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One shouldn't be so overwhelmed by linguistic difficulties: integration, at the beginning, can be reached by organizing sports games, sartistical/musical activities and in general activities that do not need a deep linguistic knowledge.

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It is important to know your own boundaries of ability and responsibility and it is not your job to solve these issues for your students, it is essential that you know where you can refer them to the external support they need.

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I should be informed of their background (school, family life, cultural vattitudes) and so on.
Never force them to speak about their stories.
I should inform the classroom about the arrival and the difficulties of newcomers.

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Teaching Refugees with Limited Formal Schooling | Toward a Brighter Future

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1. Submersion

2. Immersion

3. Parallel

I think the best one is parallel, but this way is expensive and needs extra teachers, extra courses and so on.
Pupils should follow intensive language courses, but should stay with their peers during activities that don't need deep language skills (e. g. sports project, art projects, kitchen projects, ...).
Pupils' families should be addressed to local agencies supporting their integration.

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In my school (and I think mainly in Italy) there is a submersion model. Pupils are guided in their classes with no special preparation: they are enrolled with mates of their age.
When my school has additional resources (i. e. some teacher who can  give some extra time, or funds raising from a certain project) we activate some parallel course for these pupils in order to give them support, but this cannot be done on a regular basis.

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I agree with Dr. Pant in the sense that italian school system is not prepared to manage newly arrived students' needs. So we need a deep rethinking of our school system in order to serve them better. For example, in Italy we don't have things such as "welcome courses" or  "beginners special courses".

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Hi everybody! My name is Giampaolo. I live in Turin, Northern Italy, where I teach Italian, Hystory and Geography @ Istituto Comprensivo "Umberto Saba".

I'm keen on technology, which I have long been trying to implement in my teaching practice.

In my school I work also as "Digital Catalyst". In  Italy, "Animatori Digitali" were recently launched to support digital innovation throughout their school and workmates.

My hobbies are reading and photography; I like swimming and iaido, too. I am also a great basketball fan and supporter of AuxiliumCUS Torino, my hometown basket team.

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The school I work at is quite big and it is disseminated among three buildings.

There are about 1,000 students aged 6-14: Primary school and Middle school, that ages 11 to 14. I teach in this second level.

My students study Italian Language, English, French, History, Geography, Maths, Science, Music, Technology, Art, Gym and R.E. too.

Class sizes range from 20 to 25 and there are lessons until late in the afternoon from Monday to Friday.

Most of them have  chance to access the Internet from a PC/Tablet/Smartphone.