subjected to the codes of a culture with which they are largely unfamiliar and from which they are disconnected. This is one of DelpitÆs main arguments, and she insists that children who are not familiar with the culture of power typically have less academic and social success in school than their peers who are familiar with the culture of power. Delpit also addresses the salience of language diversity and why it is important for educators to understand it to increase literacy and performance among non-mainstream culture students. For example, linked to family, community and identity, Delpit (1995, p. 53) maintains it is detrimental to stifle language diversity due to ethnocentric pedagogies, ôTo suggest t
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