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U.S. Senate (1906/1974). The San Francisco Chronicle on segregation of Japanese school children. From editorial, November 6, 1906, as quoted in Senate document no. 147, 59th Cong., 2nd Sess. (1906), p. 30. Reprinted in S. Cohen (Ed.), Education in the United States: A Documentary History, Vol. 2 (p. 2972). New York: McGraw-Hill.

U.S. Senate (1943/1974). Description of education in the internment camps. From Miscellaneous Documents, 1-142, 78th Cong. 1st Sess. Document No. 96. Segreation of loyal and disloyal Japanese (1943), p. 11. Reprinted in S. Cohen (Ed.), Education in the United States: A Documentary History, Vol. 2 (p. 2977). New York: McGraw-Hill.

Unesco (1968). The use of vernacular languages in education. Report of the Unesco Meeting of Specialists, 1951. In J.A. Fishman (Ed.) Readings in the sociology of language (pp. 688-716). New York: Mouton Publishers.

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Valdés, G. (1996). Con respeto: Bridging the differences between culturally diverse families and schools: An ethnographic portrait. New York: Teachers College Press.

Valdés, G. (1997). Dual-language immersion programs: A cautionary note concerning the education of language minority students. Harvard Educational Review, 67(3), 391-429.

Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.

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Weinberg, M. (1995). A change to learn: A history of race and education in the United States, 2nd Ed. Long Beach, CA: California State University, Long Beach Press.

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Weinstein, B. (1983). The civic tongue: Political consequences of language choices. New York: Longman.

Weinstein, Brian. (1983). The Civic Tongue: Political Consequences of Language Choices. New York: Longman.

Weiss, B. (Ed.) (1982). American Education and the European Immigrant, 1840-1940. Urban, IL: University of Illinois Press.

Whiteman, M. Farr (Ed.) (1980). Reactions to Ann Arbor: Vernacular Black English and education. Arlington, VA: Center for Applied Linguistics.

Wiley, T.G. (1986). The significance of language and cultural barriers for the Euro-American elderly. In C.L. Hayes, R.A. Kalish, & D. Guttman (Eds.), European-American Elderly: A guide for practice (pp. 35-50). New York: Springer.

Wiley, T.G. (1990). Literacy, biliteracy, and educational achievement among the Mexican-origin population in the United States. NABE Journal, 14 (1-3), 109-127. (Washington, DC: National Association for Bilingual Education.)

Wiley, T. (1990-1991). Disembedding Chicano literacy: The need for a group-specific focus on adult literacy. Journal of the School of Education, CSU Stanislaus, 8(1), 49-54.

Wiley, T.G. (1991a). Literacy among the Mexican-origin population: What a biliteracy analysis can tell Us. AMAE, Journal of the Association of Mexican American Educators, 17-38.

Wiley, T.G. (1991b). Measuring the nation's literacy: Important considerations, ERIC Digest. Washington, DC: National Clearinghouse on Literacy Education, Center for Applied Linguistics. EDO-LE-91-04.

Wiley, T.G. (1993). Discussion of Klassen & Burnaby and McKay & Weinstein-Shr: Beyond assimilationist literacy policies. TESOL Quarterly, 27(3):421-430.

Wiley, T.G. (1994a). A review of James Crawford's Hold your tongue: Bilingualism and the politics of "English Only." Language in Society, 23(2), 306-310. (Cambridge University Press.)

Wiley, T.G. (1994b). Estimating literacy in the multilingual United States: Issues and concerns. ERIC Digest. Washington, DC: National Clearinghouse on Literacy Education, Center for Applied Linguistics. EDO-LE-93-94. http://www.cal.org/ncle/DIGESTS/WILEY.HTM

Wiley, T.G. (1996a). Literacy and language diversity in the United States. Washington, DC & McHenry, IL: Center for Applied Linguistics & Delta Systems.

Wiley, T. G. (1996b). Language planning and language policy. In S. McKay & N. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 103-147). Cambridge University Press.

Wiley, T.G. (1996c). Myths and realities about U.S. Literacy. NCLE Notes, 6(1), 1 & 5. Washington, DC: National Clearinghouse for ESL Literacy Education. http://www.cal.org/ncle/DIGESTS/Myths.htm

Wiley, T. G. (1998a). The imposition of World War I Era English-Only policies and the fate of German in North America. In T. Ricento & B. Burnaby (Eds.), Language and politics in the United States and Canada (pp. 211-241). Mahwah, NJ: Lawrence Erlbaum.

Wiley, T. G. (1998b). What happens after English is declared the official language of the United States. In D.A. Kibbee (Ed.). Language legislation and linguistic rights (pp. 179-194). Amsterdam: John Benjamins.

Wiley, T.G. (1998c). "Myths and Realities in the History of United States Language policies." Paper. Generations at Risk Conference: The Realities of Bilingual Education. Riverside, CA: University of California, Riverside.

