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Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners

December 15, 2014 by Claudia Vizcarra

by Laurie Olsen, Ph.D.

A Californians Together Publication

Well over half of the secondary school English Learners in California are Long Term English Learners – struggling academically and stuck in progressing towards English proficiency despite six or more years in U.S. schools.   Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculum or create new courses that address the unique language and academic gaps of these students. This new publication culls the lessons learned from districts throughout the state and provides needed guidance for the field. The contents include:

  • Overview of the need for an LTEL course
  • Case studies from four districts about how the LTEL courses were developed
  • Overview of Ten Essential Components of LTEL courses
  • Description of the materials and curriculum drawn upon for LTEL classes
  • Discussion of things to consider in structuring the classes
  • Impacts
  • Discussion of common challenges and lessons learned
  • Recommendations for the state
  • A Planning Checklist to use in preparing for and implementing LTEL classes

Secondary School Course Designed to Address the Language Needs and Academic Gaps of Long Term English Learners

Categorized: Reports Area of Focus: English Learner Support, Long Term English learners

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