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really good ideas and practices. In Greece there is an agency dealing with volunteering projects:
http://www.elix.org.gr/index.php/en/training-en/eu-projects-by-elix-en/1327-call-participation-form-edu-activities-refugee-kids-jan-2017-en

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There are more nursery rhyme or counting-out rhyme on internet: are very simple, nice and fun but teach many basic words: numbers, colours, months' name, week's name, etc.

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Kids love it when you try to pronounce a couple words in their language. You show interest in their language and they see that learning languages can be difficult, but also fun!

Play music from their countries and let them explain about the music also helps a lot.

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We use TPR to teach the basic school words to the new arrived pupils. We also use pictures, gestures, role playing and the like.

For exercises I share material with other teachers of Dutch a second language, not only in my school but throughout the Netherlands and Belgium. There are websites and facebook groups to share ideas/materials etc.

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I am not sure there is anything that people may go. I do know the teachers union have publications about it.

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Not sure if anyone has already mentioned NALDIC (National Association for Language Development in the Curriculum) - the UK subject association for EAL (English as Additional Language). Their website is filled with useful information and resources that would be very useful for anyone working with newly arrived migrants. You can visit their new website: naldic.org.uk  and you can also browse their archived website for:
- EAL resource library;
- EAL questions;
- EAL quidance;
- EAL glossary;
- EAL links.

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We use pictures and gestures at the first level. Later games and stereotype phrases for the common activities. It is amazing how quicly kids learn and ajust to the school environment.

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Their ideas is really helpful. I can start teaching greeting words to them. And also sport or music is universal; so if I had refugee student I could use these activities.

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In our school, we don't have many resources to pay the necessary attention to the newly arrived migrant students, but some extra hours of Spanish are given to them. Moreover, we use some online courses of Spanish provided by the Instituto Cervantes and adapted to each level: ​http://ave.cervantes.es

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Erika and Nora's tips are very useful. They make sense and express common sense when you interact with children that don't know a single word in a foreign language.

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pictures and games are very important tools in learning to speak. The Greek Institute of Educational Policy has a site 'photodendro' where you can find the books implemented with videos and online games.

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Communicating through body language, music, theatre, games and plays are ways that are always useful and have  a great impact

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Communicating through body language, music, theatre, games and plays are ways that are always useful and have  a great impact

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Communication is something more than words. Games, art, music, pictures, sounds, songs could be the means of a wellcoming appoache to each  other

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Communication is something more than words. Games, art, music, pictures, sounds, songs could be the means of a wellcoming appoache to each  other

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chr.greece

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We can try to learn  some basis structures and words  refugees' language. Another useful way is making a friend. Practising is very important. I think communication is not hard for children.  İn teaching language we can use subtitle films. So we can try to find some word similarities.
We can use body language at he beginning.

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I believe that a combination of non verbal communication with simple words and phrases is enough for beginning. As the time passes, students and teacher will find the way to communicate in the host language and to develop a more completed vocabulary and speech.

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I am member of a non govermental organisation of the University of preprimary education, in Thessaloniki, which focuses on multiculturalism and bilingualism in society and education in Greece.
It is called "polydromo", has also a facebook group, organises every year seminars and congresses, lots of activivities and it has also a workshop area, where languages, as albanish, arabisch, greek are taught.

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The Portuguese Ministery of Education provided teachers and educators with a range of resources documents and materials to guide schools in how to receive newly arrived students. It´s the project "More than numbers" that aims to raise students' awareness of issues related to interculturality. Resources include a "Welcome Guide" for preschool, elementary and secondary education and a "Teacher's Manual" with a glossary of terms related to the world of migration and asylum, refugee stories, first-person stories and follow-up for photographs and various suggestions for activities aimed at students between the ages of 12 and 18.

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There are lots  of  web resources in Italy from mailto:sportello.scuola.bg@gmail.com,  www.cestim.it/argomenti/06scuola/06scuola-l2.htm
, italianoperstranieri.loescher.it
, http://www.centrocome.it/ where you can find and share lots of materiale and interesting welcoming activities. I used all these  hints  and then I tried to personalize  them according to my real situation.

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in kindergarten classroom I think it would be a good idea if ntive children could learn some welcoming words of the language of the migrant students. also there are books that share games from countries all over the world that can play all together.
the idea with the dictionary cards also is very good

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http://rcel.enl.uoa.gr/peap/ is the official site Greek teachers of english in primary education use. It is addressed to 6-8 years old students and covers basic vocabulary and topics through songs, short dialogues and colouring pages.

