It should be abundantly clear by now that issues of language and education are central to the wider debates surrounding the pluralist dilemma (May, 2008b). Opponents of multiculturalism often direct particular opprobrium toward the maintenance of minority languages, such as Spanish in the USA, and the models of bilingual education that support such language maintenance. We saw this clearly in the previous chapter in the accounts of both Schlesinger and Barry. Likewise, advocates of cultural and linguistic pluralism often invest education with the capacity to transform public policy – and, by implication, public attitudes – to their more pluralist ends. This is particularly evident in the longstanding educational literature on multicultural education (see Modood and May, 2001; Banks, 2009; May, 2009, for useful overviews).