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"This book is a must-read for educators, counselors, and principals in primary and secondary schools. Teacher colleges should consider making the book required reading."
—PsycCRITIQUES

"Should teachers and citizens recognize that the various dialects, Englishes, and creoles we find around us--widely felt as wrong, broken, and bad--are in fact full valid sophisticated languages? The authors agree that the answer is yes. We badly need this strong affirmation....A book like this one helps us see subtle hidden but powerful realities of language that we need to understand for all good language teaching and language policy."
—Peter Elbow
From the Foreword

"At last there is a resource for educators that illuminates the range of English dialects and English-based creoles from around the world that students bring to school....The chapters pose essential questions that schools need to confront, especially those pertaining to social attitudes and power, and they suggest ways of revising programs to serve speakers of the world's Englishes more affirmatively."
—Carolyn Temple Adger
Center for Applied Linguistics

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"The book is a good collection of thought-provoking papers on the linguistic and educational tension created by the proliferation of vernacular Englishes and the need for language standardisation." --Language and Education, 2008

"If we believe…that all children have a right to literacy and education, then as professional linguists we are obliged to advocate for more humane and effective ways of achieving this. This will no doubt involve…confronting conservative, blame-the-victims folk models of language and education with the truth about what language differences mean and, perhaps more importantly, what they don’t mean. This volume…makes a significant contribution to this enterprise. I hope it will find its way into many teacher education programs."--Ronald Kephart, Language Policy (2008), 7: 377-379

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