ABSTRACT
A humanizing and socially informed reading pedagogy is built on the recognition of English-speaking bilinguals’ multifaceted linguistic abilities, regardless of their ongoing classification as English learners. For students who are considered to be long-term English language learners (LTELs), it is more than their bilingual backgrounds and racial positioning that permits their reading practices to be immediately attributed to their English proficiency level. The focus on creating a supportive literacy learning environment moves away from supposed deficiencies within students and attends to the pedagogical context. For students who are considered to be LTELs, it is more than their bilingual backgrounds and racial positioning that permits their reading practices to be immediately attributed to their English proficiency level. Many publications on the population focus on English learner, and its more recent counterpart, long-term English learner, as the analytic lenses for teaching.
