ESL Students with Limited Formal Schooling

Newcomers with Limited Native Language Literacy on the Rise

Jun 24, 2009

Educators are beginning to consider the issues and needs of a growing subgroup of English Language Learners with limited native language literacy.

For the past few decades, students from homes where English is not the primary language have become the fastest growing segment of the K-12 school population in the United States. Among this group there has been an increase in the number of students with limited formal schooling (LFS). Also referred to in some settings as “newcomers,” “literacy students,” or even “pre-literates,” they face more challenges than the traditional ESL student and require thoughtful interventions from teachers and school administrations.

What Makes a Student LFS

LFS students are identified as having had limited or interrupted schooling; in other words, they have missed two or more years since the age of six. There are a variety of factors leading to this deficiency. Their access to education may have been affected by economic or political turmoil in their native countries, or by the geographical location of their homes. In other cases, students leave school to work or help their families in other ways.

In order to identify LFS students, many school districts have developed procedures which include testing in the student’s native language in addition to English, as well as interviews with family members to gain information about the student’s educational background.

The Challenges These Students Face

Students who have had gaps in their schooling come to their new school with limited or no literacy skills in their native language. They are often unfamiliar with class rules and routines, and some have never had to take a standardized test. Their knowledge in academic subjects is also limited.

LFS students often struggle with emotional issues as well. Some are still dealing with trauma resulting from violent or unstable situations in their home countries or separation from other family members. Also, they may suffer from low self-esteem, particularly if they are aware of the achievement gap in comparison to other students, including other English language learners without interrupted schooling. They experience more frustration and some are likely to withdraw or act out in response.

Considerations for the LFS Student

In most cases, the ideal setting for newcomers is a small, self-contained class in which they can receive instruction at a reasonable pace and feel comfortable expressing themselves. Research on both adults and children in K-12 settings has demonstrated that students with literacy skills in their native language can transfer those skills in learning English more quickly; therefore, a program that contains native-language instruction in the core subjects in addition to ESL instruction should be implemented whenever possible. If this option is unavailable, the next best arrangement is for licensed ESL instructors to scaffold content to make it more accessible to their students.

Teachers, students, and parents should meet and establish attainable objectives and develop an individualized learning plan. As much as testing has become a reality for all students in public education, assessment based on project work is a more meaningful approach, as it places more emphasis on developing a functional literacy to meet more immediate needs such a finding a job.

A supportive environment and appropriate methods of instruction can go a long way in helping ESL students with limited formal schooling adjust to school settings and benefit from a rewarding learning experience.

The copyright of the article ESL Students with Limited Formal Schooling in ESL Programs/Lessons is owned by Sally Bunch. Permission to republish ESL Students with Limited Formal Schooling in print or online must be granted by the author in writing.