by Janna X. Heiligenstein, Ph.D.

Janna, an Assistant Professor of Education at Fitchburg State University in MA, focuses on teacher preparation to work with culturally and linguistically diverse students as well as being the chair of the Educational Leadership and Management program, where her focus is to prepare future school and district leaders to be culturally competent and able to effect change for all students.  This is the first of a series of blogs about Long-Term English Learners.

Long term English learners (LTELs) are defined as students who have been in U.S. schools for six or more years, who have not made significant progress in English and who lag behind in their peers academically. Statistically, they are more likely to be Spanish speakers, they usually also live in homes in poverty or near poverty, may have had interrupted schooling or moved often, and of course, after six or more years, you typically find them in middle or high school.  Most LTELs are U.S. citizens.

Long term ELs have acquired social English and may appear to be proficient to non-informed educators.  Most lack complexity and a deeper vocabulary necessary to navigate academic areas.  In terms of identification, most are classified as ELD (English Language Development) levels 3-5, with most being stuck at levels 4 and 5.

LTELs struggle with writing, as they tend to write as they speak---with simple vocabulary and syntax and grammar that frequently has errors.  

After years of struggling or failing, many LTELs demonstrate disengagement, resistance and/or passiveness.  This may begin as early as 4th or 5th grade and leads to an estimated drop out rate that is four times higher than that of other students.

Understanding the Complexities of the Issue

LTELs frequently are found in schools or districts where they have received little to no language development support.  Or, if the district does have services, ELs may be in a school that only provides English development or ESL services to beginners, leaving them to “sink or swim” in general education classes after acquiring basic social language.  Because they are not yet proficient in English, these students do not fully understand the content taught (including basic literacy skills) during their primary years.  This results in gaps in foundational skills, knowledge and academic language needed to be successful in intermediate and secondary grades.  

Very few schools offer bilingual programming that would support the development of content area knowledge and abilities and native language development while also promoting English acquisition.  Without this and with a focus on acquiring social English through services designed for beginning ELs,  these students typically lag behind in the content areas and in the academic English needed to be successful once past the primary grades.

According to research, no or few appropriate services exist in middle school or high school.  Typically these students are either placed in general education classrooms with teachers that are not prepared to address their academic and language needs, or they are placed into ESL classes/programs designed for newcomers.  Sometimes the general education teachers do not even know that they have ELs in their classrooms because of the social/oral language proficiency of the students.

When identified as needing extra support, LTELs are typically over-assigned to intervention classes designed for students with learning or memory challenges.  

The intervention specialists typically do not have the training to address both the academic and language needs of LTELs.  Literacy instruction designed for native English speakers is not enough for LTELs who need continued oral language and vocabulary development and who need targeted reading and writing support specific to their individual needs.

LTELs usually do not have access to challenging courses or the full curriculum in high school due to their placement in intervention courses and as such, may struggle to gain enough credits to graduate or to get the classes needed to attend college.

The issues identified above indicate a serious need to restructure our services for ELs from the time they arrive in kindergarten.  They also demonstrate the challenges schools face when seeking strategies to meet the needs of their current LTELs.  

Up Next:  What Works?  Addressing the Systematic and Instructional Changes Needed to Meet the Needs of Long Term ELs

Resources

Lesaux, N., Kieffer, M., Kelley, J., & Harris, J. (2014). Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence From a Randomized Field Trial. American Educational Research Journal, 51(6), 1159-1194.

Olsen, L. (2014).   Meeting the Needs of Long Term English Language Learners  A Guide for Educators.  National Education Association.