ABSTRACT
In this chapter, I consider the right of students to their own language as that right is influenced by the broader social, cultural, psychological, economic and, most importantly, policy contexts in which they live. I do this by presenting the official portraits of non-dominant culture students, portraits painted by formal and dominant institutions and agencies. The portraits (painted with words) are a vehicle to argue that the linguistic suffering that students experience in schools and in the greater society is one part of the greater silent suffering that they endure. I also paint counterportraits that demonstrate the talents and strengths of these same students; counterportraits are unofficial, meaning they carry little influence or prestige when held up to dominant culture policy. Students’ compliance to the rigidly limiting linguistic demands of school may be one part of their official portrait as citizens. The quality of their linguistic lives, the opportunities denied them because of their linguistic origins, and the greater social contexts in which they live shape the shades, hues, tones, and nature of their official and unofficial portraits.
