ABSTRACT
In the previous chapter, I discussed the pedagogical approach of promoting student multilingualism. In this chapter, I look at the work of teachers who promote English monolingualism in their classrooms. The chapter begins with an excerpt from an interview with Hong Kong-born English teacher Anne Yee, who implemented an English-only policy in her classroom as a way of providing her English as a second or other language (ESOL) students with more opportunities to practice English. Like African-American educator Lisa Delpit, whose quote on the importance of access to linguistic capital opens this chapter, Mrs. Yee believed that her students’ future economic prospects depended on their ability to communicate fluently and effectively in English.
