Overview

In this unique, first-of-its-kind look at an increasingly popular educational model–the newcomer program–author Brenda Custodio brings over 25 years of ESL experience and nine years of newcomer program development to this practical resource. In it she shows what’s needed to design and implement the program, prepare the site, develop the curriculum, interview and hire staff, and continually build a constantly evolving, successful newcomer program based on learners’ needs.

Full Product Details

Author:   Brenda Custodio
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 18.70cm , Height: 1.00cm , Length: 23.30cm
Weight:   0.340kg
ISBN:  

9780136119012

ISBN 10:   0136119018
Pages:   192
Publication Date:   18 January 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

TABLE OF CONTENTS     Description of Newcomer Programs / History and Rationale   Description and History of Newcomer Programs Demographic data on numbers of ELLs and recent arrivals Review of newcomer program history   Rationale for Newcomer Programs Increase in students with limited literacy skills Increase in gap between students’ abilities and school expectations     2.      Getting Started   Factors to consider when determining if a newcomer program is right for your district Number of new arrivals each year Rate of arrival Ability of district to absorb these arrivals into existing programs Age and previous education of new arrivals Family and community support available Primary language of new arrivals   Support required by district and community District resources available (finances, staff, building, knowledge) District philosophy considerations (i.e., neighborhood schools, busing and magnet schools, inclusion vs. separate programming, language programming)   Issues to be determined before opening How to handle continual new enrollment during the school year What to do when capacity is reached How to provide for extracurricular activities How to service students with special education needs   Steps in designing and implementing a newcomer program Exploration stage Planning and implementing stages   Center of Applied Linguistics Checklist     Program Design Options             Criteria for selection of program design       Previous educational experience of newcomers Location of new arrivals Age of new arrivals District philosophy of language instruction District resources   Structural and curricular design options       School-within-a-school or separate site       Length of program (semester to multiple years) Transition or exit plan Curricular or grade level options       Single or multiple school districts       Additional support services (tutoring, after-school, summer)       Language Instructional options --      Bilingual Transitional bilingual Maintenance bilingual Dual language programs Heritage language programs      ESL          Structured immersion          Content-based ESL          Sheltered instruction       Student placement and exit criteria   Government guidelines for placement and service       Lau v Nichols       Plyler v Doe       Castaneda v Pickard   Language proficiency testing  Pre-testing and placement of students Assessment tools for placement, transition, and exiting       English proficiency Native language proficiency Math proficiency Definition of “newcomer”    Language services continuum   Intake Centers       Role of intake center       Services provided: Interpreters, document translation, health screenings, connection to district and community services, placement             Exit process       When and how leave the newcomer center Method of mainstreaming/ transition plan (gradual or upon completion)     Newcomers with limited formal schooling   Description of students with limited formal schooling       Various terms or labels used in academic literature       What constitutes limited formal schooling   Causes of limited formal schooling             Migrant students       Latinos and other students from rural areas or areas with civil unrest       Refugees       Educational time lost while acquiring English       Choice   Educational issues associated with limited formal schooling       Limited time to complete education       Limited literacy skills       Limited exposure to content area subjects       Limited numeracy skills       Limited knowledge of school expectations             Academic focus for limited formal schooling students             Literacy development             Sheltered content instruction             Math skills development             Basic school orientation   Literacy development for newcomer ELLs   Critical nature of literacy skills   Components of an effective literacy program §         Introduction to and practice with basic reading skills §         Knowledge of high-frequency words §         Development of extensive vocabulary §         Activities to develop fluency and comprehension in reading and writing §         Integration of all four language skills from the start §         Knowledge of strategies to monitor comprehension §         Practice with graphic organizers §         Experience with various genres and purposes §         Opportunities for daily reading and writing §         Opportunities for independent reading and writing §         Practice with the writing process §         Knowledge of study skills §         Experience with instructional or grade-level material §         Reading and writing for pleasure and life-long learners   Scaffolding literacy development     Numeracy development for newcomer ELLs   Critical nature of numeracy skills   Components of an effective numeracy program       Numbers §         Cardinal §         Money §         Time/calendars/dates §         Place value and use of commas §         Ordinals               Operations