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In this position paper, we draw on a wide, but non-exhaustive, review of existing literature to argue that long term English learner (LTEL)-considered students are uniquely positioned to expose fissures in the English learner (EL) education system more broadly. Examining both the early educational contexts that lead to students’ LTEL status, as well as later educational affordances once considered LTEL, we discuss four insights about EL education: (1) an overwhelming English language orientation, to the detriment of language diversity and core content instruction; (2) the provision of largely homogenous and often inappropriate educational supports and services; (3) a near-universal experience of stigmatization through the EL label and its resulting effects; and (4) a widespread and systemic pattern of unequal opportunity to learn. These four patterns lead us to propose a radical re-envisioning of the policy and practice framework for multilingual students: one that positions students as gifted, with assets to develop; one that centers educational affordances on the unique skills and interests of individual students; and one that, at its heart, embraces and builds multilingualism rather than shutting it down.

journal of education for students placed at risk (jespar)

Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It