A few days ago, this image was trending on my twitter feed and it immediately made me think of my newcomers. I hold a very special place in my heart for newcomers. I understand how they feel! As a newcomer student, I remember the fear very vividly! Fear of the unexpected. Fear of the new language. Fear of the what ifs...What if they make fun of me? What if they don't like me? What if I need something and I can't ask? What if they think I'm not smart because I don't speak English. What if...the list could go on and on! But what I also remember very vividly, are the smiles from the school staff as I entered the school building for the very first time.
You see, you don't need to speak you newcomers' native language in order to welcome them into your school or classroom. Your smile goes a long way! Read about providing a safe and affirming environment to lowering the affective filter for language learners.
Now, the purpose of this post is not to provide tips for your newcomers in general. You can find that here!
This post is to highlight a specific newcomer...Brayan! I posted this tweet about him and thought I would share more about his success!
Brayan was born in Mexico. He started with us in March of 2016. His age placed at a second-grade level and on his first day of school, I had to explain to him that I needed to administer not one, but two tests. I needed to administer the W-APT which is the assessment that determines the initial program placement for services, and the ACCESS (since he enrolled during testing window ?).
It didn't take me long to learn we had a lot in common: Love and passion for learning and a very similar childhood! It amazed me how quick he was to learn new information and how well he could read and write in Spanish.
For the remainder of the school year, Brayan received double ESL services. He received one-on-one session for Newcomer foundations with Mrs. Tirado and pull-out services with me and the rest of his second grade ELL peers.
In May of 2016, his teacher administered a state mandated assessment (Dibels Next Reading 3D) to determine his end of year reading level. He placed on PC (Print Concepts) which meant he had acquired enough English to demonstrate this list of skills at a proficiency level!
In 2016-2017 school year, Brayan began 3rd-grade. This grade level to me is crucial because is when students make the leap from learning to read to reading to learn! Even though Brayan didn't speak English, I didn't want him to just sit in class and not learn a thing. Luckily, his 3rd-grade teacher, Ms. Sams, is a very supportive teacher. We discussed ways to support him so he could be part of core instruction. We decided to start taking advantage of his ability to read and write in Spanish. So he was granted the use of google translate, he was provided books in Spanish, he would complete retells in Spanish, he would do research in Spanish...he was even allowed to do presentations in Spanish!!! He would come to my ESL class time and say, "Mrs. Francis, can you help me translate this paper so I can turn it in?" See, he knew that google translate tool would translate the document for him...but he also knew that in many occasions, google doesn't translate correctly. He needed to make sure his translation was correct!
Here is an example of a personal narrative he wrote in October and here is a retell about the book "Emmanuel's Dream".
The reason we were allowing him to read and write using this native language was because we truly believe in studies focusing on L1 transfers to L2.
By January 2017, when the middle of the year reading assessment was administered, he was a level D! Now, the only reason why he didn't score higher was because at a level 'F' is when the written component is required. For students to score a level 'F' or higher, they must accurately respond to a written prompt and they must do so in English.
In order to develop his writing skills in English, he was encouraged to begin proving assignments in the targeted language! This is the first assignment he presented in English and he understood every single sentence! Watch this video as he courageously presents his research to his class!
Brayan was also a participant in our first Annual Spanish Spelling Bee! Not only he helped his peers learn the words but he was also a runner-up the day of the competition!
Brayan's motivation and passion for learning, coupled with the support and opportunities we were able to provide for him, empowered him to soar academically and linguistically.
So what is the result to all if this, you might ask?!? Well, just this month, his teacher administered his last reading level assessment of the year and he placed on a level 'J'!!
THAT'S 10 READING LEVELS, my friends!! ? And I have no doubt he scored very well on his ACCESS too. I will be updating his information as soon as I get his scores.
My objective in sharing Brayan's story of success with you is because he is proof that allowing students to use their native language to learn and show knowledge is imperative. If you want newcomer students to be part of their everyday learning, you must allow them to use the language they master. Research favors the use and development of native language to better and faster acquire the second language.
