This chapter offers a situated account of English and vernacular literacy practices from a postcolonial perspective. Situated in ongoing endeavors in a variety of local contexts in Ahmedabad, Gujarat, India, where the author was raised and schooled, this chapter calls attention to some key educational sites through which these policy-related inequities are reproduced, and some ways in which individual teachers and institutions assume the responsibility to make conditions more just and equal. The chapter concludes with a discussion of how a postcolonial research framework allows one to understand not only grounded inequities around language policies in terms of historical colonial pasts, but also how fellow humans draw on particular rationalizations to harness the vernaculars and work toward moving all to more equal footings. This article seeks first to define postcolonial framework, and then, secondly, to determine the ways that postcolonial framework informs English and vernacular debates in applied linguistics.