Chapter 2 – First Days  & Beyond

– integration of newcomer children and families into the school and community

– developing relationships with parents and community

– focus – newcomers from other countries

– acceptance

– assessment – family, student – help with bilingual educator or professional interpreter

– must be trained

– making sure proper name is used, names vary according to background

– Interviewer

– registration form, previous education, language skills, academics,

– communication with parents on process

– provide any material on orientation or welcome package

– main purpose – education history

– use visual material to communicate with student – charts, graphs, diagrams, maps

– start a student file and keep up to date notes

– 2-3 weeks very important to access student

– Assessment Tasks

– level of development in first language

– proficiency level

– mathematical skills

L1 & L2 Language skills

Activities to assess proficiency

– start at L1 and then work to L2

– different types of questions – explain in native language as well

– do not ask to read out loud

– STEPS page 9/10 chapter 2

– do not have expectations, make sure student is comfortable

Math assessment

– can provide general overall academic background

***Language support class – may access during regular class but not all day; they need to be in classroom to learn and interact

– education differ widely around the world, parents could be surprised or shocked (diff. routines)

– Student Guides – tour of school

– include student in activities but keep it simple

Parent Orientation

– print material or online

– admissions, school day, policies, uniforms, supplies, clothing

– orientation videos

Parent Network

– ask for volunteers for parents to work together

Supplementary Programs & Services (parents may not have time to teach kids)

– homework clubs – after school, (with teacher, volunteers

– individual tutoring – individual attention and support, tutors, BEd Students

– Multilingual resources – library – access to various material

– online resources, computer – make school computers available

Developing good relationships with parents and community

– use translator’s, interpreters if needed – good communication is key

– good environment, safe

– get parents to help volunteer – their native language is key –

– parent student activities

Language classes for adults

– parents can take classes to improve their language if they have time

– will benefit both student and parents

*Very important to be aware of events in other countries or locally that may have an impact on immigrants or on people from specific areas of the world

1. Syria, Iraq, Somalia,