Long-Term English Learners
Long-term English Learners (LTELs) have been in our schools for 6 or more years and are still not English proficient. We have not done enough in our schools to help them. The CVF LTEL Project (in partnership with Sanger Unified) stretched our staff in a supportive yet compelling way. We are more knowledgeable, better prepared, and more committed to applying what we learned through the district partnership to help our LTELs learn English and improve academically.
– Roy Mendiola, Ed.D., Assistant Superintendent, Firebaugh-Las Deltas School District
Understanding What it Takes
It is estimated that most English Learners take an average of four to seven years to develop the language capacity to handle grade-level content demands in English. And, as students move up through the grades, the language demands of the subject matter increase considerably with each grade level.
Parents play an important role in the LTEL Project and their participation is actively encouraged. A series of multi-week training programs are offered each year, and parents also participate in the ILP meetings and other school activities specifically for LTEL students.
Because of potential lessons the LTEL Project might share with the field, it is being documented by the team of Dr. Karen Thompson, Assistant Professor, Oregon State University and co-coordinator of CVF’s Data Dialogues Network, and Dr. Claudia Rodriguez-Mojica, Assistant Professor at Santa Clara University. Both Dr. Thompson and Dr. Rodriguez-Mojica have conducted extensive research on English Learners. Findings from their study of the LTEL Project will be posted on this website in the future. In the meantime, their 2015-16 interim report indicates that, the number of LTELs in both districts has dropped 23% over the course of this partnership.