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CHAPTER 1 RESOURCES Cristancho-Ahn, M. (2012, June 6). Our American Dream: Paola Moya, from dog walker to architect. Fox News Latino. Retrieved from http://latino.foxnews.com/latino/community/2012/06/06/our-american-dreampaola-moya-from-dog-walker-to-architect/ This article provides information on architect Paola Moya. Education Week. (n.d.). Learning the language [Web log]. Retrieved from http://blogs.edweek.org/edweek/learning-the-language/ This blog covers the educational and social issues facing ELs. Fairlie, R. W. (2012, August). Open for business: How immigrants are driving small business creation in the United States. Retrieved from Partnership for a New American Economy website: http://www.renewoureconomy.org/wp-content/uploads/2013/07/openforbusiness.pdf This report analyzes the role of immigrant entrepreneurs in the United States economy. Frederick, B. (2013, March 29). 10 influential authors who came to the U.S. as immigrants. The Christian Science Monitor. Retrieved from http://www.csmonitor.com/Books/2013/0329/10-influential-authors-who-cameto-the-US-as-immigrants This article provides biographical information on 10 authors who came to the United States as immigrants. Furman, J., & Gray, D. (2012, July 12). Ten ways immigrants help build and strengthen our economy [Web log post]. Retrieved from White House website: https://www.whitehouse.gov/blog/2012/07/12/ten-waysimmigrants-help-build-and-strengthen-our-economy This blog post outlines ways in which immigrants have contributed to the economic stability and strength of the United States. Within each of the ten categories describing immigrant contributions are statistics that provide concrete evidence to the narrative. In addition, several additional links are embedded in the blog, which provide further information regarding the ways that immigrants enhance the U.S. economy as a whole. Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York, NY: Basic Books. Retrieved from http://faculty.ucmerced.edu/khakuta/research/publications/(1986)%20-%20MIRROR%20OF%20 LANGUAGE%20THE%20DEBATE%20ON%20BILINGUALISM.pdf In this text, the author details the intellectual and social implications of bilingualism, including that of children as well as adults. He also discusses bilingual education and its academic and linguistic implications. Institute on Taxation and Economic Policy. (2015, January 14). Who pays? A distributional analysis of the tax systems in all fifty states (5th ed.). Retrieved from http://www.itep.org/whopays/ The report, released in January 2015, provides a summary of taxes paid by group, including immigrants, nondocumented workers, and so on. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 18 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.
CHAPTER 1 RESOURCES Jacoby, T. (2004). Reinventing the melting pot: The new immigrants and what it means to be American. New York, NY: Basic Books. This text is an anthology of leading researchers in the fields of education, sociology, and linguistics, each writing on the role immigrants have played (and continue to play) in the dynamic culture of the United States. McFarland, J. (2016, February 18). Diversity in home languages: Examining English Learners in U.S. public schools [Web log post]. Retrieved from National Center for Education Statistics website: http://nces.ed.gov/blogs/nces/post/diversity-in-home-languages-examining-english-learners-in-u-s-publicschools This blog post from the National Center for Education Statistics summarizes current data regarding the almost five million EL students enrolled in public schools. These students make up roughly 10% of the total student population in the U.S. The site includes useful graphs, including a chart of the top home languages spoken by students, and the percentage of EL students by grade. Myers, D., Levy, S., & Pitkin, J. (2013, June 19). The contributions of immigrants and their children to the American workforce and jobs of the future. Retrieved from Center for American Progress website: https://www.americanprogress.org/issues/immigration/report/2013/06/19/66891/the-contributions-ofimmigrants-and-their-children-to-the-american-workforce-and-jobs-of-the-future/ This report analyzes current demographic and employment trends that are changing the workforce in the United States. The findings of a study are presented with projections about the role of foreign-born immigrants—the first generation—and their native-born children—the second generation. The report is grounded in data from the Census Bureau and the Bureau of Labor Statistics. National Clearinghouse for English Language Acquisition. (n.d.a). Fast facts. Retrieved from www.ncela.ed.gov/fast-facts These fast fact sheets, created for the Office of English Language Acquisition, are two-page documents that summarize various information on ELs. National Clearinghouse for English Language Acquisition. (n.d.b). Resources for supporting new arrivals. Retrieved from https://ncela.ed.gov/files/publications/ResourcesforSupportingNewArrivals.pdf These resources, created for the Office of English Language Acquisition, cover various topics on immigrants and new arrivals. National Clearinghouse for English Language Acquisition (n.d.c) Elevating English Learners (ELs): Programs for newcomer students. Retrieved from https://ncela.ed.gov/files/feature_topics/newcomers/ElevatingELs_ ProgramsForNewcomerStudents.pdf This paper, part of a three-part series on supporting newcomer students, focuses on dedicated programs for newcomers. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 19 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.
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Page 3 and 4: Contents Introduction . . . . . . .
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Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
Page 9 and 10: Terms Used to Describe Newcomers
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
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Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
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Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
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Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
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Page 59 and 60: Cultivating Global Competencies New
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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CHAPTER 3 RESOURCES U.S. Department
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CHAPTER 3 RESOURCES WIDA. (n.d.). A
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Social Emotional Well-Being and Stu
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Social Emotional Skills Development
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to understand and tap into students
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Integrating Social Emotional and Ac
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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES de los Reyes, E
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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