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Serving the Academic, Social, and Emotional Needs of the Multicultural Newcomer

By Brenda Custodio & Judith B. O'Loughlin

Subjects: English as a Second Language (ESL), Education, Teacher Issues
Ebook : 9780472222179, 120 pages, 6 figures, 15 tables, 7 x 10, January 2025
Paperback : 9780472039883, 120 pages, 6 figures, 15 tables, 7 x 10, January 2025
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DOI: https://doi.org/10.3998/mpub.12806153
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Table of Contents

Diving into the research and strategies teachers need to know to support newcomer students

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.
 

Description

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 US 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.

Brenda Custodio is Adjunct Professor at The Ohio State University.
Judith B. O’Loughlin is an Education Consultant at Language Matters Education Consultants, LLC.

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