The language of a literate classroom is profoundly impacted by that which is included, excluded, ignorantly condoned, and perpetually presented with distortions. The article analyzes seven comprehensive frameworks: (1) diverse voices; (2) identities of the language users; (3) present and absent curriculum; (4) cognitive structures influencing thinking; (5) critical thinking and questioning; (6) chronological, geographical, and linguistic knowledge shaping schemata; (7) realities of society rather than issues; and (8) verbal and nonverbal language. These frameworks shape the development of the functional paradigms essential to developing literacy competencies in school classroom environments and lifelong literacy among learned people. (Includes a figure; contains 34 references.) (Author)