ABSTRACT
Long-term English learners (LTEL) are a growing population of secondary students that TESOL educators serve. As a result, it is important that the advocacy efforts of educators are tailored to the needs and strengths of this population. This chapter challenges predominant conceptions of LTEL students and uses the mother of an LTEL’s advocacy work as an instructional case for TESOL educators. Rather than focusing on how parents of LTELs can learn advocacy from educators, this chapter flips the script. Educators learn about advocacy through the experiences of Mrs. Ávila and her son Eduardo.
