Notes how the current emphasis on language instruction perpetuates the dominant culture. Explores the meanings first-grade children take from their oral language learning experiences and considers possible implications of those meanings and of the resistance shown by students to this production and reproduction of culture. (HTH)

Presents data from a literacy study of bilingual classrooms demonstrating that teachers have strong expectations and assumptions about literacy instruction, and that certain literacy methods, materials, and assumptions can also make literacy more difficult for the limited-English-speaking child. (HTH)

Presents the "Englishes" of children from different social backgrounds that are reflected in the forms and functions of their individual ways of communicating. Discusses implications of these language varieties for the classroom. (HTH)

Discusses how the socioeconomic "caste system" operates to differentiate education, and addresses questions concerning the definition of mainstream competence and the labeling of students as unfit or incompetent. Discusses the shortcomings of the three solutions for language incompetence. (HTH)

Discusses ways in which the regular classroom teacher can design language development programs for limited-English-speaking children. (HTH)