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

Image source: http://www.flickr.com/photos/fdrlibrary/4998820378/

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. 

Experts in the Field of Long-Term English Learner Research

          There are two places in the United States where the majority of research around the issue of Long-Term English Learners is being done. One of these places is California and the other is New York. Both states have statistically significant numbers of English Language Learners, and more importantly LTELs. Dr. Laurie Olsen and Dr. Kate Kinsella are both doing their research out of California, and Dr. Kate Menken and Dr. Tatyana Kleyn are both from New York. The work that Menken and Kleyn have done was part of a project funded by the New York City Department of Education, Office of English Learners which took place from 2007-2009. Menken was the Principal Investigator and Kleyn was the Faculty Consultant and Co-Author for the project.

Dr. Laurie Olsen

Dr. Laurie Olsen

Dr. Laurie Olsen is an educator in the California Bay Area region. She is part of the Californians Together coalition which advocates for civil rights, equity, access to quality education for all students, but especially for English Language Learners. In her pivotal study, “Reparable Harm,” 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 in schools in one country, and some time [sic] 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).

Dr. Kate Kinsella

Dr. Kate Kinsela

            Dr. Kate Kinsella is the foremost expert on teaching academic vocabulary in a formalized routine for maximum retention. She helped to develop Scholastic’s Read 180 program, and has most recently developed English 3D for Scholastic, designed specifically for meeting the academic vocabulary deficiencies of Long-Term English Learners. Kinsella offers many workshops on learning to deliver academic vocabulary to students at all levels. In her explicit vocabulary routine students are introduced to a word and its meaning several times and in several different ways, before they are given formalized assessment. They learn how to pronounce each word, are told the meaning of the word, and shown multiple examples of the word in context, then are given immediate practice in using the word. Finally, word knowledge is put further in to context through readings and various writing activities. Once a student has reached mastery of the word, they are asked to use the word orally, usually through a report or some other form of structured writing (Kinsella, 2012).

            Another important aspect of Kinsella’s work is in the field of academic discussion. It is not enough for LTELs to gain mastery of various academic words, but it is also important for them to obtain the language needed to hold and sustain academic discussions. She most often does this through the use of frames and modeling. Students are given different frames for various academic purposes, then are shown how they should be used, and in which settings. Then, students are asked to produce the language with a partner, or small group, before sharing with the class or on some other individual basis. Kinsella maintains that students’ interactions need to be structured and ELLs need proper language supports to further learning and language retention (Kinsella, 2012).

Dr. Kate Menken

Dr. Kate Menken and Dr. Tatyana Kleyn

            Dr. Kate Menken and Dr. Tatyana Kleyn are both researchers from New York, who have done extensive research on bilingual education and on Long-Term English Learners, as part of a study funded by the New York City Department of Education, Office of English Language Learners. The two phase project was designed to study the characteristics and needs of LTELs in the New York City school system. The study focused on students who had been in United States schools for seven or more years, were bilingual in English and Spanish, but had not been reclassified. Their goal was to come up with a program that would focus on biliteracy development for these students (Menken & Kleyn, 2009).

Dr. Tatyana Kleyn

            What these researchers found is that Long-Term English Learners are facing conflicting feelings over the value of their primary language and English, as well as conflicting feelings about their native culture over the dominant culture of America. The LTELs in their study wanted to be identified as English speakers, but also took pride in their cultural heritage and language. Unfortunately, as with many LTELs, these students had limited proficiency in their primary language and were uncomfortable with using it in an academic way, whether that is reading or writing. They could all articulate their perception of the value of spoken Spanish, but due to their lack of literacy in that language, often avoided any mention or application of written Spanish. Their research has given me great insight into the complicated cultural dichotomy our LTEL students are facing both at home and at school. Students need to have their native language affirmed and supported at a young age if we are to significantly reduce the number of languishing LTELs in our school systems (Menken & Kleyn, 2010).

Screencasting for your ELLs

Screencasting can be a great tech resource for helping your ELLs. It can help free the teacher up to help give individual attention to more students, while empowering other students to move ahead independently. Here's a screencast I made about screencasting using Screencast-O-Matic:

Some of my other screencasts:

https://www.youtube.com/watch?v=Ks9Q90PZt5U

https://www.youtube.com/watch?v=TdFKCGKMPgs

Two different programs you can use to do your screencasting:

Screencast-O-Matic - The program I use. Easy to use interface and uploads directly to YouTube or Google Drive, or download to your computer.

Snag-it - Chrome app. Can be used on Chromebooks, where SOM cannot, because it requires the use of Java. Syncs directly to your Google Drive.

California's Long-Term English Learners

In this video by Colorín Colorado, Janet Davis describes who California's Long-Term English Learners are, what their characteristics are, and what kind of supports they need to be more successful in our schools.

The California Seal of Biliteracy

Part of motivating our Long-Term English Learner (LTEL) population is helping them to see the value and importance of their primary language. Often times, due to subtractive schooling and other societal pressures, LTELs begin to devalue their primary language, shunning it for English. This can happen at any age, but most often happens in the primary grades, when students begin to realize that they are different and are wanting to fit in.

