Welcoming Students

It is less stressful for new EAL students if the same adult, if possible the adult who has been involved in the registration process, escorts students to classrooms to meet and be introduced to new teachers.  This may occur early on the first day of classes or on the day before, prior to the arrival of the other students.  Teachers can then ask questions to discover the information needed to introduce new students to the class.  

At the elementary school level, introduce EAL students to the class.  Keep class introductions brief.  Take care to pronounce EAL students’ names correctly.  Explain to the class where the new students are from, what language(s) they speak and how long they have been in Canada.  At the junior high school level, prepare the peer group in advance and simply allow EAL students to blend in. 

Before EAL students arrive, discuss how classmates can best help EAL students feel comfortable and manage the first few days.

Arrange, in advance, for student volunteers to act as peer ambassadors who take EAL students on tours around the school and point out the washrooms, office, gymnasium, library and location of other classrooms.  Peer ambassadors should also be responsible for escorting EAL students to new classes, as necessary, for the first few days.  This is important at the junior high school level, where subjects may be taught in different rooms.  A map of the school that includes both icons and written labels, and on which EAL students can make notes, will help them learn their way around the school.  

Although it may be an advantage if peer ambassadors speak the same language as EAL students, it is not necessary.  In a class with several EAL students, the last to arrive often makes an empathetic guide and benefits from the opportunity to share what he or she has learned. 

Peer support involves establishing support programs for specific situations in which it is expected that EAL students may have difficulty academically or socially.  In these situations, it is best to choose students who are academically or socially strong and who are compatible with EAL students.  Avoid having EAL students always partner with other EAL students, even if they speak the same language.    

Pairing students to work on subject assignments only works well if monitored.  Peer support should be put in place for a finite amount of time; e.g., for a class or specific project.  The goals and expectations for both students should be stated at the beginning.  Consult with both students before assigning peer support and consider acknowledging student volunteers in some way.  

Buddying can also help EAL students begin to interact with classmates.  It is important to have EAL students partner with as many different students as possible.  This usually leads to friendships or working relationships within the class.  Monitor the stress this may put on either student and be culturally sensitive and aware that not all EAL students, especially those at the junior high school level, are comfortable working with students of another gender. 

It is important for teachers of EAL Kindergarten students to understand that the anxiety often felt by students who are starting school for the first time is increased when they are surrounded by people who do not speak their language.  Kindergarten may be the first time these children have experienced linguistic isolation.  Provide support by matching EAL students with older students or siblings who speak their language.  During the initial settling-in period, a translator may be necessary. 

ESL K-9 Guide to Implementation