This book, which investigates and compares responses to multilingualism in Canadian and British elementary level school boards, points to a strong resistance to the introduction of community languages and an insensitivity towards non-nativeness. Though high immigration levels in Canada led to substantial efforts to offer instruction in community languages and an awareness of the advantages of bilingualism, some groups, like the Caribbean dialect speakers continue to be treated as linguistically defective, and the nature of mainstream education continues the disadvantaged status of immigrant children.