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Kenji Hakuta (1986), who has researched and written extensively about issues related to newcomers and English Learners (ELs), criticized an early-20th century distinction between favored “old immigrants”—those who came in the early 19th century mainly from Germany, Ireland, and Britain, were overwhelmingly Protestant, and seemed to integrate easily into American life—and so-called “new immigrants,” who came between 1880 and 1910, primarily from southern and Eastern Europe, represented many religions (e.g., Catholic, Orthodox Christian, and Jewish), had more varied customs and cultures, and were not as readily accepted into American society. (Chinese and East Asians who came as temporary laborers were not viewed in this schema as potential citizens or permanent immigrants.) Those for whom integration into American culture was not a choice (such as Native Americans and enslaved Africans) must be noted, but for others who have to come here from abroad, nearly all immigrant groups have faced challenges integrating into American society. Throughout the 20th and into the 21st centuries, immigrants to the United States have often arrived from wartorn or politically unstable countries, whether in Europe, Asia, Africa, the Caribbean, Central and South America, or elsewhere. They have represented, and continue to represent, a wide variety of religions, cultural backgrounds, customs, and beliefs. The challenge of integrating into their new home is compounded for newcomers who attend school, since they must learn not only how to navigate a new culture socially, but also how to function effectively in an education system and language that typically differs from their prior experience (Jacoby, 2004; Suárez-Orozco & Suárez- Orozco, 2009). According to the 2014 American Community Survey, 1.3 million foreign-born individuals moved to the United States that year, an 11 percent increase from 1.2 million in 2013 (Zong & Batalova, 2016). The largest numbers of newcomers in the United States came from India, China, and Mexico (Zong & Batalova, 2016). India was the leading country of origin for recent immigrants, 1 with 147,500 arriving in 2014, followed by China with 131,800, Mexico with 130,000, Canada with 41,200, and the Philippines with 40,500. Included in these numbers are children adopted internationally; in 2014, these numbered 6,438, with 2,743 age 5 or over (U.S. Department of State, n.d.). Within the total population of immigrants in 2014, approximately 50 percent (20.9 million) of the 42.1 million immigrants ages five and older were not English proficient (Zong & Batalova, 2016). Among immigrants ages five and older, 44 percent speak Spanish (the most predominant non-English language spoken), 6 percent speak Chinese (including Mandarin and Cantonese), 5 percent speak Hindi or a related language, 4 percent speak Filipino/ Tagalog, 3 percent speak Vietnamese, 3 percent speak French or Haitian Creole, and 2 percent speak Korean (Brown & Stepler, 2016). Languages Spoken Among U.S. Immigrants, 2014 Note: Languages spoken by at least 2% of immigrants age 5 and above are shown. Hindi includes related languages such as Urdu and Bengali. 1 The Census Bureau defines recent immigrants as foreign-born individuals who resided abroad one year prior, including lawful permanent residents, temporary nonimmigrants, and unauthorized immigrants. Source: Brown, A., & Stepler, R. (2016, April 19). Statistical portrait of the foreign-born population in the United States. Retrieved from Pew Research Center website: http://www.pewhispanic.org/2016/04/19/statistical-portraitof-the-foreign-born-population-in-the-united-states-key-charts/#2013-fblanguages-spoken U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 2 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.
Terms Used to Describe Newcomers “Newcomer” is an umbrella term that includes various categories of immigrants who are born outside of the United States. For example, all immigrants are not necessarily ELs, as some are fluent in English, while others speak little or no English. Students identified as ELs require assistance with language acquisition (though more than 40 percent of identified ELs are born in the United States). Some ELs may need help integrating into U.S. culture. Depending on the school district, newcomers of school age who attend public school may be placed in a newcomer program or mainstreamed (National Clearinghouse for English Language Acquisition, n.d.c). The following table describes terms used by various entities to describe newcomer populations. Term Asylees English Learner (EL) Foreign born Immigrant children and youth (Title III) New American Refugee Student with interrupted formal education (SIFE) Unaccompanied youth Definition Asylees are individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum. Asylees do not enter the United States as refugees. They may enter as students, tourists, or businessmen, or with “undocumented” status (U.S. Department of Health and Human Services, n.d.). An individual (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or (iii) who is migratory, whose native language is not English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding English may be sufficient to deny the individual (i) the ability to meet the challenging state academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society (ESEA, as amended by ESSA, Section 8101[20]). People who are not U.S. citizens at birth (White House Task Force on New Americans, 2015). Immigrant children and youth are those who (A) are aged 3 through 21; (B) were not born in any state; and (C) have not been attending one or more schools in any one or more states for more than for more than 3 full academic years (ESEA, as amended by the No Child Left Behind Act of 2001 (NCLB), Section 3301[6])). An all-encompassing term that includes foreign-born individuals (and their children and families) who seek to become fully integrated into their new community in the United States (White House Task Force on New Americans, 2015). A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015). Students in 4th–12th grades who have experienced disruptions in their educations in their native countries and/or the United States such that they are one or more years behind their grade level peers academically, and/or are unfamiliar with the culture of schooling (Calderón, 2008). Children who come into the United States from other countries without an adult guardian (U.S. Department of Health and Human Services, 2014). U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 3 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.
Page 1 and 2: U.S. Department of Education NEWCOM
Page 3 and 4: Contents Introduction . . . . . . .
Page 5 and 6: Chapter 5: Establishing Partnership
Page 7: CHAPTER 1: Who Are Our Newcomers? A
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
Page 15 and 16: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 23 and 24: CHAPTER 1 RESOURCES Resource List A
Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
Page 27 and 28: CHAPTER 1 RESOURCES U.S. Citizenshi
Page 29 and 30: CHAPTER 2: Welcoming Newcomers to a
Page 31 and 32: It is fundamental to schools’ wor
Page 33 and 34: 3. Communication with students and
Page 35 and 36: 3. Communication with students and
Page 37 and 38: classes for parents, and an array o
Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 51 and 52: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
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Cultivating Global Competencies New
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These perspectives provide a platfo
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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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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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