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Figure
1
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Type of Learner
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Characteristics
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Newly Arrived with Adequate Schooling
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s Recent arrival (less than five years in
U.S.)
s Adequate schooling in native country
s Soon catches up academically
s May still score low on standardized tests
given in
English
|
|
Newly Arrived with Limited Formal Schooling
|
s Recent arrival (less than five years in
U.S.)
s Interrupted or limited schooling in native
country
s Below grade level in math
s Poor academic achievement
|
|
Long-Term English Learner
|
s Receiving EL services for six years or
more
s Below grade level in reading and
writing
s False perception of academic
achievement
s Adequate grades but low test scores
s ESL or bilingual instruction but no
consistent program
|
Figure 1 Types of
Older English Learners (adapted from Freeman & Freeman 2002)
There has been very little research done on
long-term English learners. These are
students who remain in the process of learning English after 6 years or more in
the United States, are characterized by low levels of academic literacy in both
English and their home language and typically score below grade level on
assessments. Some long-term ELs may be negatively impacted by inconsistent
language support programs, frequent absences and mobility of the family. They usually receive passing grades (Cs and
an occasional B) for their work which may give them a false perception of their
academic achievement. It is when they
take high school exit exams and standardized tests that their deficiencies
appear. Long-term ELs are fluent in
conversational English, but lack the academic language proficiency and often
score below grade level in reading, writing and often, math. (Freeman &
Freeman, 2002).
Freeman, Y. S., & Freeman, D. E. (2002). Closing
the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term
English Learners. Portsmouth: Heinemann.
Menken, K. (2009). Meeting the Needs of Long-Term
English Language Learners in High School, Phase II. New York: Research
Institute for the Study of Language in an Urban Society.
