Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Nicole Enzinger, PhD

Second Advisor

Maranda Turner, EdD

Abstract

This qualitative narrative inquiry study explored the lived experiences of Long-Term English Learners (LTELs). LTELs are students who remain classified as English learners for six or more years. Limited research on LTELs’ perceptions of reclassification limits educators’ ability to design effective reclassification practices. This study examined LTELs’ perspectives on barriers to reclassification, existing school supports, and socioemotional experiences. The study was guided by a conceptual framework integrating sociocultural theory and empathy. Semi-structured empathy interviews were conducted with 11 LTELs from three rural high schools. Interview transcripts were analyzed to identify themes while preserving each participant’s unique narrative.

Several key themes emerged. Students described barriers to reclassification, including limited academic English development, limited understanding of the reclassification process, and linguistic environments dominated by conversational language. Participants also highlighted relational support from teachers and targeted academic language instruction. Students reported socioemotional experiences associated with LTEL status, including stigma connected to the LTEL label, emotional coping strategies, and evolving bilingual asset-oriented identities. Findings emphasize the importance of incorporating student perspectives into reclassification practices. Implications include clearer communication about reclassification, intentional academic language instruction, and relationship-centered educational environments.

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