Newcomers to West High School

Over this past year, many students have joined the West community. These students come from all over the world, including Nicaragua, Venezuela, Colombia, and Puerto Rico. When these students arrive, they face immense difficulties, not only because of what they leave behind, but also from the substantial challenges they encounter here in Madison. Teachers and staff call these students "Newcomers." 

For many of these Newcomers, English is not their first language. When students arrive, many of them speak Spanish or another language almost exclusively. This language barrier creates incredible difficulties with navigating the very English-dominated society of the United States.

While in school, difficulties with English and American cultural norms make it very difficult for these students sometimes. For example, Paola Negrin, a student from Venezuela, told The Regent Review that navigating the difference in language has been very difficult. 

Echoing Paola, Brandon Miller Guerra, a student from Nicaragua, explains how he was bullied when he first arrived in the United States in middle school because of his poor English. 

The language barrier is not the only difficult part for these students. Veronica, a student from Mexico, recalls how difficult it was to not know anyone and not have anyone close when she first came here. She explains how it has been difficult to learn new things despite progress. 

Another challenge is the pure shift in cultural expectations. Janilka, a student from Puerto Rico explains how the difference in cultural expectations has been the biggest challenge for her and has made it difficult for her to get to know people.

Because of the many social and academic difficulties that come with being a Newcomer, West offers a considerable amount of support for these students. Depending on the score that students receive on the WIDA screener, the state provides funds to support the school in supporting that student. It is up to the district about how to spend those funds.

This funding and support can have a significant impact. Having sheltered fundamentals classes in Spanish with other students who speak Spanish can be immensely beneficial in creating a sense of community. 

Other sources of support have been teachers themselves as well as other staff. For example, Brendon Miller Guerra talks about how Ms. Caty has been extremely helpful during his time here at West. 

People like Ms. Caty, a Bilingual Resource Specialist for Spanish-speaking students, can be integral by creating relationships with these students and helping them feel welcome and a sense of community.

Paola’s experience highlights this support as she explains how the teachers and these classes have made her feel welcome and like she is part of the West community.

Despite all the challenges these students face, every single one has shown resilience through a variety of different actions: studying English and becoming friends with teachers, putting themselves out there to meet new people, getting a job, not closing themselves off to any opportunity, calling family and friends in home places to stay connected, or something else entirely. These students have shown incredible persistence in the face of immense adversity. 

That said, some problems still exist within the system. For example the bilingual support staff is greatly understaffed. Student population of classes has overflowed past the 18 recommended per class to around 30, which can be especially detrimental considering the high degree of support most English language learners require.  

The teachers who serve this community are also stretched very thin, and, this past year, some have had to rearrange their schedule to accommodate the increased population. This resulted in some having less advisory prep time to, as Ms. Zeka, the ESL department chair, explains, checking in on students both academically and socially, communicating with families and doing essential paperwork.

As of now, West has a part-time position open and is pushing the district to make it a full-time position, which Ms. Zeka, the department chair, says is badly needed.

This position, as well as reducing the load on these teachers, could result in better support for these students and could in particular help the highest need students more support in their elective classes. 

Overall, Newcomers are a part of West’s community that is often overlooked by West’s English majority despite the incredible amount of adversity that each student has overcome.