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Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way.

This article investigates the need for both a theoretical and a practical way to understand the construction of linguistic and social competence as perceived by emergent bilingual and multilingual students of color in an American urban elementary school.

While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. Many of these secondary students are long-term English learners (LTELs), students who have been in U.S. schools for seven years or longer.