In the U.S., non-bilingual education designed for English speakers goes by many names--mainstream, regular, normal, English, and others. Drawing from research on discourse, normality, and framing, this conceptual paper examines each of the popular labels for English-medium education in the U.S., and demonstrates their unsuitability. Inspired by the discursive shift toward the term emergent bilinguals, a more accurate label is proposed for these non-bilingual programs and classrooms: monolingual education, highlighting the one feature they have in common. Naming classrooms as monolingual can reveal their subtractive nature, and embrace a discourse that positions bilingual and multilingual programs as normal, or even superior. A number of implications are addressed, for students, schools, and the education system.