What is unique about education for the “indigenous” children, those who belong to colonized ethnic groups? Given its special limitations and opportunities, how can indigenous education effectively address the needs of these children and their communities? With an overall focus on this second question, Francis & Reyhner address the first question in Part 1, laying a foundation for both the practical classroom strategies and the curriculum and materials suggestions elaborated in Part 2. Their preface states: “The idea that language learning and literacy can be enriched with the inclusion of indigenous languages is what this book is about.”