Long Term English Learners

"There has been an explosion of academic and popular articles lamenting the crisis of long-term English learners (LTELs) in U.S. schools. Although these students have spent many years in the U.S. school system (usually six or more), they remain classified as “learning English.” These publications frequently caution educators not to be seduced by LTELs abilities to use English (and other languages) in multifaceted situations. LTELs are frequently described as lacking proficiency in any language. For instance, a recent publication from the National Education Association describes their language as “imprecise and inadequate for deeper expression and communication.” Every time I read these types of description, I cringe. These characterizations are in stark contrast to the capabilities of the adolescents with whom I have worked. " Maneka Deanna Brooks "Does The Long-Term English Learner Label Hurt The Students It Was Intended To Help? "

Two main groups of LTELLs are generally identified: (a) students with inconsistent U.S. schooling, who have shifted between bilingual education, English as a second language, and mainstream classrooms with no language support programming, and (b) transnational students, who have moved back and forth between the United States and their family’s country of origin.

Useful Findings from Research

The needs of English learners in middle and high school—after they have been in the school system for several years—are distinct from other groups of EL or struggling students.
Most LTELs are socially bilingual, meaning that it can be difficult to identify English learners in later grades who continue to need English-language support.
Despite proficiency in social English, LTELs typically lack proficiency in academic language and thus require dedicated support in developing vocabulary needed for academic settings.
Schools should provide some native language literacy development to complement English language acquisition courses.
Addressing the needs of English learners within three years of program participation can help close achievement gaps that may be evident in later grades.

From Effective Interventions for Long Term English Learners, July 2017

Questions and Suggestions to Help Guide Identification of Long-Term English Learners

When and how did you learn your languages?
Which languages are spoken in your home?
Which languages do the adults speak in your house?
Which languages do you use with the adults in your house?
Which languages do you use with young people in your home?
Outside of your home, which people do you speak with the most? What languages do you use with them?
How and when did you learn your languages?
What are the racial, linguistic, or other socially-significant demographic characteristic of students who are identified as LTELs?
For what bureaucratic reasons are students remaining in the EL classification?
What are the educational histories of students who are identified as LTEL?
As you review the survey questions, ask yourself, Is there additional information that I want to know about my students’ linguistic experiences?
Write down any ideas that come to mind.
Consider some additional topics that might be interesting to explore, such as language use in technology, non–school-related reading and writing, and language in religious activities.
Allow the principles of bilingualism to inform your question design. For example, use the plural word languages rather than the singular word language to normalize bilingual language practices.
Too many questions can be overwhelming for students, so keep questions focused and concise.
Prior to implementing the new questions with an entire class, try out some of them on former students. This process can give you insight into students’ interpretations of the questions.

Long Term English Learners

Useful Findings from Research

The needs of English learners in middle and high school—after they have been in the school system for several years—are distinct from other groups of EL or struggling students.

Most LTELs are socially bilingual, meaning that it can be difficult to identify English learners in later grades who continue to need English-language support.

Despite proficiency in social English, LTELs typically lack proficiency in academic language and thus require dedicated support in developing vocabulary needed for academic settings.

Schools should provide some native language literacy development to complement English language acquisition courses.

Addressing the needs of English learners within three years of program participation can help close achievement gaps that may be evident in later grades.

Questions and Suggestions to Help Guide Identification of Long-Term English Learners

Academic Language: Strategies and Resources for Teaching Academic Language

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