NEWCOMER TOOL KIT

CHAPTER 4
RESOURCES
National Clearinghouse for English Language Acquisition. (n.d.). Elevating English Learners (ELs): Social
and emotional supports for newcomer students. Retrieved from http://ncela.ed.gov/files/feature_topics/
newcomers/ElevatingELs_SocialEmotionalSupportNewcomer.pdf
This brief shares key considerations for schools implementing social and emotional supports for
newcomers. In addition to practical suggestions for implementation, this resource includes links to further
information.
Ortiz, V., & Telles, E. (2012). Racial identity and racial treatment of Mexican Americans. Race and Social Problems,
4(1). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3846170
This article explores discrimination against Mexican immigrants in the United States, across generations
(using data sets from 1965 and 2000), and with a particular focus on race, skin tone, and socio-economic
status as variables.
Osofsky, D., Sinner, G., & Wolk, D. (2003). Changing systems to personalize learning: The power of
advisories. Providence, RI: The Education Alliance at Brown University. Retrieved from
http://education.vermont.gov/documents/EDU-PLP_The_Power_of_Advisories.pdf
This tool kit highlights five key dimensions of successful advisory programs to build social and emotional
capacities in students.
Paradis, J., Genesee, F., & Crago, M. B. (2004). Dual language development and disorders: A handbook on
bilingualism and second language learning (2nd ed.). Baltimore, MD: Brookes Publishing.
This book dispels several myths about Dual Language development and answers questions that might
come up in work with Dual Language Learners and their parents.
Paris, D., & Alim, H. S. (2014, April). What are we seeking to sustain through culturally sustaining
pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. Retrieved from
http://hepgjournals.org/doi/10.17763/haer.84.1.982l873k2ht16m77
In this article, the authors use the concept of culturally sustaining pedagogy (CSP) as the foundation for a
respectful and productive critique of previous formulations of asset pedagogies.
Pottie, K., Dahal, G., Georigiades, K., Premji, K., & Hassan, G. (2015, October). Do first generation immigrant
adolescents face higher rates of bullying, violence, and suicidal behaviours than do third generation and
native born? Journal of Immigrant Minority Health, 17(5), 1557–1566. doi:10.1007/s10903-014-0108-6
This meta-analysis considers the international evidence base for immigrant adolescent exposure to bullying
and concludes that they are more susceptible to bullying than average.
Reaves, C. (n.d.). Culture and language in TK: Supporting teachers, families, and children[in] family conversations
[Handout]. Retrieved from http://www.tkcalifornia.org/resource-library/resources/files/crrtl-familyconversations-handout.pdf
Provides examples for culturally responsive and relevant teaching and learning (CRRTL) in transitional
kindergarten (TK).
U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 31
No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction
mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about
and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.