Long-Term English Language Learner Framework (LTELL)

  • Kent Meridian's Projected Three-Year Plan (2017-2020)

    Kent-Meridian's Long-Term English Langauge Learner model promotes the ability to create a safe and respectful learning environment that accelerates the development of academic literacy and language proficiency. The ultimate goal is to empower long-term English language learners leading to graduate college and career-ready.

    We Will

    • Strengthen professional learning
    • Provide Effective language and content instruction
    • Improve instructional models and policies
    • Provide enhanced family engagement and support

    As a Result

    • Language and content achievement rates will increase
    • Attendance rates will increase
    • Graduation rates will increase
    • The percentage of Long-Term English Language Learners will decrease
    • The dropout rates will decrease

    Defining Long-Term English Language Learners (LTELL)

    Under the Every Student Succeeds Act, the Kent-Meridian High School Plan defines a Long-Term English Learner (LTELL) as an English learner who has not achieved English language proficiency within six years of initial classification.

    LTELL Student Population

    • Transnational
    • U.S. born
    • May speak colloquial English

    Characteristics

    • Lack progress toward English proficiency
    • Struggle in content areas that require academic literacy
    • Struggle with motivation, perseverance, confidence, and life and career skills
    • Exhibit strong oral social language skills but less developed academic language skills
    • At-risk of not graduating from high school

    Needs

    In addition to the Content Academic Language and Content Achievement Model. LTELLs need:

    • Extra time to accelerate language development in a dynamic and highly engaging learning environment
    • A focus on productive (speaking and writing) academic language development in core content areas using grade-level standards (English, mathematics, science, social studies, health)
    • Smaller class size
    • To develop skills for life and career (e.g., organization, note-taking, study skills, goal-setting, etc.)
    • Role-models, mentors and/or site-based support system (e.g., GEAR UP, Advancement Via Individual Determination, Positive Behavior Interventions and Supports)
    • An early prevention system in Kent-Meridian feeder schools

    Implementation Options

    Collaborative Support

    A language development coach provides language instruction support to the content teacher and/or students.

    Enrichment

    Teacher-supported language development instruction provided before or after school and/or on Saturdays as an extracurricular session.

    Extended Day/Year

    Teacher-supported language development rostered class that provides instruction through an extended day/year i.e. ELL Boot Camp.

    Strategic Master Schedule

    Teacher-supported language development instruction. Grades 9-12: Elective credit-bearing semester course.

    Instructional Practices

    LTELLs need a specific program of study that addresses the academic gaps they have accrued, additional time to close those academic gaps and grow their academic English language, and highly-engaging instruction that:

    • Provides explicit language development, with a focus on comprehension, vocabulary development, and advanced grammatical structures needed to comprehend and produce academic language.
    • Promotes oral academic language development, especially in the academic uses of English, by reading plays, doing reader's theater, and engaging in accountable talk.
    • Provides opportunities to write extensively on a variety of topics for a variety of purposes (e.g., authentic writing for authentic purposes, such as letters to legislators about a topic of interest)
    • Provides opportunities to read widely, with an emphasis on academic language and complex vocabulary.
    • Leverages students' interests by choosing texts that are socially relevant and challenge students' ideas about the world.
    • Focuses on active student engagement and accountable participation (e.g., Socratic Seminar, Scored
      Discussions, Poetry Slams, Collaborative Group Work).

    Professional Learning Resources

    Implementation of the LTELL framework includes a Program Planning Process Guide that consists of a student interest survey, sample lesson structures for project-based learning, and instructional practices and resources for teachers. As part of the rollout for the LTELL Framework, professional learning that focuses on understanding the unique and diverse needs of long-term Ells, as well as how to meet those needs, will be provided.

    References

    The Kent-Meridian High School LTELL Framework has been developed based on research. Some resources informing this work include Excellent Education (2007); Boston Public Schools; Californians Together; Center for Applied Linguistics (2007, 2010, 2016); Houston Independent School District; Jewell, M. (2016); Los Angeles Unified School District; Menken, K. & Kleyn, T. (2009); New York City Public Schools; Olson, L. (2010); Robles, J. W. (2010); Short & Fitzsimmons (2007); Ventura Unified School District; Walqui, A. {2000); WestEd WIDA (2015); Zehr, M. (2002).

Last Modified on March 4, 2019