Getting to Know Your Newcomers
Newcomers are Not All Alike
The range of scenarios that classifies a student as an ELL varies greatly. Within the overall classification of ELL is the subcategory of being a Newcomer. There is great variety within this classification too.
Read the scenarios below. Consider how the information presented might affect how you intruct and build relationships with students and families. What things might affect the way students and teachers interact with you?
Be advised that the examples below are helpful to us as educators but can be very personal to individuals and families. We should not:
Brazenly ask personal background questions of families that are unaccustomed to our open, candid, collaborative culture in America without developing a relationship first.
Ask a student or family about their legal status. Many families enter the US with a fear and a distrust based on experiences from their native country or rumors they have heard about the US.
Ask a student to speak on behalf of their entire country.
Under FERPA, schools can not disclose student PII without parental consent. This includes immigration information.
Layla Al-Hajjar
Country: Syria
Reason for Immigration: War-torn country
Family Dynamics: Sofia came to the United States with her nuclear family consisting of her parents and younger brother. They fled Syria due to the ongoing conflict and sought refuge in the US.
Academics: Sofia is in 4th grade. She attended a private school in Syria before the war disrupted her education. She had English as a foreign language in school but struggled due to the traumatic experiences she faced during the conflict.
Visa Scenario: Sofia and her family arrived in the US as refugees, and they are on an i-9 for refugee status. They were resettled by a refugee agency and are trying to rebuild their lives in a safe environment. As part of their refugee status, they have support liasians through Catholic Community Resources.
Gabriel Díaz
Country: Venezuela
Reason for Immigration: Economic Strife
Family Dynamics: Gabriel was sent to live with relatives in the United States whom he had never met before. His parents, along with his younger siblings, remain in Venezuela struggling with economic hardships. They hope to join Gabriel once they can earn enough money to afford the journey.
Academics: Gabriel is in 7th grade. He attended a public school in Venezuela that lacked adequate resources and suffered from overcrowded classrooms. There was no language support in English, and Gabriel's education was disrupted due to frequent power outages and shortages of basic supplies.
Visa Scenario: Gabriel is undocumented in the United States. His relatives took him in out of concern for his safety and future prospects in Venezuela. They hope to find a legal solution to his immigration status.
Anaya Patel
Country: India
Reason for Immigration: Father's Employment
Family Dynamics: Anaya's father immigrated to the United States on a work visa to help with a 1 year project. Her mother and siblings remained in India. They will visit when her siblings are on a vacation break.
Academics: Anaya is a senior. She attended a prestigious private school in India where English was the medium of instruction. However, she still faces challenges adjusting to the American education system and taking English as a foreign language classes. Anaya wants to attend a university after she graduates from high school.
Visa Scenario: Anaya's father is permitted to join her father as part of his work visa. She hopes to apply as an international student at the end of her father's contract so she can remain in the USA.