English Language Learners often come to schools with diverse challenges and needs. One of those may be gaps in formal education in their native language and English. These students may have preliterate reading and writing skills, or they may be several years behind in development of academic language skills.

SIFEs are traditionally defined as "Students in grades four through 12 who have experienced disruptions in their educations in the native countries and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, 2008).

SIFEs may have experienced one or more of the following in their schooling:

• They are newcomers with two or more years of education interrupted in their native country

• They have attended school in the U. S., returned to their native country for a period of time, then returned to the U. S. again

• They have attended kindergarten in English (L2), 1st and 2nd grade in their first language (L1), then jumped to L2 in 3rd.

• They have attended school in one location for a few months, then moved to another location for a few months, and perhaps had some weeks in between these changes when they do not attend school

It is also important to know that students with such disruptions may also need significant social emotional and psychological support, especially if the disruption occurred due to a traumatic life event either in their home country or family situation.

Robertson and Lafond (www.colorincolorado.org)

New York State Education Department

School Community Support

1. Build supportive environments that respond to the immediate social, cultural, and linguistic needs of students with limited schooling

2. Create newcomer centers/programs

3. Create collaboration models across academic departments to support linguistic and academic development

4. Flexible scheduling to balance school and home responsibilities

5. Increase sheltered instruction for subject matter

6. Provide intensive literacy/language instruction

7. Teach students learning strategies

8. Build partnerships with businesses, higher education, and adult education programs

Classroom Support

1. Activate prior knowledge

2. Provide a print rich environment

3. Engage students in hands-on learning

4. Keep the amount of new vocabulary in control

5. Give frequent checks for communication

6. Be open-minded with assessment

7. Allow students to work with cooperative groups

8. Build native language content and literacy instruction in order to build on English

9. Use strategies such as the SIOP model that weave together language and content instruction

10. Keep realistic expectations

Robertson and Lafond