Purpose: The purpose of this paper is to discuss issues of contemporary language conflict in educational contexts. Design/methodology/approach: This is a conceptual paper which examines current educational practices and policies through the lens of linguistic hegemony. Findings: The authors identify three primary areas in which linguistic hegemony persists at present, including English-only policies, varied perspectives on language difference and harsh graduation mandates. Originality/value: The authors extend upon Antonio Gramsci's notion of hegemonic culture as well as Robert Phillipson's concept of linguistic imperialism in identifying current instances of linguistic hegemony in educational policies and practices throughout the USA.