If we begin to put a higher value on biliteracy - fluent, academic reading, writing, and speaking of another language, in addition to English - students will in turn place a higher value on their primary language. This has multiple benefits. "Academic skills, literacy development, concept
formation, subject knowledge, and learning strategies developed in the first language will
all transfer to the second language" (Collier, 2005). In addition, changing the perception of the primary language for a student can help foster positive associations with their primary language, resulting in a desire to maintain and further their cognitive development in their primary language.

In 2009, Californians Together introduced the Seal of Biliteracy. The following is from their website:

"The Seal of Biliteracy is an award given by a school, school district or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. Appearing on the transcript of the graduating senior, the Seal of Biliteracy is a statement of accomplishment for future employers and for college admissions."

The Seal of Biliteracy can help to motivate students to maintain their primary language, to learn a second language, other than English, and can help prepare our students to be competitive in the global economy. In a world where students in most other countries know two or more languages, American students are at a distinct disadvantage. The Seal of Biliteracy not only promotes fluency in two or more languages, but adds prestige and intrinsic value to an English Learner's primary language.

To learn more about the Seal of Biliteracy:

Seal of Biliteracy Information and Implementation Booklet Download - Californians Together

State Seal of Biliteracy - California Department of Education

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

LTELs and California Assembly Bill 2193

AB 2193 was passed in 2012. This bill defines our Long Term English Learners (LTELs). However, this criteria is not all-inclusive. Here's a breakdown of the basic criteria in this bill which defines an LTEL:

• In grades 6-12 
• 6+ years in US 
• At the same proficiency level for two or more consecutive years 
• At Far Below Basic or Below Basic on the CST, or any successor test 

Students "At Risk" of becoming LTELs are defined as:

• In grades 5-11 
• At the Beginning, Early Intermediate or Intermediate level on CELDT 
• Scores in the 4th year at Far Below Basic or Below Basic on the CST, or any successor test 

Some of our students, though defined as our district as LTELs, are not defined by this bill as such. For example, a student that is at Intermediate one year and the next year goes to Below Basic, then the next year goes back up to Intermediate, is are not defined at an LTEL by this bill, although they have been in U.S. schools for more than 5 years.

What does being an LTEL mean for your students? LTEL students have needs that are very different from your other EL students. According to Dr. Kate Kinsella on the English 3D Website, LTELs:

• Have lived most or all of their lives in the United States 
• Are often orally bilingual and sound like native English speakers do not have well-developed academic literacy skills in English 
• Often have developed habits of non-engagement, learned passivity, and invisibility in school 
• Perform below grade level in reading and writing and, as a result, struggle in all content areas 
• Have overall school performance is low, with poor grades and grade retention commonplace, making this population at high risk for dropping out 

How are we serving the unique and pressing needs of our LTEL population? When designing your lessons, are you ensuring that you have included a language objective that helps all students, especially your LTELs, move towards language proficiency? Do you know who the LTELs in your classroom are?

Assembly Bill No. 2193 

CHAPTER 427 

An act to add Sections 313.1 and 313.2 to the Education Code, relating to English learners.

[ Approved by Governor September 21, 2012. Filed with Secretary of State September 21, 2012. ]

LEGISLATIVE COUNSEL'S DIGEST

AB 2193, Lara. Long-term English learners.

Existing law requires each school district that has one or more pupils who are English learners, and, to the extent required by federal law, a county office of education and a charter school, to assess the English language development of each of those pupils in order to determine the pupil’s level of proficiency. Existing law requires the State Department of Education, with the approval of the State Board of Education, to establish procedures for conducting the assessment and for the reclassification of a pupil from English learner to English proficient.

This bill would define “long-term English learner” and “English learner at risk of becoming a long-term English learner” and would require the department to annually ascertain and provide to school districts and schools the number of pupils in each school district and school, as specified, who are, or are at risk of becoming, long-term English learners.

BILL TEXT

THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

SECTION 1.

Section 313.1 is added to the Education Code, to read:

313.1.

For purposes of this article, the following terms have the following meanings:

(a) “Long-term English learner” means an English learner who is enrolled in any of grades 6 to 12, inclusive, has been enrolled in schools in the United States for more than six years, has remained at the same English language proficiency level for two or more consecutive years as determined by the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores far below basic or below basic on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.

(b) “English learner at risk of becoming a long-term English learner” means an English learner who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores in the fourth year at the below basic or far below basic level on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.

SEC. 2.

Section 313.2 is added to the Education Code, to read:

313.2.

(a) The department shall annually ascertain the number of pupils in each school district and school, including a school that is within the jurisdiction of a county office of education and a charter school, who are, or are at risk of becoming, long-term English learners, as those terms are defined in Section 313.1.

(b) The department shall annually provide the information described in subdivision (a) to school districts and schools.