More than a decade into the 21st century, educators, activists and scholars continued to advocate for school policies and teaching practices that foster social justice and eradicate entrenched inequalities crossing economic, racial, gender, and linguistic lines. While the volume of research calling for, and documenting, social justice and critically focused approaches continues to expand, educational policies undergirded by a neoliberal ideology and agenda have also proliferated. Neoliberalism, an economic philosophy that positions the free market and global capitalist expansion as sacrosanct, influences diverse facets of U.S. public schooling, including teacher evaluation, teaching practices, and school funding. While researchers have recently begun to address the harmful consequences of neoliberalism with respect to the larger educational policy sphere, and its relationship to pedagogy, scholars have failed to examine its impact on the educational experiences offered to English Learners (ELs). This article offers a critique of the neoliberal paradigm of language learning education for ELs and EL education. The authors suggest that to enact teaching practices consistent with a sociocultural/sociolinguistic learning perspective, a decentering of the autonomous objective neoliberal subject is necessary. This decentering addresses not just language and content, but teachers and students themselves. Although this article is divided into sections addressing second language learning, teachers and students independently, the authors stress that a pedagogy of coming into composition maintains each of these as mutually participative elements that interact as a multiplicity. To begin to counter the neoliberal influence in the education of ELs requires attention to the interaction of these elements--teachers, students, and language--as a "set," rather than considering each of them in isolation.