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Newcomer Navigator - Program Promotion Cape Breton, Newcomer Navigator, Program Promotion

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Over the past two decades, a wave of immigration has had such a profound effect on American society that is can almost be regarded as the equivalent of a demographic revolution. No where has this impact become more patently obvious than in our school systems. Although the continuous diversification factor to consider regarding our student population is hardly a new or unrecognizable trend in our country, its accelerated pace and the overall impact it has posed on the education system in many ways is.

The increase of immigrant students has pressurized our entire instructional system which has put a strain on existing ESL delivery services. The Newcomer program applications differ from other ELL programs because their methodologies are more cooperative and operate with the assumption that LEP newcomer students need a period of adjustment not only to education system but also to the social environment of the country. The demand for defining the distinctive language development needs of each student is at an all time high when you consider the fact that school districts have started to develop the unprecedented responsibility to take the dissolving factors of this issue to the next level by reaching out even more to these young students.

During a time in which these students truly need an emotionally-safe educational atmosphere that fosters rapid language learning, acculturation, and enhancement of self-esteem-Newcomer programs focus on migrant and refugee students brief period of adjustment because in many ways this strategy helps create a foundation that is unique to these students, allowing them to become full and active members of our world even before they begin on their path to achieve academic success.

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The program integrates English as a second language instruction with subject matter instruction that focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. Exiting of a student to an all-English program of instruction without English as a second language support will occur no earlier than the end of Grade 1.

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This program contains language minority. Collectively, the students who have moved to the United States that enter this program speak over 150 different languages.

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The program is designed to serve middle school and high school students who are non-English proficient (NEP) and have no formal education or very limited formal education.

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-To recognize and acknowledge the immigrant’s native culture and linguistic background

-Teachers use progressive methods and strategies that are culturally relevant to student’s prior experience

-An individual plan for instruction is developed

-Language assessments are administered for appropriate placement

-Support services are included – such as one to one, small group or peer tutoring

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To introduce ELLs to basic English and to the American Culture as fast as possible so that they can start learning content and earn necessary credits for graduating.

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Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).