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This article contextualizes recent developments around issues of language and the new Common Core State Standards (CCSS) in terms of the classic distinction between literates and non-literates in the Great Divide debate. Using a social practices perspective to frame the issues, the authors argue that the CCSS reiterate the debate, and reflect an autonomous, deficit orientation. The authors argue that the deficit orientation embedded in language-related proposals around the CCSS hold negative consequences for policy and practice. The authors note the absence of critical engagement of these issues in the CCSS literature, and review major criticisms of the construct of academic language, a cornerstone of the new standards.