ABSTRACT
This chapter examines the perceptions from the school level of monitoring attainment and other ‘issues’, and shows how the danger that disappearing resources and other political concerns affecting education may prevent the educational progress that is possible. Twenty languages are taught for credits in Toronto secondary schools. The relationship between cultural and linguistic experiences is recognised and in this and other ways, positive efforts are made to build on the links between language and education. The final report of the workshop on multicultural programmes of the Toronto Board of Education made clear the teachers’ responsibilities relating to racism, as follows: “Under certain stress conditions such as those presently with us of inflation and unemployment, unconscious discrimination can become active prejudice, which in turn leads to the ugliest forms of racism. Home economics teachers need to overcome any lack of background knowledge of the dietary laws and food habits of the pupils.