If you teach newcomers and have a success story you'd like to share, please email me or posted on twitter using #ELs_CAN.
We would love to highlight and share as many newcomers' stories as possible...because English language learners CAN!!
Thank you for reading!
A couple of months ago I had a 4th-grade student stand in the middle of class and courageously said, "Mrs. Francis, what do I have to do to place out of ESL?" I went ahead and showed her the data and gave her step-by-step what she needed to do to place out of her ESL status.
Meanwhile, there were so many thoughts going through my head. I started to doubt myself as an educator...Does she not like me? Does she not like my class? What should I be doing differently?
She preceded, "Mrs. Francis, I like you and I really like your class. Even if I place out of ESL, I still want to come to your class"; "Is just that being an ESL student makes me feel like a failure!"
Her words hit me to the core of what I am about! In a matter of seconds, my life flashed before me. Her words made me relive how I felt for so many years as an ESL student and high school dropout.
My students and I started discussing the reasons why being an ESL student would make us feel the way it does. Together we brainstormed the following:
This powerful discussion allowed me to share with my students my own experience as a language learner. My students needed to hear from me that I also felt the way they feel, and that having the sense of failure does not make you a failure. On the contrary, failures we face today are stepping stones and detours to greatness.
Personally, this conversation opened my eyes to what my focus needed to be from that point on...start highlighting my students' strengths! Our ELs enrich our classroom culture with who they are and with the languages they speak. It is our job as educators to honor our students and empower them with tools and resources to shine...even if it's a little bit! Celebrate progress! Inspire them to dream, learn, and do more so they can become more. Maslow's Hierarchy of Needs before Blooms!
Reading Sarah Ottow's post: "ELL Achievement Gap or Opportunity Gap" helped me understand that the academic achievement gap that exists among our ELs is not a 'within child' underachievement issue! If our ELs are walking our school hallways repeating to themselves, "I can't", "I don't", "I won't", then it is our job as responsible adults and educators to enlighten them and empower them to aspire for more. We can see the 'big picture'...so why not support them where they are...provide OPPORTUNITIES for students to begin closing their academic achievement gap.
So, inspired by Ms. Ottow's post, I began to look for ways to provide opportunities for my students to grow, and show that they CAN! I shared with them my personal narrative as an immigrant and as a newcomer student. I was transparent with them because I wanted to gain their trust. I wanted them to see me for who I am as a person and not as a teacher.
I encouraged them to begin their own blog and narrate their personal lives. Oh, boy! The stories I learned! One student began writing about the time his mother left him in Mexico with his grandparents...he grew up thinking that his grandparents were his parents. He met his mother when he came to the U.S. at the age of 8.
Another student began to write about being adopted because one day her dad came from Mexico and shot her mom and then shot himself! Her eyes were teary as she shared her story.
Another student wanted to share his story but just couldn't get his thoughts down on paper. When I told him he should write his story in Spanish, his pencil wouldn't go fast enough to write his words!
I am taking the time to get to know my students and at the same time, I am highlighting and valuing who they are. Highlight their strengths and you'll see their weaknesses disappear!
All it takes is to go the extra mile to cultivate a relationship with your students.
When they know you care...they'll do anything for you!
Thank you for reading!
There is no complicated or long terminology to define and/or identify newcomers.
Newcomers: newly arrived immigrant students.
Now, I am no expert in guiding you through this topic, but as a newcomer and English language learner myself, I can provide a few tips on how to support your language learners in school.
I encourage you to read my previous post where I share my immigrant journey and my experiences as a newcomer student.
The first and most import thing to understand as a newcomer's educator is that newcomers will arrive with a variety of characteristics, and each student, must be treated individually according to his or her needs. The diversifications of characteristic I am referring to are literacy levels, language, socio-economic, and emotional background. All of these characteristics, (and perhaps more), must be taken into account when providing academic and English language support to newcomers. I encourage you to read this research and learn best practices and programs to support your newcomers: "Helping Newcomer Students Succeed in Secondary Schools and Beyond"
When I get newcomers in our school, I personally:
1) Guide Students' Acculturation to the School System in the U.S.:
When I first started school here in the United States, EVERYTHING was different! Transportation, food, schedule, dress code, classroom expectations, seating, and so much more! The list could go on and on...no wonder experts call it Culture Shock.
