NEWCOMER TOOL KIT

Recommendations

Info

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,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60:
Cultivating Global Competencies New
Page 61 and 62:
These perspectives provide a platfo
Page 63 and 64:
process; learning a second language
Page 65 and 66:
• gain control of their own learn
Page 67 and 68:
Misconceptions (continued) • Deve
Page 69 and 70:
Key Attributes of Dual Language Edu
Page 71 and 72:
their individual needs. The focus o
Page 73 and 74:
CHAPTER 3 CLASSROOM TOOL Subject-Sp
Page 75 and 76:
CHAPTER 3 CLASSROOM TOOL Checklist
Page 77 and 78:
CHAPTER 3 PROFESSIONAL REFLECTION A
Page 79 and 80:
Page 81 and 82:
CHAPTER 3 RESOURCES Resource List A
Page 83 and 84:
CHAPTER 3 RESOURCES English Languag
Page 85 and 86:
CHAPTER 3 RESOURCES Institute for I
Page 87 and 88:
CHAPTER 3 RESOURCES Robertson, K. (
Page 89 and 90:
CHAPTER 3 RESOURCES U.S. Department
Page 91 and 92:
CHAPTER 3 RESOURCES WIDA. (n.d.). A
Page 93 and 94:
Social Emotional Well-Being and Stu
Page 95 and 96:
Social Emotional Skills Development
Page 97 and 98:
to understand and tap into students
Page 99 and 100:
Integrating Social Emotional and Ac
Page 101 and 102:
CHAPTER 4 CLASSROOM TOOL 10 Teachin
Page 103 and 104:
CHAPTER 4 CLASSROOM TOOL Problem-So
Page 105 and 106:
CHAPTER 4 SCHOOLWIDE TOOL Core Stre
Page 107 and 108:
CHAPTER 4 SCHOOLWIDE TOOL Discrimin
Page 109 and 110:
CHAPTER 4 SCHOOLWIDE TOOL Develop a
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
CHAPTER 4 RESOURCES Birman, D. (200
Page 119 and 120:
CHAPTER 4 RESOURCES de los Reyes, E
Page 121 and 122:
CHAPTER 4 RESOURCES Karcher, M. (20
Page 123 and 124:
CHAPTER 4 RESOURCES Responsive Clas
Page 125 and 126:
CHAPTER 4 RESOURCES Suárez-Orozco,
Page 127 and 128:
CHAPTER 4 RESOURCES WestEd. (2014).
Page 129 and 130:
Highly successful schools spend tim
Page 131 and 132:
Schools should develop strategies t
Page 133 and 134:
Processes and Strategies to Facilit
Page 135 and 136:
Model and Support Parents’ Engage
Page 137 and 138:
Stories From the Field: Four Blog P
Page 139 and 140:
CHAPTER 5 SCHOOLWIDE TOOL Engaging
Page 141 and 142:
CHAPTER 5 SCHOOLWIDE TOOL Engaging
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
CHAPTER 5 RESOURCES Bridging Refuge
Page 153 and 154:
CHAPTER 5 RESOURCES Education Devel
Page 155 and 156:
CHAPTER 5 RESOURCES Mapp, K. L., &
Page 157 and 158:
CHAPTER 5 RESOURCES Short, D. J., &
Page 159:
U.S. Department of Education
show all

NEWCOMER TOOL KIT

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?