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Friendly classroom atmosphere and teachers' patience are the keys! Showing interest for their language and culture is usually much-much-much appreciated!

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is the first way to integrate.

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Supporting books for Greek muslims who do not speak greek language well or do not speak at all... There are interesting videos...

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Supporting books for Greek muslims who do not speak greek language well or do not speak at all... There are interesting videos...

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http://www.museduc.gr/el/%CE%B5%CE%BA%CF%80%CE%B1%CE%B9%CE%B4%CE%B5%CF%85%CF%84%CE%B9%CE%BA%CE%B1-%CF%85%CE%BB%CE%B9%CE%BA%CE%B1/%CF%83%CF%87%CE%BF%CE%BB%CE%B9%CE%BA%CE%B1-%CE%B2%CE%B9%CE%B2%CE%BB%CE%B9%CE%B1

There is a lot of material for greek as foreign or second language
http://www.ediamme.edc.uoc.gr/diaspora2/index.php?id=69,74,0,0,1,0

The matter is that all this stuff is coming from the universities and not from the Ministry of Education...

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try to learn them language, encourage them

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In these videos we can see how important ist o motivate the students to learn and also to work with the schoolmates. Sharing ideas in social nets is a way of getting faster in touch with people who can support us or give advise.

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Supporting newly arrived migrant students with language learning

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Supporting newly arrived migrant students with language learning

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The game is the key to learning a new language, to create a relaxed and peaceful, to create real bonds of friendship. And if the game is to group an even more solid and effective value. Often children have within themselves the life force that knocks all the pre-built barriers from adults and know how to teach them how to live the real life

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These videos are very interesting.
The potential of art for building bridges, crating understanding and promoting dialogue.

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An integrated model for living abroad, foreign Lithuanian arrivals  and children from other countries  Lithuanian  education.
http://www.lugis.vdu.lt/Content/Menu/FOV1-000C1D8C/S05B74C11?FormID=96&listview

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Children learn very fast. At first we could work a lot with pictures, songs and excursions  that we could explain objects.

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In these videos they show us how language is not a barrier. Students know how to learn a new language because they had already learnt more than one language before. What is very important is to motivate them and to reward their progress. It is also important to make them feel as a part of a group , to make them not working alone but with the other schoolmates.

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Sharing ideas in social nets looks an easy way of getting in touch with people who can support us or give advise.

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Although in Greece there is the International Education Centre for the Greek language as a foreign one, it would be advisable to instruct the refugees the home language in workshops. Also, since they learn easily and fast every day activities and real life situations would integrate the even more smoothly.

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Melahrini/Greece

Children learn very fast.This is something all of us teachers have noticed when we have new migrant pupils at school.A very good and easy way for migrant pupils to learn the language is playing with their school mates in the class and in the school yard.

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My education department in Andalusia provides useful webs to support newly arrived migrants pupils like http://www.juntadeandalucia.es/temas/familias-igualdad/inmigracion.html

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In Spain there are different pages from the government with educational resources for teachers.
Http://recursostic.educacion.es/observatorio/web/eu/equipamiento-tecnologico/aulas-digitales/784-recursos-web-para-la-atencion-alumnado-inmigrante-en-centros-de-es

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See all the wonderful things Rosana Garcia has made

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I believe that the difficulties are many and differend in the way you can adress in each case but the easier way is to use the same pupils whith their interests in order to learn at first

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very interesting these videos . I agree, easily they learn the new language

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I believe that the environment is the priority for any succesful learning; the most important thing is to create a network in and out of school around these guys, but it is also the most difficult.

At school they improve Italian, then return to their families where they speak the language of their original country and sometimes they forget. Often the kids who go to school become the interpreters of their families in different contexts.

In addition, the relationships at school can be imposed, mistakenly, by the teacher; but when the school finished these pupils are alone.

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I completely agree with the statement that the process of learning of a foreign language is efficient when a student has an opportunity to communicate with others and develop communicational skills. After the repetition of a certain phrase, he or she remembers it for a long time.

Most of refugee students learned at least 2 foreign languages, that`s why it`s easier for them to learn a new one.

So, our main task is to create natural communicational situations.

