Overview

As newcomers—immigrant students who have been in the U.S. less than two years—arrive in record numbers, many school districts are looking for ways to best support these new arrivals. Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers offers a research-based overview of newcomer students across the nation and provides specific strategies for helping them integrate into U.S. schools in a variety of settings (ESL, bilingual, mainstream/content classrooms). In addition to a brief overview of how newcomer programs can provide academic and social-emotional services for recently arrived English learners, the authors draw on their experience to offer five best practices for serving newcomers. Readers will learn how to: Collaborate with school professionals to create a program specifically to meet the unique needs of new arrivals. Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling. Develop the classroom supports necessary for students to achieve academic success. Provide supports that address the physical, social, and emotional challenges of newcomers. Work with families and communities to support students outside of a school environment. With reflective questions at the end of each chapter, this book is designed to be used as a textbook with study groups or as a self-study resource for professional development.

Full Product Details

Author:   Brenda Custodio ,  Judith B. O'Loughlin
Publisher:   The University of Michigan Press
Imprint:   The University of Michigan Press
Weight:   0.454kg
ISBN:  

9780472039883

ISBN 10:   0472039881
Pages:   122
Publication Date:   29 January 2025
Audience:   Professional and scholarly ,  ELT/ESL ,  Professional & Vocational ,  ELT General
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

List of Figures List of Tables Foreword By Roger Rosenthal, Executive Director, Migrant Legal Action Program, Washington, DC. Introduction Why do we need a book about newcomers? Who are our newcomers? Where are our newcomers coming from? What needs do newcomers bring to our classrooms? Five Best Practices for Meeting the Academic, Social and Emotional Needs of Newcomers Best Practice Number One: Collaborate with school professionals to create a program specifically to meet the unique needs of your new arrivals. Best Practice Number Two: Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling. Best Practice Number Three: Develop the classroom supports necessary for students to achieve academic success. Best Practice Number Four: Provide supports that address the physical, social, and emotional challenges of newcomers. Best Practice Number Five: Work with families and communities to support students outside of school environment. Chapter One: Creating a Program to Serve Newcomers Best Practice Number One: Collaborate with school professionals to create a program specifically to meet the unique needs of your new arrivals. History of Newcomer Programs Program design considerations Critical components of a newcomer program Low incidence programs Elementary programs Secondary programs Programs for older teen Programs for students with limited or interrupted formal education (SLIFE/SIFE) Newcomers with disabilities Newcomers who are gifted and talented. Programming for adults The United States Department of Education Newcomer Toolkit Chapter Two: Academic Supports for Newcomers Best Practice Number Two: Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling. Literacy development for newcomers Critical components of a literacy program Literacy instruction Numeracy development for newcomers The myth of ‘math is universal’. Word problems Teaching numeracy to newcomers Teaching content to newcomers Chapter Three: Instructional Strategies and Classroom Activities for Newcomers Best Practice Number Three: Develop the classroom supports necessary for students to achieve academic success. Welcoming new students Tips for supporting all new arrivals. Where to begin instruction Checklist for welcoming students The Hidden Curriculum Supporting students’ cultures: How to be a culturally proficient teacher of newcomers Progression of Instruction Based on Language Proficiency Instructional strategies and supports for new arrivals. Activate prior knowledge Teach language and content simultaneously Employ graphic organizers Utilize peer assistance and group work Focus on vocabulary Use sccommodations and modifications Apply the Gradual Release of Responsibility Model Promote translanguaging. Teaching to standards Co-teaching for Newcomers English Learner Co-Teaching Configurations Assessment: Showcasing student growth through multiple measures of growth Chapter Four: Physical, Social, and Emotional Supports for Newcomers Best Practice Number Four: Provide supports that address the physical, social, and emotional challenges of newcomers. Newcomers who are dually identified Utilizing Multi-Tiered Systems of Support (MTSS) for newcomers Addressing student physical, social, and emotional needs Importance of a trained staff Chapter Five: Beyond the Classroom Supports for Newcomers Best Practice Number Five: Work with families and communities to support students outside of the school environment. Developing and sustaining family partnerships Collaborating with community organizations How community organizations can support newcomers How to get connected with community organizations.

Reviews

""[T]his book will be a valuable resource for educators as communities continue to become more diverse and see more immigration. It's also a good reference point for administrations that are looking for strong data points to support their programs.""-- ""Emily Bowles, Library Journal""

Author Information

Brenda Custodio is an Educational Consultant at Newcomer and ELL Services and an Education Program Specialist at The Ohio State University. Judith B. O’Loughlin is an Education Consultant at Language Matters Education Consultants, LLC and Subject Matter Expert at The Ohio State University federal grants.

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