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

Häftad, Engelska, 2025

389 kr

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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.

Produktinformation

Utgivningsdatum2025-01-29
Mått178 x 254 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor122
FörlagThe University of Michigan Press
ISBN9780472039883

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List of FiguresList of Tables ForewordBy Roger Rosenthal, Executive Director, Migrant Legal Action Program, Washington, DC. IntroductionWhy 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 ProgramsProgram design considerationsCritical components of a newcomer program Low incidence programs Elementary programsSecondary programsPrograms for older teenPrograms for students with limited or interrupted formal education (SLIFE/SIFE)Newcomers with disabilitiesNewcomers who are gifted and talented.Programming for adultsThe United States Department of Education Newcomer ToolkitChapter Two: Academic Supports for NewcomersBest Practice Number Two: Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling.Literacy development for newcomersCritical components of a literacy programLiteracy instruction Numeracy development for newcomersThe myth of ‘math is universal’.Word problemsTeaching numeracy to newcomersTeaching content to newcomersChapter Three: Instructional Strategies and Classroom Activities for NewcomersBest Practice Number Three: Develop the classroom supports necessary for students to achieve academic success. Welcoming new studentsTips for supporting all new arrivals.Where to begin instruction Checklist for welcoming studentsThe Hidden CurriculumSupporting students’ cultures: How to be a culturally proficient teacher of newcomersProgression of Instruction Based on Language Proficiency Instructional strategies and supports for new arrivals.Activate prior knowledgeTeach language and content simultaneouslyEmploy graphic organizersUtilize peer assistance and group workFocus on vocabularyUse sccommodations and modificationsApply the Gradual Release of Responsibility ModelPromote translanguaging. Teaching to standardsCo-teaching for NewcomersEnglish Learner Co-Teaching ConfigurationsAssessment: Showcasing student growth through multiple measures of growth Chapter Four: Physical, Social, and Emotional Supports for NewcomersBest Practice Number Four: Provide supports that address the physical, social, and emotional challenges of newcomers.Newcomers who are dually identifiedUtilizing Multi-Tiered Systems of Support (MTSS) for newcomersAddressing student physical, social, and emotional needsImportance of a trained staffChapter Five: Beyond the Classroom Supports for NewcomersBest Practice Number Five: Work with families and communities to support students outside of the school environment.Developing and sustaining family partnershipsCollaborating with community organizationsHow community organizations can support newcomersHow to get connected with community organizations.