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Communication is a human need  to express yourself and pass messages either verbally or not. Also, children learn fast! When children are offered the opportunity to express themselves in a supportive environment they will learn the language as a natural process. Game-like activities such as songs, team sports, board games, flash cards, drama along with the help of apps from the web can foster their language learning.

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I have no experience      with newly arrived migrants  sorry

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I have no experience      with newly arrived migrants  sorry

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This is indeed an important theme. Every time I have a newly arrived migrant student, the language barrier is a hard challenge for me. I think that empathy and sympathy are important ingredients to welcome a new student and to establish a good relationship with him. I thank Erica, Nora and you all, because of sharing these good teaching practices and these materials.

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http://www.hello-world.com/games/children.php/?language=Greek&translate=Arabic

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Also in Italy there is a Facebook group where teachers share language learning resources:

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Also in Italy there is a Facebook group where teachers share language learning resources:

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https://www.facebook.com/groups/itastra/?fref=ts

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I still didn't have any experience with newly arrived students that don't talk Italian (or at least English) at all. I'd like to try all the resources that you've shared and maybe to start a project in my school to teach them Italian as a second language (L2).

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Katerina Kostaki has mentioned very interesting ideas! I also believe that we must make a school routine integrating language at many occasions

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I think a good idea to create a welcoming environment and at the same time to know and learn the names of the companions and a few words of the new language, either use the "bans" that combine singing, playing, movement and simple words repeated.

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I think a good idea to create a welcoming environment and at the same time to know and learn the names of the companions and a few words of the new language, either use the "bans" that combine singing, playing, movement and simple words repeated.

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I teach in primary school . Communication begins with empathy, with show affection , the fun aspect is important, the language you learn with different strategies, it will also take account of their world, their traditions, their favorite foods, of their fundamental play.I think very important is stimulating to be with children who have their age

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I teach in primary school . Communication begins with empathy, with show affection , the fun aspect is important, the language you learn with different strategies, it will also take account of their world, their traditions, their favorite foods, of their fundamental play.I think very important is stimulating to be with children who have their age

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I think that another important point is to give these students Time to learn the language. Even if they can be actually fast in learning, we can't pretend they are able to use the new language as a study language as fast as they can use it to communicate with the teacher and their peers. Communication and study are two very different steps in language learning and teachers of different subjects too often don't realize it. This sometimes brings about the negative consequence that these students are considered 'stupid' , having cognitive deficiencies while they are simply not ready, not able to use the language to achieve accademic goals. I have seen this situation occuring too many times, and believe it's an issue we should work on more seriously.

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Great idea! Thanks for share!

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Nora's and Erika's ideas are very interesting and I think they can be used as daily activities in order to engage and integrate newly arrived migrants students into our classrooms

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The ideas are really interesting and useful. Besides studying the Bulgarian language through English, the best would be to seek the help of people who know their native language on migrants. Unfortunately, this is a perfect, but no a real variant.

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I think it isn't important how, but it's necessary to start the comunication.

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When a teacher wants to support language learning he/she must encourage the use of native language, the interactive learning and teaching, the work with a lot of pictures, songs, work outside of the class, work with objects e.t.c. Also very important is to create connentions between the languages that every student know. 

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When a teacher wants to support language learning he/she must encourage the use of native language, the interactive learning and teaching, the work with a lot of pictures, songs, work outside of the class, work with objects e.t.c. Also very important is to create connentions between the languages that every student know. 

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Interesting idea!

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Thank you all for  the very useful information.

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http://www.irre.toscana.it/italiano_l2/materiali/materialidid.htm

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The guys are very skilled migrants to learn the language, I have an Indian girl who speaks little English and nothing of Italian, but has managed with the help of his partner and the support teacher to learn many terms. I teach mathematics and symbols are universal already know the mathematical symbols but also soon learn practical things. In class with these students still need support because sometimes the kids have so many issues and everyone seems to need no help.

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Thx for sharing the fb group!

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I teach music and not language lessons. Despite this, I have some ideas from my point of view.

There are Greek songs through which Newly Arrived Migrant (or refugee) children can learn

the first letters of the Greek alphabet: https://www.youtube.com/watch?v=QLRV46Vho4c&feature=youtu.be&t=7

the numbers from 1 to 12 in Greek language

https://www.youtube.com/watch?v=Je7E4SnXgxE&feature=youtu.be&t=3

Greek Grammar

http://www.politeianet.gr/books/9789603518525-koch-mariza-stamoulis-me-ti-mariza-tragoudo-ellinika-mathaino-periechei-cd-171961

The website of European Music Portfolio – a creative way into languages is useful as well

http://www.politeianet.gr/books/9789603518525-koch-mariza-stamoulis-me-ti-mariza-tragoudo-ellinika-mathaino-periechei-cd-171961

There are groups of Music Teachers who work in Greek schools in Facebook, but there are no posts regarding the music education for the newly arrived migrants (or refugees) for the time being.

