Twenty-five North America was familiar terrain to students and teachers alike. Predominately first-language students were enrolled in contentbased courses. Students expected to read books, think critically, write essays, and take exams. They expected their teachers to guide them through the challenges of Shakespeare, Anglo-American literature, and the complexities of the research essay. Teachers crafted curricula and lesson plans to achieve these goals. At the turn of the millennium, the high school English classroom in many metropolitan schools from San Francisco to Montreal is a very different place. A striking change is the dramatic increase in students from other cultures who speak languages as diverse as Chinese and Urdu, or Russian and Spanish, and whose last homes might have been in cosmopolitan Hong Kong or in a refugee camp. Minority groups who had been known as part of the metaphors of melting pots and vertical mosaics in sociology textbooks now walked into English classes as visible, audible realities. The case of Toronto gives some idea of the dramatic changes in urban populations over the last 25 years. Until 1961, 9 out of 10 immigrants came from Britain and Europe under a highly selective immigration policy that favored skilled, healthy immigrants. Nonwhites, now referred to as visible minorities, made up 3% of Toronto's population at that time (Siemiatychi, 1998). Changes in immigration policy, new trade alliances, and wars in Africa, Vietnam, and India ©2001 International Reading Association (pp. 440-449)
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