Gravity Goldberg and Renée Houser have both been teachers of students learning English. Some of these students had conversational English down and were learning to use academic language, some were apprehensive and needed more confidence to speak English even though they understood most of what was said, and some came to school with only a handful of words in English and would sit silently in class. No matter what stage of language acquisition students happened to be in, Gravity and Renée believed that they deserved to be fully included in the classroom culture, experiences, and learning. They view having a second or third language as a huge asset and one that could only help a child.