"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)
