In her latest book, she engages readers in a fascinating and innovative analysis of how Cantonese-speaking students, peers from other language backgrounds, and teachers in a Toronto secondary school negotiate the complex influences shaping their personal, collective, and academic identities. Her stance, that schools must better meet the needs of linguistically diverse students and legitimize a place for languages other than English, is aptly captured in the title quote from African American educator Carrie Secret (cited in Goldstein, p. 53) regarding the California Ebonics debate.