Choosing any one alternative out of the three educational models provided by Joel Spring (2007/this issue) may not really be adequate for a new social-sociolinguistic theory for a potentially just world order. In this article, the author contends that as an alternative to the persistently degenerating consumerist model of the education security state, it may not be enough to borrow extensively from the classical, progressive and indigenous models but also turn attention to the dialectics between social theory and action and to language as multilinguality that mediates this interaction such as in the work of Habermas, Foucault, and Bourdieu; people also need to carefully examine such monumental efforts and their critiques in the field of education as the National Educational Policy Investigation in South Africa in 12 volumes and the National Curriculum Framework with all its 21 position papers divided into three volumes; namely, Curricular Areas, Systemic Reforms, and National Concerns. People need to think in terms of a language-based approach to social life (i.e., try to build models of future societies that will have multilinguality and its attendant social and psychological attributes at the centre of social theorizing and practice). It is only a socially grounded analysis of different discourse types including, for example, Habermas's "systematically distorted communication" and keeping in mind Foucault's claim that "language is, wholly and entirely, "discourse"; and it is so by virtue of this singular power of a word to leap across the system of signs towards the being of that which is signified"; and Bourdieu's demonstration how "habitus, capital and symbolic power" gets constituted in language that people may make a significant move toward social theorizing.