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I am happy to learn from you about how to approach to migrant newly arrived. Thanks a lot

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I am happy to learn from you about how to approach to migrant newly arrived. Thanks a lot

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One of the most immediate challenges of teaching newly arrived migrant students: the language barrier.
I think that the first thing to do is to avoid any forms of discrimination. The newly arrived migrants can face various type of discrimination, because of the misconceptions about their  culture, their religion, and native students can have stereotypical portrayal of the immigrants’ culture.  That is because  combining diverse cultures is difficult for both the new immigrant and the immigrants. To avoid it, it is important the role played by families and schools.  It is important that the teachers are aware of the cultural differences among students. Refugees students must feel  comfortable, safe and accepted by the classroom.  Communication plays a key factor in immigrant students’ success in school.  If a student is having difficulties understanding the native language, then there is no doubt that they will have difficulties in the classroom.

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I did not find any special site for supporting newly arrived migrants’ language learning, apart from the resources like the following, which refer generally to the modern Greek language as a foreign one:

http://www2.media.uoa.gr/language/

http://www.haec.gr/en/lifelong-learning/teacher-education/264-teaching-greek

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Children easily learn language unlike adults, uma Once past the initial stage, everything will be easier.

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We covered this topic in first and second course. Let me add I'm not worried about learning local language by NA migrants/refugees. They learn fast. Local language is a vital skill and a basic tool for them. And all human languages are human (but non all humans are human). But I'm worried by our concerns about deadlines, programs, evaluations... by our inhability, as intellectuals, to put ourselves at the service. By our will to power and control. By our need to be at the centre. As the teacher in Erika's example. A kid alone in a corner with a computer is a metaphorical rapresentation of the will to power and of the fears of a teacher. Of his/her need to claim to the world:"I'm a good one. One of the best teachers. My students are the best ones, too. And no, that new kid in the corner... he doesn't speak German because he's not a student of mine... just a strange entity passing by...".

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We covered this topic in first and second course. Let me add I'm not worried about learning local language by NA migrants/refugees. They learn fast. Local language is a vital skill and a basic tool for them. And all human languages are human (but non all humans are human). But I'm worried by our concerns about deadlines, programs, evaluations... by our inhability, as intellectuals, to put ourselves at the service. By our will to power and control. By our need to be at the centre. As the teacher in Erika's example. A kid alone in a corner with a computer is a metaphorical rapresentation of the will to power and of the fears of a teacher. Of his/her need to claim to the world:"I'm a good one. One of the best teachers. My students are the best ones, too. And no, that new kid in the corner... he doesn't speak German because he's not a student of mine... just a strange entity passing by...".

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The new language learning process becomes effective experiencing everyday life situations. This way students are motivated and their progress are really significant. Here is an interesting link to learn Italian language:
http://www.italianoinfamiglia.it/progetto.asp

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I think we must let the refugee children feel self-confident first of all, they have to feel successful with what they learn and do, they have to feel what they are learning is useful, practical, that's the aim of our teaching to refugee pupils. They must feel proud of what they are doing. Language workshops are very important, students can learn fast and easily.

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When NAM pupils come to primary schools, there are ways to provide language support: their class teachers, the teachers of the 1st grade for some hours per week, or a 'reception class' only for Greek language. But right now, the ministry's guideline is to have them in separate afternoon classes to learn the language. Perhaps in the next school year, the NAM pupils will be included in the morning classes.

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Since we don't have (so many) NAM in Poland, I can observe my colleagues in Europe from a distance.  I read your posts and it seems to me that some teachers get help from outside the  school, others are left alone. It would be interesting to know how many of us (among participant in this course) get any support from external organisations. Even if I find this course very useful, I learnt about it by chance. It should be promoted more widely.

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Videos gave me interensting ideas. Today there are many technological tools, such as google translate, smart applications... the point is to try to integrate immigrants in our class.

