NEWCOMER TOOL KIT
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Global Competencies: 21st Century Skills Applied to the World<br />
• Identify an issue, generate<br />
questions, and explain its<br />
significance.<br />
• Use variety of languages,<br />
sources and media to identify<br />
and weigh relevant evidence.<br />
• Analyze, integrate, and<br />
synthesize evidence to<br />
construct coherent responses.<br />
• Develop argument based on<br />
compelling evidence and draws<br />
defensible conclusions.<br />
Investigate the World<br />
Students investigate<br />
the world beyond their<br />
immediate environment.<br />
Recognize Perspectives<br />
Students recognize their<br />
own and others’<br />
perspectives.<br />
• Recognize and express their<br />
own perspective and identify<br />
influences on that perspective.<br />
• Examine others’ perspectives<br />
and identify what influenced<br />
them.<br />
• Explain the impact of cultural<br />
interactions.<br />
• Articulate how differential<br />
access to knowledge,<br />
technology, and resources<br />
affects quality of life and<br />
perspectives.<br />
Understand the World through<br />
Disciplinary and Interdisciplinary Study<br />
• Identify and create opportunities<br />
for personal or collaborative<br />
action to improve conditions.<br />
• Assess options and plan actions<br />
based on evidence and potential<br />
for impact.<br />
• Act, personally or collaboratively,<br />
in creative and ethical ways to<br />
contribute to improvement, and<br />
assess impact of actions taken.<br />
• Reflect on capacity to advocate<br />
for and contribute to<br />
improvement.<br />
Take Action<br />
Students translate their<br />
ideas into appropriate<br />
actions to improve<br />
conditions.<br />
Communicate Ideas<br />
Students communicate<br />
their ideas effectively<br />
with diverse audiences.<br />
• Recognize and express how<br />
diverse audiences perceive<br />
meaning and how that affects<br />
communication.<br />
• Listen to and communicate<br />
effectively with diverse people.<br />
• Select and use appropriate<br />
technology and media to<br />
communicate with diverse<br />
audiences.<br />
• Reflect on how effective<br />
communication affects<br />
understanding and collaboration<br />
in an interdependent world.<br />
Source: Mansilla, V. B., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world.<br />
New York, NY: Asia Society. Retrieved from the Council of Chief State School Officers (CCSSO) website:<br />
http://www.ccsso.org/Documents/GlobalCompetence-04_21_11%20(2).pdf<br />
Guidelines for Teaching English Learners and Newcomers<br />
High-quality instruction for all students anticipates all students’ potential and provides the supports they need to<br />
attain challenging academic goals. Educators can help students achieve at high levels and reach their potential by<br />
engaging them in rigorous, deep, and accelerated learning (Walqui & van Lier, 2010; Leseaux & Harris, 2015).<br />
Many newcomers may arrive in the U.S. needing to learn English while also needing to learn academic content.<br />
Thus, high-quality education for newcomers is based in large part on quality teaching practices for ELs.<br />
Perspectives about high-quality education for ELs that are grounded in sociocultural theories of learning often<br />
challenge common assumptions and practices (Gibbons, 2009; Lantolf & Thorne, 2006; and van Lier, 2004).<br />
U.S. DEPARTMENT OF EDUCATION • <strong>NEWCOMER</strong> <strong>TOOL</strong> <strong>KIT</strong> • CHAPTER 3 • 3<br />
No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction<br />
mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about<br />
and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.