Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

Abstract

AbstractStudents who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students’ state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.