and basic skills §         Addition §         Subtraction §         Multiplication §         Division §         Rounding and estimating §         Positive and negative integers §         Fractions, decimals, and percents   Measurement §         Length, weight, volume, and temperature §         Perimeter, area, and volume §         Standard and metric   Other math skills §         Data analysis (charts, graphs, and tables) §         Prime numbers, factors, and exponents §         Basic geometry §         Ratio and proportion §         Pre-algebra §         Word problems   Strategies for numeracy development     Instructional strategies/models  for Newcomers   Strategies for skills development Build background knowledge Provide comprehensible input Activate and build on prior knowledge Utilize manipulatives, realia, and visuals Explicit skills instruction (CALLA) Teach specific reading comprehension strategies Integrate four areas of language skills Model lessons and scaffold activities Provide multidisciplinary theme units (content-based instruction) Utilize cooperative learning groups Develop effective questioning techniques   Focus on vocabulary development in all subject areas   Using the SIOP Model for sheltered instruction classes     Curriculum development and materials selection   Curriculum §         Orientation as part of curriculum §         Curriculum modification §         Courses for high school credit §         Career preparation and training   Material selection §         Criteria for textbook and supplementary material selection §         Types of textbook and supplementary material available  §         List of resources/publishers for Newcomers   Assessment for Newcomers   Initial placement assessment (discussed earlier)   Classroom informal and formal assessments Portfolio assessment Performance assessment Oral assessment Checklists       Embedded assessment   Grading issues   Formal assessment Standardized testing issues Assessment for placement special education gifted and talented college entrance exam   Newcomer programs and standards-based instruction   Affects of NCLB on Newcomer Schools §         Highly-qualified teachers §         Intensive and extensive professional development §         AYP goals and ramifications §         Disaggregated sub-group data (including LEP) §         Annual English language proficiency testing with goals §         High school cohort regulations       Standards-based instruction       Content and language objectives       Curriculum ladders       Integrating state and national English language development standards   Teaching test-taking strategies     Staffing and administration   State requirements for certification/licensure   Staff selection Personality disposition for working with Newcomers             Professional development (upon entry and on-going)   What teachers need to know about their students       Primary language       Home country       Basic knowledge of the culture       Previous educational background       Family situation       Personal interests       Basic health information   Support staff needed       Bilingual classroom assistants       Bilingual secretaries Support staff knowledgeable of cultures (bus drivers, food services, custodians, and security personnel) Other support staff discussed in next chapter   Administration       Knowledgeable of cultural issues and second language acquisition principles       Experience working with second language students     Student and family services   Academic and post-secondary counseling       Foreign transcript issues (translation and evaluation)       State requirements for graduation       Foreign language credit       Inter-district transcript issues       Career and technical education       College, university and post-secondary education issues   Extracurricular activities, sports, cultural interactions with native English speakers       Health professionals       Need for on-site health professionals       Typical health issues Need for mental health services (trauma, grief, behavioral issues, cultural adjustment issues, family difficulties)   Family support services       Translation and interpretation       Knowledge of American school system       Legal and social services assistance       Public and community services awareness and access       Community connections   Why community participation is critical       Political, business, and educational community       Ethnic communities How to find and keep community support         Evaluation of program effectiveness   Data collection and analysis   Program monitoring strategies       Program review and revision       Appendices   Gifted and Talented Screening Rubric   Bibliography   Index      

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Author Information

Brenda K. Custodio has been working in the ESL field for 25 years, as a classroom teacher, a curriculum developer, and a building administrator.  She received her Ph. D. in TESOL/Children’s Literature in 2001 from Ohio State University and since then has also been teaching courses for The Ohio State University with teachers who are working on their TESOL license.   Currently, Brenda is the assistant principal for a newcomer program in Columbus, OH.  The program has 500 students in grades six through 12 from 46 countries, about half of who are refugees with limited formal schooling.   Dr. Custodio is very active in both Ohio TESOL and International TESOL and serves on the professional development committee for International TESOL. She has served as past president of Ohio TESOL and the secondary interest section chair for International TESOL and has been a frequent PD presenter at both the state and national level.

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