Long-Term English Learners: Spotlight on an Overlooked Population
The academic performance of long-term English learner (LTEL) students — English language learner (ELL) students who have been enrolled in a U.S. school for six years or more and have not been reclassified as fluent English proficient — lags behind their peers, and the number of LTEL students across the country is growing.
Produced by REL West, this research brief:
- Highlights LTEL student characteristics
- Points to factors that impede their academic literacy development
- Identifies promising practices that may improve their academic outcomes
- Describes Every Student Succeeds Act (ESSA) policies that highlight the need to identify high-quality programs and practices that support LTEL students’ academic progress and provide educators with knowledge and training to effectively implement those programs and practices
The brief should be of interest to ELL specialists and general education teachers, especially in secondary schools, as well as policymakers and district leaders who make decisions about how to support LTEL students.
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