摘要:This article focuses on the intersections among language, literacy, and culture, and what these intersections have meant for me personally, and what they can mean for students who have been marginalized, neglected, or made invisible by traditional understandings of the role of education. Although not linked conceptually in the past, the more recent tendency to connect language, literacy, and culture gives us a richer picture of learning, especially for students whose identities are related to language, race, ethnicity, and immigrant status have traditionally had a low status in many societies.