New hope for our most vulnerable English learners “One of the guiding principles of effective English language teaching is for educators to know their students. And that in a nutshell captures the value of this book. . . . The compassion that Custodio and O’Loughlin feel for our SIFE students, the commitment they have to educating them well, and the comprehension they have of the assets these learners bring to the classroom are evident in the writing, tools, and vignettes they share.” -Deborah J. Short Under the best of circumstances, the academic demands of today’s classrooms can be daunting to our English learners. But for the tens of thousands of newly arrived students with interrupted formal education, even the social challenges can be outright overwhelming. Rely on this all-in-one guide from Brenda Custodio and Judith O’Loughlin for expert insight on how to build the skills these students need for success in school and beyond. Inside you’ll find • Essential background on factors leading to interrupted education • Specific focus on refugee children and Latino immigrants • Guidance on building internal resilience for long-term social and emotional health • Recommendations for creating supportive environments at the classroom, school, and district level About one thing, Brenda and Judith are absolutely convinced: our SIFE students can learn and make progress, often at a remarkable speed. But it’s up to us, their educators, to provide the time, attention, and a specific focus. Consider this book your first step forward.

Providing School-Based Support for Sife

Providing School-Based Support for Sife

Classroom Challenges

You’re a seventh-grade science teacher in a crowded urban school in Los Angeles or Boston or Houston. In a noisy class of 35 adolescents, your students include a bright but shy Vietnamese girl who spent three years in a refugee camp; a bored, second-generation Chicano youth who often skips class; and a boy who has just arrived from rural El Salvador with a second-grade education.

How do you teach them all—and should you be required to? Do you isolate or “mainstream” the newcomers who have poor language skills? Do you group them by age or education level? Do you help them become literate in their native language, or skip straight to English? Should you treat ...

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