Wiley, T. G. (1999a). Comparative historical analysis of U.S. Language Policy and Language Planning: Extending the foundations. In T. Huebner & K. A. Davis (Eds.), Sociopolitical perspectives on language policy and planning in the USA (pp. 17-37). Amsterdam: John Benjamins.

Wiley, T. G. (1999b). Ebonics: Background to the current policy context. In J. D. Ramírez, T. G. Wiley, G. de Klerk, & E. Lee (Eds.), Ebonics in the Urban Debate (pp. 8-19). Long Beach, CA: Center for Language Minority Education and Research (CLMER) CSULB.

Wiley, T.G. (1999c). Literacy: No one-size-fits-all solution. Effective instruction for English language learners (pp. 11-13). Sacramento, CA: California Policy Seminar.

Wiley, T.G. (1999d). Proposition 227: California restricts the educational choices for language Minority Children. Bilingual Family Newsletter, 16 (2). (Clevedon, UK: Multilingual Matters.)

Wiley, T.G. (2000a). Continuity and change in the function of language ideologies in the United States. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp. 67-86). Amsterdam, Netherlands: John Benjamins.

Wiley, T.G. (2000b). Proposition 227: California's new restrictions on the educational choices of language minority Parents and Children. Multilingual Educator, 1(1), pp. 34-35. (Los Angeles: California Association for Bilingual Education.) Reprint. Proposition 227: California Restricts the Educational Choices for Language Minority Children. Bilingual Family Newsletter, 16 (2).

Wiley, T.G. (2001a). On defining heritage languages on their speakers. Policy formation and implementation. In Joy Kreeft Peyton, Donald A. Ranard, & Scott McGinnis (Eds.), Heritage languages in America: Preserving a national resource, pp. 29-36. Washington, DC: Center for Applied Linguistics and Delta Systems.

Wiley, T.G. (2001b). Policy formation and implementation. In Joy Kreeft Peyton, Donald A. Ranard, & Scott McGinnis (Eds.), Heritage languages in America: Preserving a national resource, pp. 99-108. Washington, DC & McHenry, IL: Center for Applied Linguistics and Delta Systems.

Wiley, T.G. (2002). Accessing language rights in education: A brief history of the U.S. context. In J. Tollefson (Ed.), Language policies in education: Critical readings (pp. 39-64). (Mahwah, PA: Lawrence Erlbaum Associates.)

Wiley, T.G. (in press). A review of R. Phillipson (Ed.), Rights to language. Mahwah (NJ: Lawrence Erlbaum Associates). Modern Language Journal.

Wiley, T.G. (2002, April). Heinz Kloss revisited: National Socialist ideologue or advocate for linguistic human rights? International Journal of the Sociology of Language, (154), 83-97.

Wiley, T. G. (in press, 2002). Language policy and English-Only. In E. Finegan & J. R. Rickford (Eds.), Language in the USA: Perspectives for the 21st Century (Cambridge: Cambridge University Press).

Wiley, T.G., with de Klerk, G. (1999a). Introduction. In J.D. Ramírez, T.G. Wiley, G. de Klerk, & E. Lee (Eds.), Ebonics in the urban debate (pp. 6-7, and pp. 101-102). Long Beach, CA: Center for Language Minority Education and Research (CLMER) CSULB.

Wiley, T.G. & Hartung-Cole, E. (1999b). Model standards for English language development: National trends and a local response. Education 30 (10), pp. 1-17.

Wiley, T. G. & Lukes, M. (1996). English-Only and Standard English ideologies in the United States. TESOL Quarterly 30(3), 511-535.

Wiley, T.G. & Valdés, G. (2000). Heritage language instruction in the United States: A time for renewal. Editor's introduction. Bilingual Research Journal, 24(4), iii-vii.

Wiley, T.G., & Ricento, T. (2002). Language rights and educational access at the crossroads, past and present: Editors' introduction: Journal of Language, Identity, and Education,1(3).

Williams, G. (1992). Sociolinguistics: A sociological critique. London: Routledge.

Williams, S.W. (1991). Classroom use of African American language: Educational tool or social weapon? In C.E. Sleeter (Ed.) Empowerment through multicultural education (pp. 199-215). New York: SUNY Press.

Wodak, R., & Corson, D. (Eds.) (1999). Language policy and political issues in education, Vol. 1 Encyclopedia of language and education. Dordrecht, Netherlands: Kluwer Academic Publishers.

Wodak, S. (1998). Language and conflict: A neglected relationship. Clevedon, UK: Multilingual Matters.

Wolfram, W. (1994). Bidialectal literacy in the United States. In D. Spener (Ed.), Adult Biliteracy in the United States (pp. 71-88). McHerny, IL: Center for Applied Linguistics and Delta Systems.

Wolfram, W., & Fasold, R.W. (1973). Toward reading materials for speakers of Black English: Three linguistically appropriate passages. In R.H. Bentley, & S.D. Crawford (Eds.), Black language reader (pp. 172-184). Glenview, Il: Scott Foresman.

Wolfram, W., & Fasold, R.W. (1974). The study of social dialects in American English. Englewood Cliffs, NJ: Prentice-Hall.

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