Did you know that English Learners (ELs) make up 10.1% of the United States’ total K-12 student population? This includes 18% of students in Texas and 19% of students in California.

In a previous blog post we talked about the different ways that ELs are tested throughout the US public education system. We showed how translated and adapted summative assessments can produce results that are more reliable and more representative of EL student ability and achievement. But today I’d like to back up and discuss how ELs are first identified as part of this unique student population.

Defining English Learners

In public education, ELs are officially defined by a combination of characteristics. First, ELs are children who wish to attend primary or secondary school. They have difficulties with reading, writing, speaking and/or understanding English in such a way that it prevents them from meeting K-12 academic standards, successfully participating in an English-language classroom and being able to engage with American society at large. ELs experience these difficulties as a result of specific formative circumstances. These include: not being born in the US and having a native language other than English; having moved from place to place, having a native language other than English and having spent a significant amount of time in non-English environments; and being an Alaska Native or Native American who has spent a significant amount of time in a non-English environment.

Identifying ELs

It’s important that English Learners are properly identified so that they can receive the academic support they need to become proficient in English and receive a good education. The rules, procedures and resources for this identification may vary from state to state and school to school. However, it’s common to administer a home language survey to the student’s parents or guardians and/or administer an English proficiency assessment to the student.

The home language survey typically asks questions such as: What is the primary language used at home? What is the student’s native language? What language does the student use most often? In what language do you (as the parent or guardian) prefer to receive school communications? The home language survey is often translated and provided to parents in multiple languages, such as Spanish, French, Vietnamese, Chinese, Amharic and Arabic. Alternatively, oral interpreters may be used to guide parents through completing the survey.

In addition, English proficiency assessments, also called placement tests or screener tests, can be administered to potential ELs. These assessments evaluate four skills: reading, writing, listening and speaking. Or listening, speaking, pre-reading and pre-writing in the case of pre-K students. Likewise, it isn’t just good practice to use valid and reliable assessments. This is necessary to comply with Federal civil rights laws, as well as to give EL students a fair picture of their current English skills.

Students who are identified as eligible ELs as a result of this process aren’t automatically enrolled in EL programs. Parents or guardians should be given the opportunity to review their student’s assessment results and available program options before deciding whether the student should participate in or opt out of specific offerings.

ELs Achieve English Proficiency

The goal of EL policies and programs is to provide America’s schoolchildren with what they need to succeed in the English-language classroom and in the US at large. It’s estimated that this typically takes five to seven years.

While the available offerings at each school may vary, EL students’ progress is regularly monitored and their English proficiency is assessed each year. This assessment allows stakeholders to see where individual ELs could benefit from additional support, or to certify that individual students have achieved enough English proficiency to move on from the program. But to ensure that EL students are not removed from the program too early, students’ academic progress is monitored for at least the next two years.

ELs make up a significant percentage of US classrooms. It’s critical that they are correctly identified and served well.

It Takes a Village

If you’re involved, we’d like to help. Responsive Translation specializes in high-stakes translation and adaptation for K-12 education. This includes summative assessments, formative assessments, curriculums, courses, reports, guides, parent letters and other education-related materials.

I invite you to contact me at 646-847-3309 or [email protected].