When guiding students' acculturation to the school system, don't take anything for granted. The little things you might think are not important to share with your newcomer, could become a barrier for your student to be successful in school.
2) Help Students Acquire Beginning English Skills:
If you don't know the terms BICS and CALPS, please read this! It is imperative to understand that language learning has a process. For some is faster to acquire than to others, so we must be patient and respect the process. There are so many apps and technology tools available today that can support the acquisition of English language learning, but keep in mind that the human/teacher relationship goes far beyond than a tech tool would do. You might find this read interesting!
Try these resources:
3) Provide Instruction in Core Content Areas:
Just because your newcomers don't have the academic language YET to understand core content, does not mean they should not be receiving core instruction. The ultimate goal of providing the beginning English skills mentioned above is to engage our students in core academic instruction. This article: "Language Objectives: The Key to Effective Content Area Instruction for English Learners", will help you see how students can develop language acquisition while receiving core content. We need to make sure ALL students receive the education they deserve. Remember, EQUITY and EQUALITY are not EQUAL!
4) Develop or Strengthen Students’ Native Language Literacy Skills:
I personally feel in a way that I was forced to forget my native language in order to learn the English language I needed to learn for school. WHY? As a newcomer, I knew how to read, how to write, how to have a discussion about school topics in my language. However, I was NEVER given the opportunity to show what I was capable of using my language. It is such a big mistake to try and substitute students' master native language, for the English language. ALLOW them to use their native language to assess what they know. Let them use it to their advantage and empower them to become successful bilingual/multilingual individuals. You might find this podcast interesting about "The Use of Native Language in the Classroom".
Try these resources:
If you work with newcomer and would like to share your resources, please add them in the comments below and I will be glad to add them to this post.
Thank you for reading!
Life is very interesting... in the end, some of your greatest pains, become your greatest strengths. ~ Drew Barrymore
I love the time of year when parents proudly post and share their children's prom and graduation pictures. It's without a doubt an accomplishment worth of celebration; It's an epoch to cherish forever! 🎓🎉
Now, this might not be the best graduation picture you've seen. It's not even an original! However, it's the only graduation picture I have!
Here I am, in a cap and gown, I was not permitted to wear after the picture was taken.
Allow me to share with you how this picture, for so many years, represented a personal narrative with FAILURE written all over it.
I encourage you to read my personal journey from Guatemala to the United States. This post provides a background of where I came from and how I made it to America as an undocumented and unaccompanied minor.
January 1994 marks the date I started attending school in the United States. I was 15 years old when I was enrolled at Martin Van Buren High School in Queens Village, New York. I was very confused at the thought of starting in high school since I had not completed any of the junior high school years. I was explained that because of my age I needed to be placed in the 9th grade. Talk about widening the achievement gap right?!
Anyway, I was thrilled to start school! I was fascinated by the alluring, towering, and gleaming school. It was so clean and the structure was something I had only seen on TV. I was stunned when they handed me a pass to ride the bus to and from school. For so many years I had walked miles to attend school, and now I get to ride the bus?! Oh, but wait...it got better. Free breakfast and lunch! WOW!
I sincerely could not have asked for more. I realized that school was supplying my essential needs so I can just attend school and LEARN!
From the very first day I started, I gave it ALL I had. I didn't speak a word of English but I made sure I took advantage of every single opportunity available to learn. I enrolled morning classes, afternoon classes, evening classes, and even weekend English courses. There was no stopping me! I was in a land of opportunities and I was going for it!
ESL, ESL and More ESL
During my first school year, my classes consisted on English as Second Language (ESL) one after the other. I had wonderful ESL teachers. Very friendly, always making me feel welcomed. One ESL teacher knew a little bit of Spanish so if I needed something, she was my go-to person. ESL classes were very old-school structured - textbook guided kind of lessons. There was no interaction, just a lot of note-taking and worksheet practice. I didn't understand then why I wanted to get out of ESL so bad. TODAY I realize that not being able to be part of the courses other students were taking was making me feel somewhat a failure. In some way, walking the school hallways as an ESL students made me feel inferior and worthless of "real" learning. I had different classes, different textbooks, different schedules. I was different.
