This book is to fascinating that I have reread Part 1 three times now. I agree that discerning which passage resonates the most is extremely difficult. I noticed that so far all the passages I considered have been posted. We might as well have just but quotation marks around the whole book!
But I just found another gem that I think is worth sharing: "some youngsters may become more engaged in school tasks when the language of those tasks is posed in real-life contexts than when they are viewed as merely decontextualized problem completion. Since our long term goal is producing young people who are able to think critically and creatively in real problem-solving contexts, the instructional - and linguistic - implications should be evident."
Bottomline: It's not only what we say the matters but how we say it and why we say it!
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