There are different terms for ELLs with different cultural and educational backgrounds. For instance, ELLs who have not yet attained English language proficiency within the allotted period—typically five years—are classified as long-term English learners or LTELs. The English language learners known as recently arrived English learners (RAELs) are those who have spent less than a year studying in US schools. Lastly, ELLs who have experienced educational setbacks in grades 4 through 12—either in the US or in their home countries—are referred to as SIFEs, or students with interrupted formal education (“English Learner“, n.d.). Hence, the abovementioned terms are used for ELLs who have found themselves in different circumstances.
Several factors influence the acquisition of the English language by these students. Due to their cultural and socioeconomic backgrounds, RAELs and SIFEs may face distinct challenges. For example, mainstream culture typically forms the basis of education, and teachers frequently interpret the content through the lens of their own upbringing (Pankewich, n.d.). Conversely, RAELs and SIFEs often live in different cultural settings, making it more challenging for them to learn English.
Conversely, LTELs might be categorized as such because it’s challenging to become proficient in academic English. Students are labeled as LTELs after only 5 years of education, and it may take ELLs up to 7 years to acquire the academic language abilities that their peers already possess (Pankewich, n.d.). This can result in them receiving different treatment for reasons that are often beyond their control. Hence, the acquisition of language proficiency by RAELs, SIFEs, and LTELs is affected by various factors.
There is significant overlap between the student classifications listed above and ELL special populations. For instance, those who are new immigrants or migrants may become LTELs as a result of the challenges associated with learning the language if they have never studied it in their home countries. At the same time, refugees can frequently become SIFEs due to the difficulties in their native countries and the time they spend gaining documentation in the US. Native Americans may also be categorized as LTELs due to socioeconomic conditions, such as resource scarcity, which can prolong language acquisition (Pankewich, n.d.). Hence, ELL special populations can often be classified as one or more of the aforementioned ELL classifications.
References
English Learner Accountability Hub. (n.d.). New America.
Pankewich, C. (n.d.). 17 – Disproportionate Representation of English Language Learners in Special Education. University of Saskatchewan.