The need to recognize the presence and significance of language diversity in educational settings in the United States has become increasingly apparent to educators and educational policy makers in recent years. Among the more contentious debates about public education that we have witnessed have been those concerned directly with language and linguistic matters, not the least of which have been those dealing with the education of minority-language students in general and bilingual education programs in particular. Also, frequent touchstones for educational debate have been efforts to “recognize” African American Vernacular English as many children's first and dominant language variety—a matter of no linguistic controversy at all but one of immense political and educational controversy, as events in Oakland, California, made quite clear. Although of increasing significance and relevance, it is interesting that relatively few works have sought to target one of the more important audiences concerned with such debates: future classroom teachers. Issues of language and language diversity are largely absent from the teacher education literature, and preservice teachers are relatively unlikely to be exposed in any significant or in-depth way to such matters in their formal preparation (see Reagan, 1997). As David Corson notes in Language diversity and education, “A major challenge for beginning teachers is to understand how language differences construct and reflect ideologies and power relations, especially through the work that teachers do themselves” (p. 96). Fortunately, the two books under review here provide an excellent start for helping new and future teachers to develop the type of critical language awareness necessary if they are to meet the needs of their students more adequately.