ABSTRACT
Changes in pedagogical practices, practices of the pedagogical practices, are often influenced by changes in educational policies. In the case of policies related to minority language rights in education, legislated and litigated language policies are of particular significance. It is not uncommon for the ebb and flow of educational policies to be at odds with the flow of pedagogical practices, thereby creating crosscurrents in legislated-litigated language policies and pedagogical practices. This book evolved out of an interest in the cross-currents created by the Students’ Right to Their Own Language Resolution (SRTOL), best described as an attempt by a professional organization (College Composition and Communication of the National Council of Teachers of English) to inform and influence educational policies and teaching practices related to the language rights and education of minority students. One could say that the SRTOL resolution created cross-currents, as it was at odds with the existing flow of education policies and teaching practices.
