ABSTRACT
This chapter discusses general criteria for how a student’s English language proficiency is determined within particular states. It argues that long-term English language learner (LTEL) is a harmful interpretive lens for literacy teaching because it overlooks the complexity of reading. It is important to recognize the negative consequences for the individuals and communities that are at the center of educational reform that is motivated by damage-centered narratives. Specifically, it is necessary to talk about the consequences of the LTEL label and associated views about students. The first thing that is essential to know about the LTEL label is that it is the product of a specific set of educational policies. The predominant framing of the LTEL label marginalizes many young people’s sophisticated use of English and erases other relevant aspects of their identities and experiences. The chapter also presents an overview of the key concepts discussed in this book.
