The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and provides practical suggestions on how to address issues of power and improve civic education. [For Tonda Liggett's "Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community," see EJ1042318.]