ABSTRACT
This chapter is about the cultural and linguistic minority language issues in Florida's public high schools, which are examined in the context of cultural impact, social and educational inequalities, and how enrichment may be attained through the prospects of improved teacher education. The chapter will first examine the historico-cultural background and its impact on education provision in what is a dynamic multicultural environment. This will be followed by an analysis of educational inequality based on quantitative and qualitative data collected by the authors that demonstrate the need to support Florida's limited English proficiency (LEP) population. The chapter will conclude by examining the notion of enrichment with reference to future prospects for teacher education
