Authors: Carey Rhodes and Cindy Barnes

Understanding Long-Term English Learners

According to the Pennsylvania Department of Education, “The federal definition of a long-term EL is a student who has not attained proficiency within five years of enrollment in an LIEP. In PA, students are allowed up to six years to attain proficiency under the state accountability calculations.” Students who meet the definition of long-term EL (LTEL) face academic challenges as well as social and emotional hurdles. It’s important to have access to robust resources to support these students and their families in their academic and social K-12 development.

Common Challenges LTEL Students Face in K-12 Settings

Students who are struggling to attain English proficiency often face challenges with academic and specialized vocabulary, particularly in courses that rely on technical or discipline-specific language. This is frequently due to limited background knowledge and language acquisition barriers.

English language rules for grammar and sentence structures, coupled with increased academic expectations in reading and writing over time, can make it difficult for LTELs to gain the same ground as their native English-speaking peers. Cultural differences, motivation levels, and opportunities for language practice also factor into the obstacles these students need to overcome.

It’s important to look at the whole student and acknowledge their full abilities, life experiences, and achievements when identifying targeted supports for learners in our K-12 settings.

Why LTEL Status Matters

It matters if students spend a long time with an English learner status because there are implications associated with the quality of programming for students, especially as they move into higher grades and approach graduation.

Designing and implementing high-quality, evidence-based practices can further support students as they engage in rigorous content instruction in our K-12 settings. So what can schools do?

Educators can work to further develop their own professional knowledge and practices to best support students in their core content areas. Districts and schools can work to examine potential barriers that may be getting in the way of students reaching their K-12 goals, including policies related to coursework and assessment requirements.

Workshop Opportunity: Identifying LTELs & Developing an Action Plan for Success

Join us on June 4th at MCIU for a 1-day workshop!

What can I expect from the workshop?

Using foundational principles based on research from WIDA, Hanover, WestEd, and others, participants will explore best practices for supporting LTELs. Various research on long-term multilingual learners has shown that dedicated, purposeful, and intentional instruction and support of LTELs can increase their success across all areas of academics. This approach allows educators to collaboratively support students not only when they seem to be “stuck” in their progress but also highlights successful foundational practices to help students before a plateau occurs.

Collaboration among key school personnel—including ESL specialists, classroom teachers, guidance counselors, interventionists, and administrators—is essential for an LTEL’s success. Comprehensive student support teams must consider targeted, evidence-based instructional practices that focus on specific areas where gaps may have occurred for LTELs. This workshop encourages schools to enroll a diverse school personnel team.

Through collaborative discussion, we will explore considerations that may be impacting students’ progress and growth in your system. This workshop will examine scenarios and specific examples to highlight key programming decisions that can specifically target LTELs’ educational needs.

Workshop Outcomes:

• • • Define and identify “Long-Term” MLs in your local context
    • Identify strategies and procedures that can both support current LTELs and prevent “long-term” status for multilingual learners
    • Leave with an action plan of next steps for supporting the LTELs in your local context

Citations: 

• • • “Frequently Asked Questions – SAS.” Pdesas.org, 2020, www.pdesas.org/Page/Viewer/ViewPage/70. Accessed 13 May 2025.
    • “Long-Term English Learners (November 2024) | NCELA – English Language Acquisition & Language Instruction Educational Programs.” Ed.gov, 2024, ncela.ed.gov/resources/infographic-long-term-english-learners-november-2024. Accessed 13 May 2025.

Authors

Cindy Barnes

Cindy Barnes is an English Language Development (ELD) and Multilingual Learners Consultant.

Previously, she was an English Language Development Specialist working with students in grades K-12. She also created and continues to instruct the ESL certification courses for various entities. Cindy has more than a decade of experience as a trainer and professional development provider and has presented at various local and statewide conferences.