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Long‐term English learners: Current research, policy, and practice
Author(s) -
ClarkGareca Beth,
Short Deborah,
Lukes Marguerite,
SharpRoss Mary
Publication year - 2020
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.452
Subject(s) - psychological intervention , term (time) , intervention (counseling) , psychology , scale (ratio) , mathematics education , response to intervention , pedagogy , english language , language assessment , linguistics , special education , philosophy , physics , quantum mechanics , psychiatry
Given that English learners ( EL s) comprise one of the fastest growing populations in PK –12 environments, long‐term English learners ( LTEL s) form one subgroup that provokes particular concern. This article explores current understandings of the LTEL designation and discusses diagnostic processes and assessment tools for determining English language proficiency. Complexities of referring EL s/ LTEL s for special education are then probed with regard to drawing the careful line between language proficiency processes and special education needs. Finally, the authors present possible interventions for LTEL s, including the Internationals Network as a large‐scale intervention model, followed by smaller scale interventions made on behalf of LTEL s in existing schools. The article concludes with strategies and suggestions toward better outcomes for LTEL s in school.