A determination within me ignited to learn English to get out of the ESL status. So, during my junior year, (one and a half years after starting school), I placed out of ESL after taking the annual language assessment. I was super excited because that meant that I was allowed to enroll in core courses to gain credits for graduation.
I started taking economics, history, math, biology, health...etc. But, oh boy, this is where the real struggle as a language learner began. My sitting spot was always at front in all my classes. I wanted to be as close as possible to the teachers and the boards. I took as many notes as possible in each class. I brought home all my textbooks to review and to complete assignments. I realized that the school had a library that would give me books to take home, so I checked out 3 different types of dictionaries and thesaurus. I would use these at home to translate my notes and to complete assignments. Of course, my school work was always done after making dinner and putting my siblings to bed! Don't forget, even though we were in the U.S. I was still the oldest child and expected to care for the little ones while mom worked. My mother can attest how I would stay up till 3:00 am completing assignments and studying my notes! I enjoyed learning. I cherished new information. I was like a sponge soaking it all in!
I will never forget the day I started reading my economics textbook and the terms "supply" and "demand" began to make sense to me! I was understanding the words...I was understanding the content! I was learning!
I must have finished my economics book in a day or two. I started passing my classes and earning the required credits for graduation. I was so focused on school work that didn't care much about "Senior's field trip" or "prom". To be honest, I didn't know how important these events were. All I wanted was to get my credits, and pass required assessments to graduate! I have learned how important and necessary a high school diploma was to be able to go to college. I wanted to go college! I wanted to be the first in my family to obtain a career! I wanted to be a teacher! I wanted to make a difference! I had the vigor, so I knew I could do it. What you can't see in the graduation image above is the excitement I felt getting my graduation pictures done with my cap and gown!
The Walk of Shame
During my senior year, I was required to take some standardized state assessments. I don't remember exactly which ones I had to take, but the one I will never forget is the United States History State Exam. I was not prepared for this exam. I have not taken enough classes to learn the required information to pass the test. I had only been in the United States for 2+ years to know its history. However, this standardized exam and every other exam were required no matter what. So I took the exam...not once, but twice. First time in English and failed. Second time in Spanish but failed.
I was called into the guidance counselor's office to chat with a guidance counselor who kindly explained to me that passing the U.S. History exam was a requirement for graduation and without it, I was NOT going to be able to graduate. She said, "You have all your required credits for graduation so you don't have to continue in school."; "Go home, study, and come back next year to take the test again. Once you pass, you'll get your diploma."
"Go home"; "Study"; "Come back next year"; "You're done"
These words echoed in my head as tears ran down my cheeks. That afternoon I walked out of Martin Van Buren High School for the LAST time.
The walk of shame from the guidance counselor's office and down every step outside the building felt like an eternity! I was crushed. I was so disappointment in myself. I was disappointed in the school system for the lack of support. How was I going to explain this to my family? Where was I going to get the strengths to "study" for the test once I was out of school? I have failed. I was a failure.
I became part of the statistics of a Latino high school dropout in the United States because I didn't go back. "Why go back?" I thought... "I failed it twice, there's no way I can make it now."
So, if I wasn't going to school then I had to work. So at the age of 18, I got my first full-time job as a cashier at a local supermarket. My first job in the USA. I was a cashier at C-Town in Floral Park, NY. I was a very efficient worker. I worked hours after hours to earn money...or perhaps to forget and avoid how I was feeling.
This, of course, is not how my story ends...
Did you notice the quote above?!?
Life is very interesting... in the end, some of your greatest pains, become your greatest strengths. ~ Drew Barrymore
This was just an epoch in my life that motivated me to become who I am today. So, stay tuned for my next post and learn how my personal narrative changes from FAILURE to SUCCESS because of education.
👀 Read my post on resources to support newcomers be successful in school! 👀
Thank you for reading!