This article would be of interest to those who study the history of second-language learning in the U.S. and the role of heritage languages. It provides a historical context for the current discourse of English monolingual dominance in the United States and its implications for the teaching and learning of heritage/community languages (HL-CL).After outlining common prejudices that typically underlie existing HL-CL programs (e.g. a deficit model of heritage language, the myth of the balanced bilingual), the article criticizes the "statist" agenda that currently motivates government support of HL-CL study, for the sole purpose of participating in the "ideological war" against enemies of the state. Given the lack of success of this approach in the Cold War era, the author calls for a reexamination of how priorities in funding and support of language instruction are established.#NativeSpeakers #Substantialmention #HeritageLearners #Standards #All #JournalArticle #PolicyorAdministrative #All #Curriculum #All5Cs