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So interestng and variety of site with languages for foreigners . I personally use the google translate or dictionary . I wish that NAM to come more tosuplimentary lessons for learning the host country language.

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The Association of Linguistic Support to Immigrants, A.L.I., aims to assist immigrants in the linguistic and cultural fields, providing them with a space for meeting and exchange. They are dedicated to giving school support classes to immigrants who are attending primary and secondary school.

More information:  http://www.madrid.es/portales/munimadrid/es/Inicio/Servicios-sociales-y-salud/Direcciones-y-telefonos/Asociacion-Apoyo-Linguistico-Al-Inmigrante-ali-?vgnextfmt=default&vgnextoid=8b5091f12d4d4410VgnVCM1000000b205a0aRCRD&vgnextchannel=2bc2c8eb248fe410VgnVCM1000000b205a0aRCRD

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The videos contain really good ideas. It is  reccomended new migrant students to attend the afternoon language lessons from volunteers and haunt places where they can interact with local children.

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Peer teaching, and cooperative learning with students who are trained a bit in welcoming the newly-arriving children can solve a lot of problems. 

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Peer teaching, and cooperative learning with students who are trained a bit in welcoming the newly-arriving children can solve a lot of problems. 

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And once they have some basic vocabulary  simple problem solving in groups activities can be  effective.
Some resources I found apart for the excellent and detailed ones on the Canadian site for refugees are: https://www.britishcouncil.org/voices-magazine/tips-teaching-english-migrants-and-refugees-uk
or http://englishagenda.britishcouncil.org/sites/ec/files/C328_Innovations_book_FINAL%202_web.pdf or
https://www.edutopia.org/blog/when-words-arent-necessary-jon-harper or https://sites.google.com/site/bestpracticesforadultrefugees/research-and-theory/chapter-3---methodologies
or http://www.education.vic.gov.au/school/teachers/support/Pages/multilearnteach.aspx
Regretfully, noe of these is created by Greek teachers.

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I agree with Katerina Kostaki.
Lessons in L2 are imprtant, but the most important is the exposure to the language.
We reccomend new migrant students to attend the afternoon children club, the Summer camps and other center where they can interact with local children.

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Ι think that language learning is less threatening and more supportive if the migrants are involved in more relaxed, game-like activities. They can be asked to join leisure activity clubs at school, such as painting, choir, team sports, pottery, theatre, chessetc. In this way, they can both socialise and learn the language in a less formal way of teaching.

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In Italy there many Facebook groups where teachers can share learning recources and suggestions to working with students in general, but very few ones are especially suited to working with newly arrived migrants. A good idea to support language learning is starting from very simple language classroom and commands amd the introduction of a student-tutor for each foreign student, who could facilitate the learnin of the host language.

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Erika and Nora envisage a completely new challenge for me. I think if I had to deal with the problem of integrating newly arrived migrants students I think definitely I'd look on peer teaching, and cooperative learning. I would try to make sure that teach our language to newcomers become a way to strengthen the language skills of our language.

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THREE  YEARS AGO  I TAUGHT TO MIGRANTS COMING FROMM  ROMANIA, SLOVENIA, RUSSIA. IT WAS  VERY DIFICULT FOR ME TO TEACH THEM THE BASIS OF THE ITALIAN LANGUAGE. BUT ON THE INTERNET I CCOULD FIND SOME RESOUCE FOR THEM and toform MY SELF
https://retescuolemigranti.files.wordpress.com/2011/09/sillabo-a1.pdf

https://integriamoci.wordpress.com/2010/11/30/materiale-didattico-per-principianti/

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I teach italian language to migrants (level A2 - survival level as the CEFR) for a voluntary association called
" Casa dei Diritti Sociali della Tuscia"
https://cdstuscia.wordpress.com/about/
When i teach italian in my class, all students are migrants, so I have to use specific books created for them, or specific flashcards.
For example I use this book, http://www.almaedizioni.it/it/catalogo/scheda/italiano-di-base/
or this one http://www.ninaedizioni.it/index.php?page=facile2

I work close to Retescuolemigranti http://www.scuolemigranti.org/ a network composed of voluntary associations that organize free italian courses for foreigners in Rome and province, they have a specific section in the website were you can find teaching materials http: / /www.scuolemigranti.org/formazione/.
Some times I created my lesson:
I search for a text, for example in dialogue or a recipe and I adapt the text using simple periods in order that my students can understand, then I prepare some exercises for text comprehension, such as true / false, or open questions.
I use songs and videos too.
Always in my lessons body language is very important, I have to be very communicative.
I always start asking them how are they and what day is it, I always write the date on the blackboard, if I see someone sad or angry I try to talk with him or her in order to understand what's going on.
In order to remember their names without making mistakes all of them have a name tag on the desk, I also have one.
I don't use a chair or a desk but I wandering between students, sometimes I put one hand on their shoulders to encourage them if I see someone worried about the exercise , I always smile.

