invitations, to be issued no later than 28 February 2011.

Teaching mathematics in diverse language contexts■ Teacher education for diverse language contexts■ Researching mathematics teaching and learning in multilingual contexts■ Mathematics, multilingualism, and society■ Student mathematics learning and experiences in multilingual classrooms

It is the IPC’s hope that the conference will attract mathematics education researchers,mathematics teacher educators, policy makers, and linguists who are interested and do workin the area of mathematics education and language diversity as well as mathematicsteachers in multilingual classrooms

the ICMI study 21 on mathematics education and language diversityis designed to enable researchers and practitioners around the world to share research,theoretical work, projects descriptions, experiences, and analyses

To gather together a community of researchers who are currently addressing issuesof language diversity as they relate to mathematics education;■ To reflect on the current state of research on these issues and propose a researchagenda for the future;■ To disseminate findings from research to date and issues for future work to the widermathematics education research community and to practitioners.

Around the world, mathematics is learned and taught in situations of language diversity.Whether through historical multilingualism, migration, colonization, globalization, or otherfactors, mathematics classrooms frequently involve multiple language use, learning throughsecond or additional languages, learning through minority or oppressed languages, orthrough majority or dominant languages.

Finally, in their essay, “Decolonial Skillshares: IndigenousRhetorics as Radical Practice,” Driskill (2015) advocates for embodiedlearning through the teaching and learning of indigenous languages,rhetorical traditions, and maker-practices.

King urges readers to learn more about the registers and valencesof Euro-American representations of indigenous peoples, as well asabout indigenous interventions in and resistance to them.

Rather than suppressing or ignoring possible studentThe Writing Center Journal 36.1 | 2017 223objections to this approach, Lovejoy advocates against the stigmatizationof the linguistic and rhetorical choices of Othered students, as well as forteacherly openness to the choice some students may make to composein EAE.

Young closes the essay with a call to reframe code-switching byteaching “how the semantics and rhetoric of African American Englishare compatible/combinable and in many ways are already features ofStandard English, and vice-versa

In Part II of Other People’s English, Young lays out the case forcode-meshing in clear, compelling, and unequivocal terms. In his firstessay, Young explains the racial politics at work in language ideologythat privileges EAE over and against othered varieties of English, partic-ularly African American Englishes. He points out the implicit or agenticracism that shapes teachers’ “address” of linguistic racism by “puttinganother dialect, evidently one favoured by those perpetrating prejudice,in the mouths of the disadvantaged” (p. 55). Young suggests that teach-ing students of colour to speak and write the favoured dialect ratherthan addressing the racism that, among other harms it inflicts, promotesthat dialect over and against students’ own languages constitutes akind of resignation to racism, in general, and to linguistic intolerance,in particular. In this first essay, Young advocates for a code-meshingpedagogy that teaches the conflicts associated with language use: thepower dynamics that inform the reception, valuation, privileging,and disenfranchising not only of dialects but also of their speakers andwriters. He urges teachers to acknowledge and address conditions ofracism and linguistic intolerance in their classrooms and beyond, ratherthan merely capitulating to them. Finally, Young notes the ubiquity ofcode-meshing in public discourse, both professional and political, andthe relative silence of the teaching profession on the prevalence and rhe-torical value of code-meshing. He argues that teaching more people toavail themselves of the linguistic and rhetorical potency of code-meshedEnglishes is a more politically responsible and pedagogically efficaciousapproach to the teaching of writing for all students.

Barrett demonstrates the grammatical-ity of all language and the role language ideology plays in establishingand sustaining the status of languages relative to one another. From theperspective of a linguist, Barrett makes a critical, qualitative distinctionbetween metaphorical code-switching (intrasentential, or within a sin-gle utterance or sentence), situational code-switching (intersentential,or between sentences or contexts), and code-shifting (the laying aside ofone language in favour of another

Barrett is a linguist; Young, from African American, writ-ing, and communication studies; Young-Rivera, from teacher education;and Lovejoy, from writing, literacy, and language studies. Each writeraddresses language and rhetorical diversity—code-meshing—from theirdisciplinary vantage point for an audience of both students and scholars.

While there is no easy exit from the morass of racial politics inNorth America and the roles assigned to teachers of writing, reading,and speaking within that morass, there are alternatives to thoughtlesslygoing along. If there is insufficient work within the field of writing stud-ies to teach us how to think more deeply and effectively about antiracistpedagogical practice in the writing centre, then perhaps we may findaid in published scholarship outside the field, as well as inspiration anda firmer footing for producing our own.

For over 20 years, I have been attending conference panels anddelivering my own conference papers, reading published material, andpublishing my own articles, chapters, and books that include a call forwriting centres to offer some critical account in our pedagogical practiceof racism in the teaching of tutors and tutoring in writing and to at leastconsider what might constitute an antiracist writing centre theory andpractice

The proverb points out that “impossible” is nota French word, but also suggests, perhaps, a national ethos or esprit decorps: an expression of rhetorical sovereignty that claims both a culturalidentity and a web of affiliative relations within that identity. Both218 Condon | Review: Other People's Englishphrases are examples of intrasentential code-meshin