Abstract
In our previous “At Last” essay, “The “Problem’ of English Learners: Constructing Genres of Difference” (Gutiérrez & Orellana, 2006), we identified a predictable genre that characterizes much research on English Learners. We noted how the genre may unwittingly perpetuate deficit constructions and keep us from identifying other issues for redress”such as structural and institutional inequalities that create the vulnerability of non-dominant students in schools and society. In this essay, we pose alternative ways of conceptualizing, examining, and reporting our work with English Learners and members of other non-dominant groups. We hope our suggestions will facilitate efforts to research, write, and think against the grain.