The implications of the "Students' Right to Their Own Language" resolution on classroom teaching and practices point to a continual need to reevaluate how communicative actions--linguistic diversities--of students are central aspects of the work within composition courses. This article revisits the historical significance and pedagogical value of the resolution in its critique of student-teacher exchanges, in its advancement of strategies that invite language variations into composition courses, and in its proposal to support the expressive rights of students.