Long-term ELLs and academic language

Summary

The transcript discusses the challenges faced by long-term English Learners (ELs) in California schools, particularly those who have been in the system for six years or more without being redesignated. These students, often misidentified, may speak English but struggle with academic English and reading comprehension. The focus is on the inadequacy of ESL programs that fail to address their specific needs, as well as suggestions like enrolling them in Spanish language classes to boost academic success and confidence. The students are often seen as 'quiet and well-behaved' but are wrongly classified as underperforming.

Takeaways

• 😀 Long-term English Learners (LTELs) in California are students who have been in the system for six years or more without being redesignated.
• 😀 Los Angeles has a significant population of LTELs, with about 200,000 students statewide, making up approximately 80% of all secondary English Learners.
• 😀 LTELs often speak English well but lack academic English, such as reading comprehension and the necessary vocabulary to fully understand lessons.
• 😀 Students who do not understand lessons fully may miss key areas of instruction and become disengaged, despite their ability to speak English conversationally.
• 😀 The misidentification of LTELs leads to ineffective teaching strategies that do not address their specific needs, such as placing them in ESL classes designed for beginners.
• 😀 Many LTELs are misunderstood as not academically capable, but this is inaccurate—often, they have the potential but lack academic skills in English.
• 😀 LTELs tend to be quiet and well-behaved in class, which can contribute to their being misclassified as not bright or struggling learners.
• 😀 There's a need for specialized programs for LTELs that address their academic English needs, rather than placing them in basic ESL classes.
• 😀 One suggested approach is to place LTELs in Spanish language classes, where they can demonstrate their literacy skills and gain confidence while acclimating to the school system.
• 😀 Ensuring LTELs can succeed and showcase their grade-level skills, even if they are still learning English, is key to providing them with a positive educational experience.

Q & A

What defines long-term English Learners (LTELs) in California?

Long-term English Learners are students who have been in California schools for six years or more but have not been redesignated as proficient in English.

How many long-term English Learners (LTELs) are there in Los Angeles and statewide?

Los Angeles has a huge number of LTELs, approximately 200,000. Statewide, LTELs make up around 80% of all English Learners in secondary schools.

What is the misconception about the students in the LTEL category?

The misconception is that these students are all newcomers who don’t speak English. In reality, many of them speak English well but lack academic English, particularly in reading comprehension.

What is the challenge faced by LTEL students in the classroom?

LTEL students often struggle with academic English and reading comprehension, which affects their ability to understand lessons. Even though they may understand some content, they miss critical parts due to lack of key vocabulary.

How do LTEL students typically behave in the classroom?

Many LTEL students remain quiet and well-behaved in the classroom. They may not participate actively because they don’t fully understand the material, leading them to be misclassified as 'not too bright.'

Why is the current system of ESL classes not effective for LTEL students?

The current system places LTEL students in ESL classes where they are taught basic English skills such as decoding, which doesn’t address their need for academic English and higher-level literacy skills.

What specific educational programs are needed for LTEL students?

There is a need for specific programs designed for LTEL students that focus on developing academic English, reading comprehension, and subject-specific skills, rather than just basic language decoding.

What alternative suggestion was made to support LTEL students in secondary schools?

One suggestion was to place LTEL students in Spanish language classes, where they can demonstrate their literacy and have a positive learning experience while acclimating to the school system.

How could enrolling LTEL students in Spanish language classes benefit them?

By enrolling in Spanish language classes, LTEL students could demonstrate their literacy at grade level, gain confidence, and experience success, all of which could support their academic progress.

What does the speaker believe about the skills of LTEL students?

The speaker believes that LTEL students do have grade-level skills in subjects like history, but their lack of English proficiency prevents them from fully demonstrating their knowledge in an English-language classroom.