Within the last several years, researchers working with linguistic minority children have focused increasingly on the development of the types of language proficiencies that are required to perform successfully in academic contexts. Most practitioners and researchers agree that, in order to succeed in schools, such learners must be given the opportunity to acquire academic, rather than everyday, language. Unfortunately, in spite of the growing interest in the kind of language that will result in school success, we currently lack a single definition or even general agreement about what is meant by academic language. This paper examines the conflicting definitions and conceptualisations of academic language and argues that limited understandings of bilingualism and of the linguistic demands made by academic interactions will lead to the continued segregation of linguistic minority children even after they have reached a level of stable bilingualism.