Long-Term English Learners (LTELs) are students who have maintained their MLL/ELL status for 6+ years. This session for middle and high school educators will focus on how to re-engage these learners by pairing identity-affirming practices with high-leverage scaffolds that support rigorous reading, writing, and discussion. We’ll clarify what sets LTELs apart from newcomers, why disengagement often happens, and how targeted supports can quickly increase access to grade-level work.
You’ll leave with practical tools—such as annotation frames, academic talk routines, and structured writing supports—that you can use right away to help LTELs engage in grade-level content and further develop their language. This session is ideal for educators seeking concrete strategies that boost LTELs’ confidence, participation, and academic language development without watering down instruction or lowering expectations.
By the end of this session, participants will be able to:
- Analyze how identity and past experiences influence LTEL engagement
- Identify and practice high-leverage ESL/ENL scaffolds that increase rigor and access
- Understand who LTELs are and how their needs differ from other MLL/ELL populations
Facilitator: Megan Sands
