Long-Term English Language Learner Designation  Student name ENMU  BLED 538  Page Break  Long-Term English Language Learner Designation  Designating a student as a long-term English Language Learner (LTELL) means that after six years, a student still requires English as a Second Language or English as a New Language courses (both of which will be referred to as ESL for simplicity purposes). This designation may seem helpful as it allows students support for longer, however it has been shown that designating students as LTELL and keeping them in ESL classes for longer than six years actually negatively impacts student success (Artigliere, 2019). As such, we as educators must seek to understand what is inhibiting student success when provided ESL support, what English proficiency is and how it differs between ESL students and Native English speakers, and lastly what ESL students actually need to achieve and prevent LTELL status.  What causes students to be designated LTELLs?  An LTELL is a student who, after six years of ESL classes, still requires ESL support to be successful. They are not meeting grade-level English proficiency and cannot pass grade-level tests without ESL accommodations. According to Artigliere, “students’ age and prior levels of language proficiency and education are critical variables in subsequent ELL classification” (2019, p. 4). These same finding say that students who start ESL at 12-15 are less successful than those who start earlier, in particular those who started receiving ESL services at 8-11 years old (Artigliere, 2019). This demonstrates that early intervention is key for these students to attain native-level fluency, which for the majority of ELL students is theoretically possible. However, early intervention is not the only factor. Equally important is the support that is provided by both the school and teacher, and so is the understanding of what English proficiency means. These all come together to determine what students who start ELL will go on to become successful and how to increase this number.  Why do English Language Proficiency tests matter?  Testing for English Language Proficiency (ELP) was first mandated by the No Child Left Behind Act, which “created guidelines for assessment policies and procedures, mandating that ELLs be tested annually with state ELP exams” (Artigliere, 2019, p. 3). In theory, having mandated ELP tests is a positive, but put into practice it is much more complicated. Before NCLB mandated that states provide ELP tests with specific metrics, each state had used their own metrics, tests, and policies. This created research conditions which made it so that pre-NCLB there was virtually no research that “examined the impact of classification status and subsequent ELP performance” (Artigliere, 2019, p. 3). Our understanding of how LTELLs and ELLs learn English is incredibly enhanced now, and “these tests are critical measures of ELP and the results are used in high-stakes decisions ...

1. Long-Term English Language Learner Designation
Student name
ENMU
BLED 538
Page Break
Long-Term English Language Learner Designation
Designating a student as a long-term English Language Learner
(LTELL) means that after six years, a student still requires
English as a Second Language or English as a New
Language courses (both of which will be referred to as ESL for
simplicity purposes). This designation may seem helpful as it
allows students support for longer, however it has been shown
that designating students as LTELL and keeping them in ESL
classes for longer than six years actually negatively impacts
student success (Artigliere, 2019). As such, we as educators
must seek to understand what is inhibiting student success when
provided ESL support, what English proficiency is and how it
differs between ESL students and Native English speakers, and
lastly what ESL students actually need to achieve and prevent
LTELL status.
What causes students to be designated LTELLs?
An LTELL is a student who, after six years of ESL classes, still
requires ESL support to be successful. They are not meeting
grade-level English proficiency and cannot pass grade-level
tests without ESL accommodations. According to Artigliere,
“students’ age and prior levels of language proficiency and
education are critical variables in subsequent ELL
classification” (2019, p. 4). These same finding say that
students who start ESL at 12-15 are less successful than those
who start earlier, in particular those who started receiving ESL
services at 8-11 years old (Artigliere, 2019). This demonstrates
that early intervention is key for these students to attain native-
level fluency, which for the majority of ELL students

2. is theoretically possible. However, early intervention is not the
only factor. Equally important is the support that is provided by
both the school and teacher, and so is the understanding of what
English proficiency means. These all come together to
determine what students who start ELL will go on to
become successful and how to increase this number.
Why do English Language Proficiency tests matter?
Testing for English Language Proficiency (ELP) was first
mandated by the No Child Left Behind Act, which “created
guidelines for assessment policies and procedures, mandating
that ELLs be tested annually with state ELP exams” (Artigliere,
2019, p. 3). In theory, having mandated ELP tests is a positive,
but put into practice it is much more complicated. Before NCLB
mandated that states provide ELP tests with specific metrics,
each state had used their own metrics, tests, and policies. This
created research conditions which made it so that pre-NCLB
there was virtually no research that “examined the impact of
classification status and subsequent ELP performance”
(Artigliere, 2019, p. 3). Our understanding of how LTELLs and
ELLs learn English is incredibly enhanced now, and “these tests
are critical measures of ELP and the results are used in high-
stakes decisions which determine programming, instruction and
curriculum” (Artigliere, 2019, p. 3).
Aiding students already designated LTELLs
One of the most important things to recognize is that students
who are categorized as ELL or LTELL are grade-level
proficient in a language at the time that they begin their career,
it is simply not English. Rather than treat them the same as very
young students and patronize them by being overly helpful,
teachers need to recognize that “LTELLs are emergent
bilinguals and as such, should receive bilingual educational
opportunities. There is abundant and well-established research
which is clear on the benefits of bilingual education for ELLs”
(Artigliere, 2019, p. 7). To ignore or attempt to replace the
language that the students come in knowing is to deny that they
have any knowledge at all. This requires more knowledge on the

