Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as Long-Term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.
S.
Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characteri. and yet remain identified as "learning English" in secondary school.
Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as Long-Term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.
S
