ABSTRACT
The notion that second language education programs in the United States have often been divided into English as a second language (ESL), bilingual education, and foreign language education is well established (Davis, 1999). These differences exist for multiple reasons including the traditional separation of world language and English departments and the purposes of the constituencies for learning language. Differences or divisions in language education in terms of history, position, power, and privilege in turn affect the preparation and practices of teachers in these disciplines. However, such divides in practice, perceptions of the mission and vision of the others, and historical lack of collaboration between areas can be overcome. By doing so, advocacy for language learners can better be achieved for all. Working to alleviate tensions and better understand content expectations can help better prepare us for teaching and learning as well as provide practical opportunities for action in the realm of social justice.
