In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework of “communities of practice.” She highlights issues related to second language acquisition, students’ immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.
"Lynne Wiltse draws the reader into the interpretive quest. She uses a complex narrative process, displayingr ather than arguing for a multi-vocal presentation of textual knowledge..Thus the active reader is led through a process that may open up learning, rather than provide absolute 'truths' and irrefutable findings. This study points to solutions for developing English literacy in public school students from multi-ethnic and multi-language backgrounds..[It] could transform the learning environment for students who are still subject to the notion that speaking a language other than English (or French) in school is unacceptably rude and reduces their ability to learn the official languages." -Marilyn I. Assheton-Smith, University of Alberta (Emerita)