ABSTRACT
Most literature surrounding the teaching and learning of Hispanic English learners (ELs) has focused on their similarities with the purpose of incorporating general approaches to fit all students within this population. As a result, the identities of Hispanic ELs have been filtered down to common cultural and linguistic traits that omit individualities. However, the truth is that Hispanic ELs from North, Central and South America, as well as the Caribbean, are all different. In many cases, Hispanic ELs do not speak Spanish as a first language or do not speak Spanish at all. The purpose of this chapter is to explore the uniqueness of indigenous Hispanic ELs and the practical implications of advocating for this student population inside and outside the classroom.
