Long Term English Learners

Long Term English Learners (LTELs)

What is an LTEL?

California Assembly Bill 2193, passed in 2012, defines LTELs as:

• A student in grades 6-12
• Enrolled in U.S. schools for 6+ years
• At the same proficiency level (as determined by the CELDT) for 2 or more years
• Scores at Far Below Basic or Below Basic on the CST, or the Smarter Balanced Assessment

In addition, AB 2193 also defines students "at risk" of becoming LTELs:

• In grades 5-11
• At the Beginning, Early Intermediate, or Intermediate proficiency level (as determined by the CELDT)
• Scores in their 4th year of U.S. schooling at the Far Below Basic or Below Basic on the CST, or the Smarter Balanced Assessment

Unfortunately, AB 2193 does have its flaws. For example, a student that has been in U.S. schools for 5 or more years, but scores at the Below Basic level on state proficiency exams one year, then at the Far Below Basic level the following year cannot be considered an LTEL, according to this definition. We at MUSD do, however, still consider this student to be an LTEL, and they should receive services and interventions appropriate to their needs.

What are the characteristics of an LTEL student?

Reparable Harm, by Laurie Olsen, PhD, gives us a clearly defined set of characteristics that many LTELs exhibit. Not every descriptor applies to each LTEL, but usually, it is more than one descriptor that matches to each student:

• Struggles academically, poor grades, possible grade retention in the past
• Has distinct language learning needs
• High-functioning social language skills
• Weak academic language and gaps in reading and writing, leading them to struggle in all content areas
• "Stuck" at the intermediate level of proficiency
• Non-engagement - learned habits of passivity and invisibility in school
• Wants to go to college - but unrealistic views of academic preparation
• Significant gaps in academic background knowledge
• Discouraged learners, at high risk of dropping out

How does a student go from being an English Learner to an LTEL?

There are a variety of reasons that a student may not have been able to reclassify within 5 years. Again, Reparable Harm gives us several reasons why this may have occurred:

• Received no language development program
• Elementary curriculum and materials were not designed for English Language Learners
• Weak language development program models
• Inconsistent programs, migrant family, the "Ping Pong Syndrome"
• A narrowed curriculum and partial access to the curriculum
• Social segregation, linguistic isolation
• Transnational schooling

What can we do to help LTELs in our classrooms?

This question has many answers, but none of them encompass a "one size fits all" approach (in education, there rarely is one). Depending on the distinct academic and social-emotional needs of each of our LTELs, we can find appropriate interventions and strategies to help them find success.

Use appropriate and effective curriculum designed for LTEL students

• English 3D
• EL Achieve's Systematic ELD and Constructing Meaning (CM)
• LAUSD's LTEL Course Framework and Resources

Foster Resiliency - Grit - Growth Mindset

• Building Resiliency in Students - Richard Sagor (1996)
• Resilience and Grit: Resource Roundup - Edutopia
• TED Talk: The key to success? Grit - Angela Lee Duckworth
• What is Mindset? - Carol Dweck

Build Positive Relationships and Community

• Building Classroom Community and Respect For Others, Pinterest Board - Carol Camp
• Hearts and Minds, Educational Leadership - Steven Wolk
• 10 Team Building Games for the First Day of Class - TeachThought