Spotlight on long-term English language learners: Characteristics and prior schooling experiences of an invisible population

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Author
Author
Menken, Kate; Kleyn, Tatyana; Chae, Nabin
Journal
International Multilingual Research Journal
Details
Resource Type
Journal
Acquisition Number
BE025584
Published Date
08-13-2015 3:55 PM
Published Year
2012
Number of Pages
22
Language(s)
Subscription Only
No
Abstract
This article presents qualitative research findings about the characteristics and prior schooling experiences of "long-term English language learners (LTELLs)," who have attended U.S. schools for seven years or more, and about whom there is little empirical research, despite their significant numbers. Findings indicate that these students are orally bilingual for social purposes, yet have limited academic literacy skills in English or in their native languages as a result of prior schooling experiences. Two main groups of LTELLs are identified: (1) students with inconsistent U.S. schooling, who have shifted between bilingual education, English as a Second Language (ESL), and mainstream classrooms with no language support programming, and (2) transnational students, who have moved back and forth between the United States and their families' countries of origin. It argues that programming for "LTELLs" in high school must be distinctive, and offers policy and practice recommendations.
Topics
Teaching Methods and Strategies
Students with Interrupted Formal Education
State and Local Policy
Research
Research
Program Design and Implementation
Migrant Students
Long-term English Learners
Bilingual Students
Administration and Leadership
Academic Language