(I like very much teaching italian to migrants, I really like working with people from other cultures, with linguistic and geographical diversities Because I think That a multicultural environment is amazing and it is a treasure for me.

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Thanks to the internet and the many teachers who are involved in teaching  immigrants we are learning how to work better and to share ideas and tips. Social networks and a  groups of teachers can help develop materials for children and adults who do not speak the language. Germany, the USA and a lot of other countries can help us develop specific activities and learning tasks. What is important is to understand our students and their needs

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Thanks to the internet and the many teachers who are involved in teaching  immigrants we are learning how to work better and to share ideas and tips. Social networks and a  groups of teachers can help develop materials for children and adults who do not speak the language. Germany, the USA and a lot of other countries can help us develop specific activities and learning tasks. What is important is to understand our students and their needs

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The videos provided us with some really good ideas. And it seems the more you're into something the more inventive you become. Labeling pictures, watching videos or acting role plays can be very helpful.

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In very school I have worked in, they organize language classes for foreign kids. These classes are structured in different levels starting from zero, but the main aim is usually providing newly arrived kids with the language they need to 'survive' at school - Basic vocabulary, basic expressions so that they can ask for help, locate school materials/rooms etc. Books, pictures or videos can be used depending on the starting level. Other than that, I think the best way for them to learn is getting them engaged in interesting activities with their peers (sports, arts, etc). In my experience, kids exposed to a lot of Italian have learnt it very quickly and some of them have become very skilled! Of course, using some 'medium' language like English, French of Spanish can often be of help too. The main thing is not stressing mistakes, but encourage communication at every chance.-

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As the language is the main obstacle to the migrant students' integration, I think that firstly we should create an empathy based on positive and welcoming attitude  among the classmates and consequentely with the teacher. We have to keep well in mind that they have always an individual story, they have feelings and suffer because they were forced to leave their homes and possessions. So we should let them understand that they are in a safe place with no enemies. Thinking in this perspective it will be good asking the help of an Interpreter, a Cultural Mediator or a student who speaks their language. Then we can organise sport activities, games or other things that migrants used to do in their countries in order to develop a better knowledge of each other. In this way we can improve their  integration but also enlarge the students' cultural horizons.

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The only idea I can propose is using specific books ( obvious) or using some photos in order to make students to build up their vocaboulary...

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The Kids Are All Bookmarks in learning the language. Already throwing the basics from an early age on bilingualism will be The Future For Building integration and inclusiveness in the world of the United Nations, it is hoped, Che did not cling to Diversity.

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Language is a big problem, but past the first stage, being children, they learn faster than adults.

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I like the idea of going out in the neighbourhood, visiting places like a supermarket, observing the traffic lights or other things that we see every day, and learn the language. Not only words but also useful everyday life phrases. Learning songs in the target language is also a fun and effective way to language acquisition.

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Our new Chinese pupils do not speak other languages ​​besides Chinese. The first weeks of school, entered the classroom with regular students, have been traumatic for them. The path was arduous and difficult from their point of view. Teachers have activated various recreational and social activities: games, songs, drawing, sport.

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I Thin Nora has right: We do no need to worry about the language. We have an experience of Comenius and other projects, where students with no common language ,the found ways of communication…

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I have no other proposal

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It's very difficult to teach the language to a student who is living in a family speaking another mother tongue and you have no time to take him/her by the side and give extra language lessons. But we have to manage it, we must use the tools we have. I prefer to"use" peers. Italian children can be entusiasthic to play the role of teacher for some half an hour a week, and if you multiply it for 25 students in the classroom, its allready 12 hours extra lessons. The rest, is full immersion ....The poor!

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In order to support language learning I'll need the help of language teachers in our school. Besides, technology such computers provides o global language for communication. Furthermore some dictionaries like the following provide a way to communicate.

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Technology and people who speak both languages can prove to be really helpful.

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Technology and people who speak both languages can prove to be really helpful.