'Long-Term English Learners'

The Hispanic demographic at my college is over 50 percent of student enrollment. Needless to say, for many, language issues create a major barrier to successful advancement through the curriculum.

At LAT, "California schools step up efforts to help 'long-term English learners'":

After more than 11 years in Los Angeles public schools, Dasha Cifuentes still isn't speaking or writing English at grade level. The U.S. native, whose parents are Mexican immigrants, was raised in a Spanish-speaking household and she acknowledges that the two languages get confused in her mind.

"I should be more confident in English because I was born here, but I'm embarrassed that I haven't improved myself," said Dasha, a junior at Fairfax High.

Now, however, she and other students like her are receiving more attention under a new state law and initiatives by L.A. Unified and other school districts. The law requires the state to define and identify a "long-term English learner," the first effort in the nation to do so.

In its inaugural data released Wednesday, the state has identified nearly 350,000 students in grades six through 12 who have attended California schools for seven years or more and are still not fluent in English. They make up three-fourths of all secondary school students still learning English.

Among them, nearly 90,000 are classified as long-term English learners because they also have failed to progress on the state's English proficiency exam for two consecutive years and score below grade level in English standardized tests.

"These kids need to be visible," said Shelly Spiegel-Coleman of Californians Together, a Long Beach-based nonprofit that promoted the legislation and released the state data. "In many instances, these students are sitting in mainstream classes and are not getting any specialized help."

A 2010 study by the nonprofit found that many students languished because schools failed to monitor their progress, provide appropriate curriculum or train teachers. Last year, the American Civil Liberties Union sued the state for allegedly failing to provide legally required services for students learning English.

In addition, Fairfax Principal Carmina Nacorda said, more than 70% of her 125 long-term English learners have educational disabilities. And many educators say that students who achieve fluency in their first language more easily learn English, but that Proposition 227, the 1998 voter-approved state initiative that severely restricted bilingual education, has impeded them from doing so.

The new focus on such students comes amid a shift in California's long-running language wars. Since Proposition 227, a counter-movement has grown promoting the teaching of two languages in dual-immersion classes. State Sen. Ricardo Lara (D-Bell Gardens) has successfully placed a measure to repeal the proposition on the November 2016 ballot.

Shoot, we'll just have to require Spanish language proficiency for native Californians. That ought to level the playing field!

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