Characteristics of Long-Term English Learners

          Students become LTELs after many years of schooling in the United States. Olsen (2010) revealed that many students, in their formative, elementary schooling, received little to no ELD instruction, were provided with curriculum and course materials not adapted for use with ELLs, enrolled in weak language development program models, and or were given only given access to a narrowed version of the core curriculum. She further explained that a lack of continuity in programs, social segregation of linguistically homogenous groups, and transitional schooling, “spending some time

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in schools in one country, and some time in the United States, with movement back and forth over the course of their education,” results in the language gaps that plague students who eventually become LTELs (Olsen, 2010, pp.13-20). Olsen describes LTELs as students who generally struggle academically, have distinct language issues (high functioning social language in both their home language and English, but weak academic language knowledge and skills), and have limited background knowledge and schema. An interesting dichotomy that Olsen points out is that many LTELs want to go to college but are unaware that they are not on track to meeting their goal, while on the other hand, some LTELs have become so discouraged that they disengage, fall behind, and some eventually drop out.

            Students who become LTELs can often be difficult to identify, without knowledge of their educational background. They can often speak in a seemingly fluent manner, but they lack the academic English conventions, vocabulary, grammar, discourse formats and language functions to be proficient. Students with these language gaps have found coping strategies of non-participation, silence, and passivity in order to be undetected and unexposed. Many LTELs become discouraged, which can lead them to stop asking for help. Students in this category are often misplaced in interventions and support classes intended for struggling native English speakers (Olsen, 2012).

            Walqui, Koelsch, Hamburger, et al. (2010) discuss the need for focusing attention on the plight of middle school ELLs, due to the early adolescent years being a critical period of transition, socially, physically, and personally. Walqui, et al. (2010) explain that students at this stage are discovering their role in varying social groups, as well as their own families. Students are discovering and defining their personal identities and how they would like to be perceived by others. How students perform academically and socially have a significant impact on their continued motivation, interest in school and intellectual confidence. These findings are significant when coupled with the characteristics of LTELs and the social-emotional issues they face.

            In all three studies, it is evident that the problems facing LTELs are much greater than the current solutions available to them at this time. While not all of the problems are relevant to each LTEL, many of the issues discussed are present when assessing the barriers to success facing any group of LTELs. In order to understand how to best serve our diverse LTEL populations, it is important to understand which obstacles they are facing, so that we may more fully address and meet their needs.