -- Pedagogical Discussion: Anti-discriminatory Education in Multilingual Schools -- Responding to Accent Discrimination and Linguistic Privilege -- Acquiring Discourse Competence -- For Further Reflection and Discussion -- Thinking About Accent and Race: Personal and Professional Reflection -- Thinking About Positive Evaluations of Different Accents: Personal and Professional Reflection -- Thinking About Linguistic Privilege -- Conclusion: Challenging Linguistic Inequities in Multilingual School Communities -- Contesting and Challenging Student Multilingualism at Northside -- Challenging Linguistic Inequities in Multilingual School Communities -- From "What Is" to "What Could Be" -- Pedagogical Discussion: Promoting Multilingual and English Learning Activities -- Hong Kong, Canada / Tara Goldstein -- Critical Educational Ethnography in Postmodern Times -- Introduction: On Hybrid Texts and Multiple Voices -- On Hybrid Texts and Representing Multiple Voices -- On Writing in Multiple Voices -- The Research Team -- Our Fieldwork -- Participation Observation and Document Analysis Activities -- Ethnographic Interviewing, Translation and Tape Recording Everyday Language Practices -- Hybrid Reading: Research Reports, Memoirs, and Plays -- Student Playwriting and the Politics of Researching "Other People's Children" -- Playwriting As Critical Ethnography -- But Whose Story Is It? -- Learning to Write Plays -- Getting Feedback and Revising -- Conclusion: On Rigor, Persuasiveness, and Trustworthiness -- Developing Oral Presentation Skills / Judith Ngan -- Demonstration Speech -- Outline of Lecture on Developing Oral Presentation -- Lecture on Developing Oral Presentation Skills.
650 0 $aLinguistic minorities$xEducation (Secondary)$zOntario$zToronto$vCase studies.
650 0 $aEducation, Bilingual$zOntario$zToronto$vCase studies.
650 0 $aEducational anthropology$zOntario$zToronto$vCase studies.
949 $aLC 3734.3.T67 G65 2003$i31786101826052
994 $a92$bCNU
999 $aLC 3734.3 .T67 G65 2003$wLC$c1$i31786101826052$d7/31/2006$e7/5/2006 $f8/9/2004$g2$lCIRCSTACKS$mNULS$n8$rY$sY$tBOOK$u6/28/2004