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Abstract
Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
Publication Date
2025
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Assessment, Evaluation, and Research | Language and Literacy Education | Teacher Education and Professional Development
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
Recommended Citation for Full Report
Center for Equity for English Learners. (2025). Long-term English Learners: A selected annotated bibliography for English Learner research, policy, and practice. Loyola Marymount University. https://doi.org/10.64650/ceel.publication.2025.0002