The realities in Morgan’s stories are uncommon because what he writes is also common for students who have little or no English background with the English language. The only difference is the style through, which they approach their realities.
In the case study, it is clear that the teachers are in denial to accept the validity of the student’s realities and experiences and existence of previous learning experiences, whether home based or school based. To understand the concept of the teacher’s refusal to accept the student’s reality, the author explores the English learning experience of two Bangladeshi children who attend mainstream English lessons. The study was conducted at an inner city school because it was public and had multicultural policy settings. The first study indicated that the teachers’ approach to Abdul made him weak, in that, instead of bilingualism being beneficial to him; it became a challenge because his teacher made it difficult to accept his realities. The first study was supported by the Cummins’ theory of Common Underlying Proficiency. The second study showed that the teacher can make the student learn better if they understand and accept their realities. “It was noticed that in subsequent work an= number of changes occurred to the student’s writing” (Hammersley & Woods, 2014, 187). In the case of Mashud, he learnt bilingualism fast, because his teacher was willing to accept his reality and help him correct grammar and make the relevant changes in his composition. The study concludes with the reflections of Ms. Montgomery, where it is seen that although she does not understand the cultural diversity of the student, it does not hinder her from dealing with the realities of his student. “These doubts led Ms Montgomery to think carefully on broad issues related to cultural reproduction” (Hammersley & Woods, 2014, 188). By so doing, she achieves to hasten a