This book explores the freedom to use the language resources we
have at our disposal to learn to our fullest, to engage in inquiry
about learning and teaching, and to go beyond the surface in topics
of schooling and education. Within a particular school context, the
author explores how these freedoms came into being, how they took
shape, and what they meant for the individuals involved. She shows
that the individual and social freedoms in which the teacher and
the learner operate within schools are important measures and
outcomes of intellectual development. In connecting language,
culture, learning, and intellectual development as freedoms in her
own life, the author explores a new way of seeing the role of
multiple languages in education and the freedom to learn.
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