Books and Booklists
Research and Reports
- ¿Qué Pasa? Are English Language Learning Students Remaining In English Classes Too Long?
- Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California's Long Term English Learners.
- Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension
- The Difficult Road for Long-Term English Learners
- The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood
Recent data show that approximately one-third of all English language learners in grades 6–12 in New York City are actually long-term English language learners (New York City Department of Education, 2008). The term refers to English language learners who have attended U.S. schools for seven years or more. Although national data about these students have not been gathered, it appears that significant numbers currently attend middle and high schools across the United States. This article from Educational Leadership examines the characteristics and needs of this student population, offering schools ideas to on how to better support their learning.