Abstract
The English learner (EL) population has grown by 35% in the last 20 years. However, in addition to new students being identified as ELs, the EL subgroup is being inflated by students who are not being reclassified within a reasonable and developmentally appropriate timeframe. These students, often labeled long term ELs (LTELs), are a product of chronic systemic failures that have barred these students from an equitable education. Leslie Villegas provides an overview of the LTEL phenomenon and offers recommendations for creating a more even picture of the problem.
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