Long Term English Learners: New Directions for Policy, Programs, and Practice
Are you concerned about English learners who have been in your schools for many years and still are not English proficient? Do you wonder how to address the needs of these long-term English learners? Laurie Olsen, Executive Board Member of Californians Together, discusses the results of recently released research on long-term English learners (LTELs) using data from 40 school districts and pilot efforts in dozens of schools.
Supporting Long Term English Learner Students in Mastering Academic English: A Framework for Success
Some English learner (EL) students take longer to achieve sufficient English proficiency to be reclassified as a fluent English speaker, or may never achieve reclassification. These long-term English learner students (LTELs) often lag behind their peers in academic achievement and college- and career-readiness.In this webinar, hosted by the REL West English Learner Alliance, two EL education experts share promising strategies and practices to support LTEL students – and all EL students – in English writing and academic literacy.
A CUNY-NYSIEB Framework for the Education of ‘Long-Term English Learners’: 6-12 Grades
This detailed guide includes the educational and literacy development of emergent bilingual students who are labeled “Long-Term English Learners” (LTELs). Students labeled LTELs are found in middle and high schools in Grades 6-12. In New York City, for example, they currently comprise about 13% of all ‘ELLs’ in the city, and in some schools they make up a quarter to a half of the emergent bilinguals in a grade.
Students who have been in English language learner (ELL) programs for the majority of their schooling are considered long-term ELLs. Learn more about some of the programs trying to address their needs and the reasons why they are struggling.