Using a comparative and historical approach, this paper examines linguistic perspectives on minority education, specifically language-based explanations for the reading problems of working class minority group students. The paper first discusses the ways in which competence and performance theories of language treat the relation between language and social groups, then uses this discussion as a comparative backdrop to a reappraisal of the deficit and difference hypothesis of language usage. Next, the paper reviews the dynamics of class and minority status and discusses these dynamics in light of findings concerning two major types of linguistic/cultural mismatches in the classroom: (1) those of participation structures, and (2) those of dialogue-like versus monologue-like styles of discourse. On the basis of this review, the paper argues that the "mismatch" hypothesis must consider the ways in which institutional ideologies about language use and literacy influence classroom interaction. The paper then summarizes two studies focusing on the ways discourse coherence and processes of conversation influence literacy-related activities in educational settings. The paper concludes that such studies can enrich the understanding both of the role of culture in face-to-face communication and of the complex communicative events leading to the acquisition of literacy skills. (Contains an extensive bibliography). (FL)