Newcomer education
Certain programs that are more supportive of refugee students and provide them the quality education they need in a way that is specifically tailored toward them reap positive results.
One example of this can be identified in a case study where a young refugee student named Moussa attended a school with a tailored refugee-specific curriculum.
While public schools across the United States have systems in place that provide support and resources for these types of students, they tend to fall under a "one size fits all" approach.
[12] Rather than boxing and categorizing refugee and newcomer children into generic groups with generalized methods of supporting them, specialized programs are needed to address the specific experiences of these students.
Research shows that addressing the specific needs of refugee and immigrant students, supporting their second language learning through more personalized instruction, adapting the curriculum in classrooms to be culturally relevant, and creating an environment of inter-student collaboration is key to cultivating their academic success.
[14] The main issues faced by refugee students are related to multicultural adaptation, second language learning, assessment trends, and interventions.
An ongoing support system involves the provision of wraparound services and connections with community based organizations outside of the school context.
Intake involves an assessment of students’ language abilities, educational history, home and family situation, and physical and mental health needs.
Through their unique connections to students’ personal, academic, and familial life, these workers can advocate for them through supportive counseling, policy advocacy functions in their schools and communities, and case management.
[17] Cultural orientation to school life includes formal explanations of expectations and requirements as well as ongoing informal conversations with peers or administrators.
Orientation is especially critical for students with limited or interrupted formal education, as they may not understand the cultural and behavioral expectations of a school environment.
[19] The trauma of violent experiences and the resettlement process, poverty, and resentment faced by classmates and students all lead to educational disadvantages that cannot be completely addressed by only providing academic resources.
Sheltered instruction, content integration, and flexible scheduling have proven successful in improving graduation rates for newcomer students.
Teachers of newcomers require specialized training to manage multilingual classrooms and help students in need of psychosocial support.
Research indicates that addressing the specific needs of immigrant students, supporting their English language learning through providing them with more personalized instruction, adapting the curriculum in classrooms to be culturally relevant, and creating an environment of inter-student collaboration is key to cultivating for their academic success.
[21] In countries like the United States, there is a lack of cultural awareness in most academic settings due to the majority white homogeneity of teachers.
Due to the adversity of their situation, refugee and immigrant children require instructors that not only have cultural awareness but are also educated on how to teach trauma survivors.
[9] A newcomer program is an educational institution created specifically for those students with limited proficiency in English that have recently arrived from outside the United States within the past one to three years.
[23] Newcomer programs offer a safe space for immigrants and refugees new to the United States where the focus can lie on nurturing students as they adjust to a new school and are immersed in English in a non-threatening way.
Newcomer programs support this special population of students to grow in English language development while implementing appropriate academic skills necessary for success in United States educational systems.
There are literate newcomers who arrive with grade level equivalent skills in literacy and academics due to schooling in their native language.
[30][31] The German government created an initiative where approximately 2,400 refugees would be integrated into universities every year and allocated 110 million to spend between 2015 and 2019.
[30] The German Academic Exchange Service, which is funded by federal ministries, integrated refugees into degree programs that included preparatory colleges and foundation courses.
[33] Furthermore, programs by Fraunhofer-Gesellschaft, the Leibniz Association, and the Max Planck Society offered “internships lasting up to three months, research assistant positions, and training opportunities” for professional development.
[30] Not only does Germany solely focus on incorporating refugees into higher educational spaces, but they are also making the effort to help them receive professional opportunities.
[34] For implementation of a literacy-focused program to occur, Custodio suggests there be a selected set of elements to consider, fourteen to be exact.
These components are summarized as:[24] 1) Instruction of Basic Reading Skills 2) Instruction of High Frequency Words 3) Implementation of Vocabulary Comprehension 4) Incorporation of Reading and Writing Activities that Improve the Fluency and Comprehension 5) Interweaving of Listening, Speaking, Reading, and Writing Simultaneously 6) Instruction of Learning Strategies and Building Background to Aid in Comprehension 7) Incorporating the Visual Strategy of Graphic Organizers 8) Utilization of Varied Genres 9) Incorporation of Routined Reading and Writing Activities 10) Incorporation of Student Choice Classroom Activities 11) Implementation of Writing Scaffolds 12) Student Familiarization of Textbook Features and Study Techniques 13) Orientating Newcomers on Content Level Resources at Student's Grade Level 14) Support in Student's Continued Academic and Language Growth The above components provide helpful guidelines for ELL newcomer teachers and staff running a program and implementation of these aid newcomer students to thrive and grow in their English language development.
[24] Alongside these components other criteria can be considered: the student's native language background and cultures, limited oral speaking abilities, and the selection of differentiated curriculum.
Understanding and supporting their student's needs by implementing trauma-informed practices can alleviate some of the pressures newcomer children experience and create a safe place for them to heal.
