ABSTRACT
Language education on the border is at least as complex as life itself on the border. In the most immediate sense there is a need to provide education for students who simply do not speak the language of instruction; without English, their chances for access to life opportunities in Havens, New Mexico, and throughout the United States, are limited. Socioculturally, language divides; the extent to which Anglo people are willing to learn another language and the extent to which knowing two languages is valued also characterizes the language challenge and struggle that faces students, teachers, and administrators in Havens’ schools. Those who are already bilingual, like Juan Dominguez, are a critical part of the language landscape-but are often taken for granted or go unrecognized in the realm of language in their school.
