How Do the Students Feel? Long-Term English Learners and Their Experience Under the ESL Label

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: "What do THEY Know?" Teacher Research and Student Voice (Table 14)

Abstract

Many ELLs in my district enter elementary school as non-native speakers, plateauing at intermediate English levels as determined by the annual proficiency exam. As long-term English learners (LTELs), the pattern of failing and retaking the test wears on them, exacerbated by the district-mandated curricula for English language development (ELD) classes that fail to tap into students’ lived experiences. I used qualitative methods to elicit students’ counter-stories of their ELD experience, revealing three themes: (a) a negative perception of ELD and desire to “get out,” despite (b) an overall perception of ELD’s benefit, along with (c) confusion about placement policies and procedures. I conclude with a call to better understand LTELs’ needs along with transparency about their progress toward proficiency.

Author

• Molly M. Staeheli, Coe College