Abstract
This article is a review of research on Long-term English Language Learners (LTELLs). The author seeks to answer the following research questions: (1) What are the proficiency factors of LTELLs? To what extent do these proficiency factors affect language and literacy development? (2) What are the instructional factors and intervention practices which affect LTELLs? To what extent do these instructional factors impact LTELLs literacy and language development? (3) What are the affective factors which affect performance for LTELLs? To what extent do these affective factors impact LTELLs literacy and language development?
Topics
Teaching Methods and Strategies
Long-term English Learners
Language Proficiency