A Selected Bibliography of Writing About

A Selected Bibliography of Writing on Multilingual Schooling by TARA GOLDSTEIN Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto 252 Bloor Street West Toronto, Ontario, Canada, M5S 1V6

Updated: October 5, 2010

PERFORMED ETHNOGRAPHIC SCRIPTS Goldstein, T. (2003) Hong Kong, Canada (immigration, language issues at school) Goldstein, T. (2003) Satellite Kids (immigration, language issues at school)

DESCRIPTIONS OF PERFORMED ETHNOGRAPHY SCRIPTS

Goldstein, T. (2003). Hong Kong, Canada (Published in my book Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas which is published by Lawrence Erlbaum, now available through Routledge).

Originally written in 2001 and published in 2003, Hong Kong, Canada is based on findings from a four-year SSHRC–funded critical ethnographic case study (1996-2000) of a Canadian high school that had recently enrolled a large number of immigrant students from Hong Kong. The play tells the story of Joshua, Wendy, and Sam, the editor, assistant editor and advertising manager of the student newspaper as they struggle with the fallout of having published a controversial issue of the school paper.

Goldstein, T. (2003). Satellite Kids (Currently unpublished. Excerpts published in Asian Pacific Journal of Education 27(2): 131-155)

Satellite Kids is a companion piece to Hong Kong, Canada. It tells the story of Wendy Chan, Evelyn Chan and John Lee, three students living and going to high school in Toronto, while their parents live and work in Hong Kong. Rather than take their children back to Hong Kong, some parents decide to keep their adolescent children in Toronto and commute back and forth. The play focuses on the ways the guidance counselor at the school engages with the Chan and Lee families and the ways that Wendy, Evelyn and John engage and disengage with the task of learning and speaking English.

ACADEMIC WRITING ON MULTILINGUAL SCHOOLING

Goldstein, T. (2008). The Capital of "Attentive Silence" and its Impact on English Language and Literacy Education In: Allan Luke and James Albright (Eds.). Bourdieu and Literacy. Mahwah, NJ: Lawrence Erlbaum.

The purpose of this chapter is explore what happens when the notions of "linguistic capital" and "cultural capital" (Bourdieu 1982/1991) are teamed up the notions of "peer social capital" (Valenzuela 1999) and "attentive silence" (Cheung 1993) to explain adolescents' language and literacy practices in a multilingual high school. Although it is not typically discussed in educational research, “silence talks” (Gerrard & Javed, 1994, p. 65), and I argue that an analysis of its presence can offer something significant to research on language practices and

1 literacy education. In making this argument, I draw upon the findings from a four-year SSHRC-funded critical ethnographic study (1996-2000) that investigated how immigrant high school students born in Hong Kong used Cantonese as well as English to achieve academic and social success in a Canadian school where English was the language of instruction. The chapter begins with a brief discussion of the ethnographic research methodology underlying the study. It continues with an ethnographic description of the language and literacy polices that were in place at the multilingual high school. This description is followed by Bourdieuian sociolinguistic analysis of the Cantonese-speaking students’ language practices at school, and the impact these practices had on their literacy education. As part of this analysis, I look at the students’ practice of using “attentive silence” to accumulate "peer social capital" and the impact this practice had on literacy learning. The chapter concludes with a discussion of the implications the research findings have for literacy education in multilingual schools, and a discussion of the kinds of pedagogical practices that might enhance literacy learning in these schools.

Goldstein, T. (2003). Teaching and Learning in a Multilingual School: Choices, Risks and Dilemmas. Lawrence Erlbaum Associates, 221 pages.

This book was written for teachers and teacher educators working in communities that educate immigrant children who do not speak English as a first language. At the center of the book are findings from a four-year SSHRC-funded critical ethnographic case study (1996- 2000) of a Canadian high school that had recently enrolled a large number of immigrant students from Hong Kong. The arrival of these students, who often choose to speak Cantonese at school, had an impact on the school’s linguistic and cultural environment and ways teachers and students have traditionally worked together. There were a variety of new issues and dilemmas that had to be thought-through and negotiated. Working through these academic and linguistic dilemmas was not easy. There are a number a ways of thinking about and responding to different issues and dilemmas and not all teachers and students agreed upon what is the most effective way of moving forward. The book is about the multitude of ways teachers and students in one school have thought about, responded to and negotiated these issues and dilemmas with each other.

Pon, G., Goldstein, T., & Schecter, S. (2003). Interrupted by silences: The Contemporary Education of Hong Kong-Born Chinese-Canadian Adolescents. In: Robert Bayley and Sandra Schecter (Eds.). Language Socialization and Bi-Multilingual Societies. New York: Multilingual Matters, pp. 114-127.

This book chapte explores issues of speech and silence in the multilingual classroom, in particular, how pedagogical strategies, which are intended to promote (English) speech in the English classroom, are interrupted by the silence of the Hong Kong-born Chinese students enrolled in the class. This interruption renders a site intended for speech a site of linguistic and racial tension as the Chinese students’ silence is considered burdensome and resented by some of the non-Chinese and even some Canadian-born Chinese youth. Often invoking Orientalist discourses, some of these students regard their classmates’ silence as an intellectual deficit, a lack of agency, and ultimately as a threat upon their own ability to secure a good quality education. We discuss how the silence of Chinese Canadian students, might be understood differently, by drawing upon Asian American scholarship, particularly the work of King-Kok Cheung (1993), which critiques the Eurocentric and masculinist conceptions of silence, and introduces a variety of modes or tonalities of silences.

Goldstein, T. (2003). Contemporary Bilingual Life at a Canadian High School. Sociology of Education, 76 (July): 247-264.

2 This article reports on a four-year SSHRC-funded critical ethnographic study (1996-2000) that investigated how immigrant high school students born in Hong Kong used Cantonese as well as English to achieve academic and social success in a Canadian school where English was the language of instruction. Working with Pierre Bourdieu’s (1982/1991) notions of “capital”, “social fields” and “markets” and Angela Valenzuela’s (1999) notion of “peer social capital”, I argue that immigrant students found a meaningful way to acquire the cultural capital of dominant society (i.e., good grades, educational credentials, entreé into higher education and access to middle-class and upper middle-class professions) by using ethnic- sociolinguistic resources and channels. However, since these resources and channels were not consistently legitimized by the school, their use created different kinds of dilemmas and tensions for students and teachers that needed to be negotiated in creative ways. In its discussion of these negotiations, the study contributes to current theory building around the discriminatory institutional experiences of language minority high school students and the literature on critical pedagogies for language teacher education.