ABSTRACT
Putting aside the thorny issue of which, or whose, English would be represented, an English-only policy in an English language classroom presents relatively few problems from a terminological perspective. It presumably means precisely what it says: a monolingual approach with no other languages permitted. Problems rapidly arise, however, when we wish to discuss the alternatives. How do we refer to the language(s), other than English, that might be used in a bilingual classroom that does not adhere to the English-only line?
