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Chapter I: Contextualizing Bilingual Education

The intimate relationship between individuals and their vernacular languages can be discerned in allusions to language as the "mother tongue" -an expression which has acquired a deeper meaning following the discovery of infants' abilit>'i~to distinguish, from among many, their mother's voice and language. Unamuno, the great Spanish writer and philosopher, said it more dramatically: "My language," he said, "is the blood of my soul.'' This powerful manifestation of human groups has incited the curiosity of scholars through the centuries. In recent years many of these scholars have turned to the classroom as a useful laboratory for the study oflanguage. Classrooms are artificial settings responsive to the particular sociopolitical c.ontexts which affect the use of language. And it is in the classroom where a child's language is first scrutinized and judged by strangers. What the teacher understands or fails to understand, the expressions which are deemed appropriate and those which are not, force the child to confront the social rules governing language.1 Incompatibilities between the language variety learned at home and the standard deemed acceptable in school create problems for many children, even when they speak a variety of English as do those, for example, who reside in Appalachia or Harlem. But the