Welcoming Multilingual and Newcomer Students

It is important for schools to identify ways to support all students, and the time may come that you are searching for guidance when a student arrives who doesn't speak the main language(s) used in your school. Multilingual and newcomer students and their families will need additional care to ensure that students receive the appropriate services and resources to provide an equitable education to that of their peers. It is essential to build partnerships with parents, local communities, and organizations, providing wrap-around supports so that all students grow and learn.?

Welcoming Multilingual Newcomers In School

Newcomers are considered K-12 students who are born outside of the United States, have been in the country three years or less, and are still learning English. Students with Limited or Interrupted Formal Education, SIFE or SLIFE, may have gaps in education or may have not attended school at all. Often we may see immigrants, migrants, and refugees arrive in our schools who require different considerations in educational needs--academic, linguistic, and social/emotional.

When new multilinguals arrive in our schools, it is apparent that all will have individual needs for English language instruction and supports to access grade-level curriculum. They may also need help in navigating an entirely new school system. Just as any student who enters our schools, multilingual learners have personalized learning needs, too. It is vital for educators to acknowledge the strengths and assets of emerging multilingual newcomer students, as well as the potential challenges that may occur as they establish themselves in a new culture, school, and community. Realize, too, that incoming multilingual students are diverse, even if they speak the same language. There is surely not a 'one size fits all' curriculum or learning plan, but we can plan ahead to be ready for various situations.

Successful local programs serving newcomer students are based in sound educational theory, are implemented effectively with adequate resources, and are proven effective in overcoming any language barriers. For language services to be highly successful, administrators and staff must be engaged with students, and must understand -at minimum- the basics of language proficiencies, scaffolds and supports for multilingual students. We will want to share with staff the potential impacts of culture and prior experiences, relative to each student. We can display signage in the languages of? all students within schools to support literacy and well-being, while supporting both first language and English learning (L1 and L2) students, and ensuring that all students feel welcome. Curricula must recognize the contributions (scientific, mathematic, medical, cultural, etc.) that have come from other cultures and countries. By doing this, we ensure that all students see their own cultures in literature and the overall curriculum. This is a win-win, as we not only develop students' self value and acknowledge cultural contributions, but we are also inclusive and develop global competencies in all students.?

The Home Language Survey that is required in all U.S. schools is often one of the first indicators that a language other than English is spoken at home. But this is only the beginning. School staff will need to screen students to determine language proficiency levels. This baseline will help to make accurate decisions on student grade-level or course placements, language supports and scaffolds. Educators will need information regarding a students' background on prior education, courses, academics, grade level, special learning needs, and health records, recognizing that all of this may be coming from a different culture and learning system. Staff will also want to assess where credit can be given for previous coursework and, if necessary, background knowledge that has been missed. Solutions may be different at elementary versus secondary, but regardless of student grade level, it will be important to collaborate with parents to gather and evaluate this information, and to make informed decisions.?

Even though multilingual learners are everyone's students, as an English Learner or second language educator, many times we are the voice for our students. We often must support our colleagues with specific student needs and we also advocate for and guide best educational practices to support students in multiple ways. Newcomer students are protected under federal laws to access a free, accessible, and appropriate public education, regardless of home language or immigration status. As an English Learner or multilingual educator and advocate, sometimes we need to remind others of students' educational rights in order to create effective and equitable learning options for students.

Welcoming Multilingual Student Families

To welcome new families of multilingual learners into a community, school leaders will often partner with community services to assess the available resources that any new family may need, and also consider how to breach possible language barriers to support access to services. Note that the resources available may be completely different than in other communities or countries; families may need assistance in interpreting options. Newcomer families may also be concerned with cost or may not want charity, so be mindful of family wishes.

Families of other cultures may have different educational experiences in their home countries, but education is typically still very important to them. School staff will need to support parents of multilingual students in learning school operations, what expectations are, and how to support their child's learning. A part of welcoming new families is to also let them know their rights as parents. Partner with parents to ask them for information on their child's prior education to assist with appropriate placement.? Ask parents what their hopes and goals are for their child.? Seek to understand the family's culture, their work schedules, family situation, and how they value education.

Considerations for Multilingual Program Options

It may seem a challenge to make decisions about program structures prior to student arrival, but it will help staff to transition more easily in support of newcomers and other multilingual learners. Some schools offer alternatives to the mainstream school schedules and academic programs. These may include block scheduling, extended school days or years, smaller class sizes, or numerous other options. Schools must be proactive and have a plan for how to support emerging multilinguals. To create a welcoming and safe culture for our students, school teams must be ready to provide immediate support and have programming options available to meet student needs.? Pre-planning for multilinguals and newcomers benefits both staff and students, ensuring a successful and supportive start to the educational experience.