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Nationally, 10.4% of the 5 million identified English Learners (ELs) reside in rural settings, representing nearly 500,000 students. Research on rural ELs has neither captured this trend nor extended critical conversations surrounding rural community representation, systemic injustices, or linguicism. We present findings from the first national convening on rural EL education and research, where 53 scholars, educators, leaders, and community advocates participated to address the state of research and set a national direction for this work. Data derived from focus groups, documents, images, and audio recorded plenary summaries. Findings reveal the need to build upon community assets, establish a new heuristic that addresses rurality and EL student-family needs, and to remedy and repair historic injustices toward education renewal.