Lucero, AudreyFlores Gutierrez, Misael2022-02-182022-02-182022-02-18https://hdl.handle.net/1794/27061English learners are a fast-growing population, and the English learner (EL) classification is designed to support students’ academic success who are learning English in school. While there is documented evidence that the EL classification is beneficial, there exists a growing body of research that suggests prolonged classification, more than five to seven years, produces negative consequences. When students are EL classified for more than five to seven years, they become known as Long-term English learners. To date, we know very little about these students’ lived experiences and how prolonged classification may lead to stigma, a consequence described in the literature, yet not examined using a conceptual framework. To address the gap in the literature, I use qualitative ethnographic methods to examine the extent prolonged classification may produce stigma using the Link and Phelan (2001) stigma framework. I find that the EL classification does produce stigma based on Link and Phelan’s stigma framework. However, prolonged EL classification is not a leading factor in the production of stigma. Indeed, stigma begins as early as kindergarten for students in this study. Furthermore, I find that the ELD class functions as an apparatus that wields power and control over human bodies and is the primary source for the production of stigma. The findings of this study may help policymakers, academics, and practitioners to find better ways to support the development of the English language for students whose first language is not English.en-USAll Rights Reserved.Electronic Thesis or Dissertation