Longterm English learners: Current research, policy, and practice

Longterm English learners (LTELs) are a subgroup of English learners (ELs) who are not reclassified as proficient in English after six or more years. This paper discusses the LTEL designation, the assessments and processes used to determine English proficiency, and the complexity of referring ELs for special education services. They present possible interventions for LTELs, and strategies and suggestions for improving the outcomes of LTELs.