The need for change in the way language is understood and treated in schools is discussed. It is important: (1) to see the need for knowledge of the language situations of the United States, (2) to support training and research to obtain such knowledge, and (3) to change the relationship between linguistics and education. The language situation of Black Americans, Native Americans, and Spanish-speaking Americans, uses of language and ethnic heritage, and the issue of bilingual education for communities of Chinese, Japanese, Filipino, and others are addressed. Initially in the field of linguistics, language structure was divorced from language use, but now language use is included by most along with language structure. A linguistics that is truly the science of language and a foundation for education will need to be part of the study of communicative interaction. Linguistic competence needs to be viewed as part of communicative competence, and the character of competence needs to be understood in relation to the social history and social structure that shape it in a given case. The concepts of inherent heterogeneity and hidden hegemony in relation to language problems are discussed. Equality of opportunity and the development of the fullest linguistic potential of the child are also addressed. (SW)