Characteristics of a Long-term EL Student

Figure 1
Type of Learner	Characteristics
Newly Arrived with Adequate Schooling	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.