Pushing Past Myths: Designing Instruction for Long-Term English Learners

2018 ◽  
Vol 52 (1) ◽  
pp. 221-233 ◽  
Author(s):  
Maneka Deanna Brooks
Keyword(s):  
English Learners ◽  
Long Term English Learners

scholarly journals Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program

2012 ◽  
Author(s):  
Magaly Lavadenz ◽  
Elvira Armas ◽  
Rosalinda Barajas
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Intervention Program ◽  
Development Program ◽  
English Language Development ◽  
Project Based Learning ◽  
Long Term English Learners

<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

scholarly journals Breaking the Silence: A Critical Review of Language Policy and Planning for Long-Term English Learners

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Shuang Fu
Keyword(s):  
Literature Review ◽  
Language Policy ◽  
English Learners ◽  
Standardized Test ◽  
Future Research ◽  
Language Management ◽  
Long Term English Learners ◽  
Schooling Experience ◽  
Policy And Planning

Despite scholarship on emergent bilingual students that continues to evolve, the subgroup of emergent bilinguals who are labeled as long-term English learners (LTELs) have been overlooked and underserved for too long. LTELs refer to English learners who have been educated in a U.S. school for six years or more. This literature review is aimed at bringing awareness to this subgroup population and identifying the characteristics and classification process of LTELs described in the present scholarship. The review critically examines the de facto policy about LTELs from perspectives of the current climate of standardized tests (language management), the label itself (language ideology), and programs and schooling experience of these students (language practice). The literature review not only speaks to the stereotypes, struggles, and challenges that LTELs face, but also calls for future research studies to be conducted in addressing these problems pedagogically, institutionally, and systematically. Keywordslong-term English learners, English proficiency, language policy, standardized test, labeling

Long‐term English learners: Current research, policy, and practice

TESOL Journal ◽  
2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Beth Clark‐Gareca ◽  
Deborah Short ◽  
Marguerite Lukes ◽  
Mary Sharp‐Ross
Keyword(s):  
English Learners ◽  
Research Policy ◽  
Policy And Practice ◽  
Long Term English Learners

Who Are ‘Long-term English Learners’? Using Classroom Interactions to Deconstruct a Manufactured Learner Label

2017 ◽  
pp. amw039 ◽  
Author(s):  
Amanda K. Kibler ◽  
Fares J. Karam ◽  
Valerie A. Futch Ehrlich ◽  
Rebecca Bergey ◽  
Chenyu Wang ◽  
...  
Keyword(s):  
English Learners ◽  
Classroom Interactions ◽  
Long Term English Learners
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