This discussion draws attention to the discriminatory efforts of policymakers in Arizona to professionally marginalize public school teachers deemed to have an accent. In addition to debunking the linguistic and pedagogic validity of this policy, we emphasize the role of the media in the (re)construction and justification of language ideologies used to cast immigrants and language-minority groups in a negative light. To accomplish this, we have conducted a Critical Discourse Analysis of online responses to a recent "Wall Street Journal" article describing the Arizona Department of Education's latest attempt to oppress language-minority communities. Tapping into publicly advertised dialogues allows us to expose how media sources like the "Wall Street Journal" both emphasize and reproduce discourses that cement shared beliefs about minority groups. From this stance, we promote the benefits of linguistic diversity and advocate for the cultural and professional rights of teachers who speak English as an additional language. (Contains 1 table and 1 footnote.)