3. part of the teacher because to teach a bilingual class requires
both being bilingual and knowing how to teach in both
languages. Not having the resources to provide this leads
to delayed development in both languages, as shown in one
study where it was found that “students…were also several
grade levels behind in both Spanish and English (three years in
English and 3.5 in Spanish)” (Artigliere, 2019, p. 8). If
schools are able to provide resources that allow their LTELL
and ELL students to learn in bilingual classes rather than
straight ESL classes, then they have more success long-term
when compared to only being taught in English (Artigliere,
2019).
What Former ELL and LTELLs need from their teachers (edit,
implications section)
One thing that was found to be continuously beneficial was
when students were taught with multicultural understanding.
One finding was that if schools “embrace LTELL students’
native languages by offering biliteracy programming embedded
in all content areas classes which fully accepts and
acknowledges the heterogeneity within the LTELL population”
(Artigliere, 2019, p. 10). One avenue that allows students to see
benefits from this is for individual teachers to experience
“specialized courses in the following three areas: Spanish
Native Language Arts (NLA) courses designed to develop and
support both NLA and English proficiencies; separate ESL
courses for only LTELLs which focused on academic language
and literacies rather than more traditional ELD courses; and
content area courses which emphasize learning both language
and content simultaneously” (Artigliere, 2019, p. 10). These
courses were part of a professional development series available
to the study, but many similar courses are available through
education programs across the nation.
Conclusion
Students deserve to know they can succeed on their own, but it
is up to us as teachers to get them to a place where this is
possible. Students who are taught in bilingual classes have more

4. confidence and higher ability levels, and they are able to learn
the vocabulary, grammar, content, and everything all at once
rather than pick out pieces and learn each part one at a time.
That kind of instruction does little for anyone other than to fill
up time throughout the school day, and it is simply a disservice
to the student and population.
Works Cited:
Artigliere, M. (2019). The Proficiency, Instructional and
Affective Domains of Long Term English Language Learners: A
Review of the Research. TESL-EJ, 23(1).
OVERVIEW
You will write a review of literature detailing the importance
and significance of a topic from this course. The purpose of a
review of literature is to examine an issue while considering
opposing perspectives. You will defend your position on an
issue and your rationale for your position.
· You need to support your position with a solid foundation
based on statistical evidence, research, and historical events.
· Validate your position utilizing authoritative references form
peer-reviewed journals.
· Examine strengths and weaknesses of your position.
· Suggest possible solutions and courses of action related to
your position.
INTRODUCTION:
· What is the topic or issue you explored?
· Describe the field of literature.
TRANSITION (No citations yet)
·
Part 1 Analysis
· State your position.
· What is your justification for your position/claim?
TRANSITION Your article(s) should support your

5. position.
·
Utilize your matrix.
Part 2 Evaluation
· Assess claims presented in the articles.
· Examine strengths.
TRANSITION (examining the article does it address your
position.)
·
Part 3 Synthesis
· Connect ideas/positions/claims from the article(s) to theories
and other articles.
TRANSITION Do not introduce a new topic. What do all
these articles have in common.
·
Part 4 Implications
· How is information useful?
· For whom is information useful?
· What does this article contribute to understanding teaching,
classrooms, education?
TRANSITION Tell your readers what should be do
with this information.
·
Part 5 Conclusions
· What questions do you anticipate after your audience reads
this article?
· What are other important considerations to make?
Rubric: Literature annotation, review
Outline & Rubric: Literature annotation, review
(For a review of literature outline, refer to Excel matrix
>Outline- Literature annotation, review.xlsx)
Side note: Write your position in one sentence on a sticky

6. note. After each paragraph ask yourself does it connect to your
position. If it does not relate you must redo.
SCORE
40-36
35-32
31-26
25>
EXEMPLARY
PROFICIENT
PROGRESSING
UNSATISFACTORY
Holistic
criteria
● Thesis/Claim/Position is clearly stated.
● Essay is organized and coherent.
● Ideas or reasons based on theory and practice are specific,
well-developed, and show depth of thinking.
● Sentences are skillfully constructed and purposeful including
effective transitions showing progression of ideas.
● Word choice is precise and purposeful.
● Thesis/Claim/Position is clearly stated.
● Essay is clearly focused, but it may have minor lapses in
organization.
● Ideas or reasons are explained and developed.
● Sentences are varied with minor structural problems.
● Transitions between sentences are logical.
● Word choice is appropriate.
● Thesis/Claim/Position is weak or ineffective.
● Essay overall lacks focus.
● Essay is not organized logically.
● Ideas or reasons are not explained or developed.
● Sentences have structural problems.
● Transitions are weak or missing.
● Word choice is general (not purposeful).
● Thesis/Claim/Position is not clear or missing.

7. ● Ideas or reasons are not clear or missing.
● Essay is not organized logically.
● Sentences are not clear.
● Transitions are not clear or missing.
● Word choice is general (not purposeful).
Source
criteria
Sources are peer-reviewed and current (<5 years).
Candidate supports thesis/claim/position with citations
effectively.
Sources are peer-reviewed and current (<5 years).
Candidate supports thesis/claim/position with citations but may
have minor lapses in effectiveness.
Sources are peer-reviewed and current (<10 years).
Candidate does not support thesis/claim/position with citations.
Sources do not support thesis/claim/position.
Grammar
There may be minor errors in spelling, punctuation, grammar,
and usage, but they do not distract from the essay.
There may be minor errors in spelling, punctuation, grammar,
and usage, but they do not affect clarity and meaning.
There are many minor errors in spelling, punctuation, grammar,
and usage; they sometimes affect clarity and meaning.
There are many minor errors in spelling, punctuation, grammar,
and usage; they do affect clarity and meaning.
Overall
Is your essay focused? Did you develop your ideas?
Did you include ideas that are interesting and specific?