One in four students in the US come from households speaking languages other than English, so the US would seem to be on its way to fulfilling the national and global bilingual goal that is considered essential in No Child Left Behind rhetoric. However, it appears that the media and politicians continue to use language and cultural diversity as if they were all about dominance. Language legitimacy, or what constitutes real language, becomes a powerful, yet dangerous, construct in the formation of educational policy. After examinations of Ebonics, American Sign Language, and foreign language teaching to native English speakers, contributors question the wisdom of the least restrictive environment policy. Perhaps, especially for deaf students, the policy should become the most enabling environment. Contributors stress that policy and practice in a pluralistic society must include democratic principles of interdependence and equality. Recommended. Teacher-education faculty and teacher candidates, upper-division undergraduate and above.

Choice

This text promotes and embraces improvement of diversity along a social activist theme. Student driven curriculum and self-esteem are propounded.

Library Media Connection

With the idea in mind that America will continue to move toward a truly democratic society, however slowly, the contributors of these eight articles and introduction examine the possibility that language and culture will eventually not be an impediment to fulfilling the idea that America is a democracy.

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