In this article, we offer a sociolinguistic view of where Aboriginal English (AE) andits use in the classroom are situated in the wider domain of minority varietylinguistics. We provide a sketch of some of the grammatical features ofAE varieties inBritish Columbia and its importance to cultural identity. We also survey theliterature focusing on what has been done in the past to "correct" Aboriginalstudents' speech and comment on why this approach is both culturally offensive andpedagogically damaging. We round out the article by providing a brief overview ofinitiatives that have been taken to conduct classes in AE in British Columbia andsome of their positive outcomes, and we propose a modified immersion program inwhich the language of the classroom for Aboriginal students is Aboriginal English.