Abstract
The population of ethnically and linguistically diverse children in U.S. public schools is increasing dramatically. Unfortunately, however, these children are often ill served in our public schools. Scholars such as Erickson and Schultz (1992) maintain that members of the educational community must explore carefully diverse children's actual experiences in schools in order to understand how to meet the educational needs of these children. This investigation focuses on the critical role of a cultural and linguistic mediator named Vue as he helped to elucidate the literacy learning opportunities of Deng, a Hmong child, in Deng's fifth grade mainstream classroom.
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