Learners with Limited English Proficiency
Definition
Carl D. Perkins Vocational and Technical Education Act of 1998 includes limited English proficient individuals meeting one of the following definitions:
- Individuals who were not born in the United States or whose native language is a language other than English.
- Individuals who come from environments where a language other than English is dominant.
- Individuals who are American Indians or Alaskan Natives who come from an environment where the language is other than English and where this has had a significant impact on their English language proficiency.
- Individuals who, by reasons thereof, have sufficient difficulty speaking, reading, writing, or understanding English that they may be denied the opportunity to learn successfully in classroom where the language of instruction is English or to participate in society.
Eligibility
The term “individual with limited English proficiency means a secondary school student, an adult, or an out-of-school youth, who has limited ability in speaking, reading, writing, or understanding the English language and whose native language is a language other than English; or who lives in a family or community environment in which a language other than English is the dominant language.
Strategies for Success
- Learn a few words of the LEP learner’s language.
- Keep tests simple; have someone available who can communicate in the person’s native language.
- Maintain flexible seating arrangements so that learners can interact in a variety of ways with others.
- Use visual and kinesthetic options for learning and expressing knowledge of subject matter with all lessons.
- Use translated inventories to assess occupational interest.
- Use work samples to determine occupational aptitudes.
- Use standardized tests in native languages to assess general abilities.
- Rely more on projects which are a short-range approach for assessing an LEP learner’s ongoing progress.
- Remember that lack of language ability does not mean lack of concept development or lack of ability to learn.
- Supply contextual cues and check frequently for understanding.
- Assign one person to coordinate all services for LEP learners across disciplines.
Source: Adapted from Illinois Center for Specialized Professional Support. (2000, October). Roadmap for Perkins III: A Guide for Illinois. Normal, IL: Illinois State University.
Additional Strategies for Success
- Ensure LEP learners are included in career development activities and work-based learning options such as community service, job shadowing, school-based enterprises, youth apprenticeships, and paid work experiences.
- Provide learners with broad, transferable skills in basic workplace competencies, job-related social skills, and higher-order thinking skills.
- Promote “adopt a learner” program or buddy-instructor system such as instructor mentor, advisor, or peer support to provide support and encouragement for LEP learners.
- Provide LEP learners with extensive exposure to and information about different types of work, especially nontraditional occupations, before attempting to assess career interests.
- Design field trips to broaden learners’ horizons by exposing them to cultural and professional possibilities in their communities.
Source: Illinois Center for Specialized Professional Support. (2002) Supporting limited English Proficient Learners for success brochure and supplemental materials. Normal, IL: Illinois State University
Illinois Resources
-
Illinois Center for Specialized Professional Support. (2002) Supporting Limited English Proficient Learners for Success Brochure ( download as pdf) and
-
Supplemental Materials (links to Word docs listed below).
Additional Resources to Explore
Tool Kits
