Identifying LTELL Needs

Identifying LTELL needs

In addition to the Academic Language and Content Achievement Model (ALCA-M), Long-Term English Language Learners need:

  • Extra time to accelerate language development in a dynamic and highly engaging learning environment
  • A focus on productive (speaking and writing) academic language development in core content areas using grade-level standards (English, mathematics, science, social studies)
  • Smaller class size
  • To develop life and career skills (e.g., organization, note-taking, study skills, goal-setting, and self-regulation) that increase students’ perseverance, motivation, and metacognitive skills
  • Role-models, mentors and/or site-based support system (e.g., Gear-up, AVID, PBS, After School All Stars)
  • An early prevention system in elementary schools

Getting to know your LTELL students

Each Long-Term English Language Learner (LTELL) has unique characteristic patterns of strengths, weaknesses, and preferences in processing and retrieving information. Whether you are a teacher, parent, tutor, or mentor, it is important to differentiate for individual needs by finding out more about the student’s learning preferences, learning interests, and career interests.

Resources for students preparing for college

Succeed in college with the latest study strategies and writing techniques.  This resource shares information and techniques about time management, procrastination, notetaking, stress management, test anxiety, memory improvement, and how to study and write by subject areas.

Discover proven ways to study not just harder but smarter. Learn how you can create a detailed study plan, maximize the time you spend studying, take meaningful notes, and save time when preparing for exams—all while keeping stress levels low and your grades high.