<![CDATA[In the 2024 academic year, Politeknik Penerbangan Surabaya hosts approximately 300 students classified as Aviation English learners, with many first- to third-level students identified as Long-Term English Learners (LTEL). This qualitative case study investigates the historically low academic achievement of first-level LTEL students despite mandates such as Circular Letter SE-BPSDM 9/2024, which emphasizes enhancing English proficiency through TOEIC certification. The study explores how Aviation English lecturers utilize integrated English Language Development (ELD) components to support LTEL students in developing language, literacy, and content knowledge, and examines the role of institutional management in facilitating these efforts. Grounded in Vygotsky’s Zone of Proximal Development (ZPD), data were collected through interviews and document analysis, employing a priori and in vivo coding. Findings underscore the need to differentiate LTEL students from other English Learners, reassess the efficacy of integrated ELD models, promote academic optimism, prioritize high-level literacy tasks, and refine the Aviation English teaching framework across contexts. This research contributes to social change by addressing instructional gaps for LTEL students, advocating for equitable educational practices to enhance their academic success.]]>
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