Breaking the Silence: A Critical Review of Language Policy and Planning for Long-Term English Learners

Despite scholarship on emergent bilingual students that continues to evolve, the subgroup of emergent bilinguals who are labeled as long-term English learners (LTELs) have been overlooked and underserved for too long. LTELs refer to English learners who have been educated in a U.S. school for six years or more. This literature review is aimed at bringing awareness to this subgroup population and identifying the characteristics and classification process of LTELs described in the present scholarship. The review critically examines the de facto policy about LTELs from perspectives of the current climate of standardized tests (language management), the label itself (language ideology), and programs and schooling experience of these students (language practice). The literature review not only speaks to the stereotypes, struggles, and challenges that LTELs face, but also calls for future research studies to be conducted in addressing these problems pedagogically, institutionally, and systematically. Keywordslong-term English learners, English proficiency, language policy, standardized test, labeling

Dual Language Learning and Educational Success for Youth

Effectively educating children and youth who are learning English as their second language is a national challenge with consequences both for individuals and for American society. Despite their potential, many English learners are struggling to meet the requirements for academic success jeopardizing their prospects for success in postsecondary education and the workforce. This article is based on a consensus report from the National Academies of Sciences, Engineering, and Medicine, Promoting the Educational Success of Children and Youth Learning English: Promising Futures published in 2017, and briefly reviews language development among dual language and English learners and the development of English proficiency. The article also discusses promising and effective practices for children and youth learning English in grades pre-K through 12. The needs of dual language learners and English learners with disabilities and those of long-term English learners are also discussed.

Translanguaging in the Case of Bilingual University Students

According to Garcia (2009), translanguaging is “… the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (p. 140). Therefore, it is more about communication than language use. Bilinguals tend to employ their linguistic repertoire as an integrated communication system. In the context of this study, senior university bilingual students majoring in business in Saudi Arabia are usually competent in their mother tongue (Arabic) and in their additional language (English) due to the nature of business. They are keen to maintain their ability in English as far as possible as they consider themselves “long-term English learners”. Today, Saudi Arabia is increasingly building bridges to the outside world and clearly proficiency in English is one such bridge, allowing Saudi Arabia to integrate with English-speaking countries. Stakeholders in Saudi Arabia are now seeking English-proficient applicants for jobs, regardless of their speciality, more so than previously. This has become the norm in both the public and private sectors. However, bilingual university students majoring in business still tend to employ their mother tongue regardless of their proficiency in English. This may indicate their views and feelings with regard to the need to be bilingual in any future work context. This study focuses on senior business students at Majmaah University. Semi-structured interviews were conducted with the students (n=14) and their instructor (n=1). This paper reports on the students’ attitudes towards bilingual activities, specifically task-related discussions, and the impact on their communicative repertoire from their perspective.