Mastering the English language takes time. In fact, research shows that it can take four to seven years for English language learners to develop academic English proficiency. For some students, it may take longer. Learn how to help Long-Term English Learners (LTELs) achieve English language proficiency and academic success.
Who are Long-Term English Learners?
Long-term English learners (LTELs) are students who have been identified as English learners in U.S. schools for more than six years. Estimates suggest that up to a quarter of ELL students classify as LTEL. Typically LTELs are fluent in conversational English. One study shows that many LTEL students frequently use translanguaging in the classroom, which involves tapping into their complete linguistic repertoire to communicate. Yet, LTELs experience language challenges, such as commanding academic language and developing literacy skills like comprehension.
It is also important to note that the LTEL label may reinforce deficit ideologies. There has therefore been a shift in using more asset-based language like "experienced multilingual."
Strategies to support LTEL students in the classroom
Thoughtfully plan instruction with following classroom strategies that benefit LTELS and all learners alike.
1. Talk to the student
No two LTEL students are the same. Get to know them and their perspective on education. What are their aspirations? What’s their view of their academic progress? How are they supported in and outside of school? If students aren’t addressed individually, they may not understand their class placement, their results on language assessments, or how their academic performance could impact their next steps.
2. Establish and utilize consistent teaching routines
By creating and maintaining consistent routines, teachers remove a cognitive and emotional barrier so students can focus on internalizing the new content, concepts, and language. Whether you’re evaluating the routines in your own classroom or designing a standard of practice across a team or school, all students will benefit from knowing exactly what to expect and how to participate every single time. An opening routine or warm-up exercise establishes the tone at the beginning, while step-by-step partner and group work routines keep learners on task and accountable for their learning throughout the lesson.
3. Provide and analyze models of academic language
LTELs need explicit instruction in academic language. Yet simply reading more or discussing an idea doesn’t provide sufficient practice in academic language because many literary texts or natural peer interactions use more social English. Students need specific examples of academic terms and phrases modeled in the teacher's speech, posted on the wall, in their notes, and as models for upcoming writing tasks.
Furthermore, LTELs need regular chances to analyze and discuss the elements of academic writing and speaking as they prepare to complete future assignments and assessments. Digital annotation tools for highlighting, underlining, and note-taking are one way to draw students’ attention to elements in a model piece of writing.
4. Teach language forms and functions
Long-term ELLs need designated time in their schedule for explicit language instruction, with the goal being that they can transfer the language skills into their work in other classes. When they don’t receive explicit syntax instruction, they develop gaps in knowledge that prevent them from competently participating in academic discourse.
Response frames and word banks help teachers model academic vocabulary in context and point out linguistic features found in academic language. Then, students can participate in guided practice and create their own accurate response.
5. Activate and build background knowledge alongside vocabulary
Tapping into students’ prior knowledge and having high expectations for all students are important. Since LTELs may not have the necessary topic-specific academic vocabulary to participate in grade-level tasks on a given topic, vocabulary instruction needs to happen as a part of building background knowledge.
Whether in a language class or a content class, it is important to routinely check in with students about their knowledge of new words. Have they seen those words before? Can they use them in a sentence? Then, teachers can explain the meaning and provide examples before diving into the text. The goal is that when students encounter the word later, they will be able to engage in fluent reading and grade-level discourse.
6. Structure peer interactions
Now that students have the vocabulary and response frames to share ideas, they should be held to high expectations to use them. LTEL students need the practice of using academic language, including during partner and group work. Clearly explaining and modeling the language target, monitoring group work, and giving immediate feedback ensures that students have access to as much practice as possible.
Incorporate these strategies to support and empower long-term English learners on their pathway to English language proficiency. Since these practices can benefit learners at any level, use them in any class to meet the needs of all students.
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This blog post, originally published in 2021, has been updated for 2025.
Accelerate students' academic English language development through culturally responsive instruction, relevant topics and texts, and structured peer interactions with English 3D for Grades 4–12.
Download our free guide to using response frames with multilingual learners.