A goal under the Elementary and Secondary Education Act (ESEA) is for all English learners (ELs) to become proficient in English and exit, or reclassify, out of EL status. Research has found that students may need at least five years to develop English skills needed to learn independently in academic settings. While “long-term EL” is not defined in the ESEA, students who do not exit from EL status within five to six years are often labeled as “long-term ELs.” This infographic explores the trends in the long term EL student population.
Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs. The brief also examines the factors that were associated with EL students’ course enrollment and whether English language development (ELD) classes crowded out EL students’ schedules. Because the data are not current, they do not necessarily represent patterns in more recent years.
In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation practices. The findings, summarized in this brief, can inform efforts related to state and local DLI programs.
What research-based practices can district and school leaders use to support the academic success and linguistic development of multilingual students classified as English Learners (ML-ELs)? This brief offers six evidence-based practices to pursue, and five practices to avoid.
How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? This brief offers seven evidence-based practices to pursue, and two to avoid.
In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S. federal legislation, as focusing exclusively on students' English language acquisition and ignoring their multilingual resources. Alternative terms such as emergent bilingual and multilingual learner that underscore students' multilingual assets have become widespread alternatives.
In Part II of the podcast Dr. Julie Lara presents on the Texas Education Agency’s efforts to implement asset-oriented labels and programing and Patricia Sandoval-Taylor discusses English learner programs and pathways within Tucson Unified School District. These presentations are followed by closing remarks from Dr. Molly Faulkner-Bond.
Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States.