“Newcomer” is an umbrella term that includes various categories of immigrants who are born outside of the United States. For example, all immigrants are not necessarily ELs, as some are fluent in English, while others speak little or no English. Students identified as ELs require assistance with language acquisition (though more than 40 percent of identified ELs are born in the United States). Some ELs may need help integrating into U.S. culture.
English Learners may be described as newcomers or students born outside the United States, who have recently arrived, and are in their first three years in a school in the United States. Though not all newcomers are English Learners.
In terms of instruction, the first two years are the most critical for English Learner newcomers who are typically at the Emerging level of English proficiency. English Learner newcomers in many districts remain in their assigned school and receive English Learner support. While Ohio does not have any legal requirements for the number of minutes of instruction, newcomers who are English Learners at the Emerging proficiency level may need significantly more support, possibly through daily pull-out sessions or classroom support from an English Learner teacher or instructional assistant.
Orienting Newcomers to the School
Take new students on a tour of the building.
Have current English Learners serve on a Welcome Committee for the new students.
Create a visual schedule with times and classes, with information on start and end times and an emphasis on regular attendance.
Explain how to use the cafeteria, lunch number, and what foods are in the cafeteria (for example, Muslim students need to know which foods contain pork).
Show how to check books out of the library.
Show how to use laptops and Chromebooks, log on, find programs, and use the learning management system and translation tools.
Show the student the location of the clinic and let the nurse know this student does not speak English yet.
Practice safety drills and explain use in home language if possible.
Put together a newcomer kit for teachers to use during the first few weeks.
Arrange for a buddy in content classes.
Show students which bus to take and let the bus driver know when a student does not speak English, in case of an emergency.
Create a card for the student to keep with their name, grade, teacher, language, bus number, and a statement that they do not speak English.
Share information on the new arrival with the staff and develop a schoolwide plan to support the new student.
