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Awareness of my unwitting role as a specialist in Fairclough's terms caused me to revisit my actions in the course of developing testing procedures and materials for Arapaho language classes in a local school district. I realize now that I could and would have supported the Arapaho teachers' positions more forcefully, had I been more aware at the time that their suggestions were attempts to maintain an Arapaho ideology and practice in the face of a hegemonizing process. The realization that my role served to diminish Arapaho control of the classroom led me to consider ways in which the specialist role can be used to maintain the non-dominant culture and ideology.
