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Guidance from MDE on when to use an interpreter/translator and when to use technology.

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Recommendations from international network teachers on 5 ways to support newcomers in your classroom.

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The Newcomer Toolkit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students—including asylees and refugees—and their families.

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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Supporting Afghan Students in Schools & Youth Programs in the United States

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Supporting Afghan Students in Schools & Youth Programs in the United States

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Supporting Afghan Students in Schools & Youth Programs in the United States - Switchboard

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In the 2021-22 school year and beyond, schools across the United States will enroll significant numbers of children and youth from Afghanistan. These students fled the country after the withdrawal of American military troops and the subsequent fall of the Afghan government on August 15, 2021. While many schools and communities have a long history […]

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There are many AI tools for translation and accessibility, such as adapting text. A few:

Chat GPT

Magic School

School AI

Diffit for Teachers

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Create and translate videos.

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AI Video Generator | #1 on G2’s 2025 Top 100 List | HeyGen

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HeyGen, rated 4.8/5 on G2, is the #1 AI video generator of 2025. Create professional AI-powered avatar videos, translate content, and bring ideas to life.

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The Google Translate extension can be used to translate webpages into any language that Google supports. Make sure that the extension is whitelisted on district devices, and help families use this extension to translate district web pages and for students to understand online resources.

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This 20-second video (no sound or spoken language--all visual) shows you how to translate documents using Google Docs.

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This video shows you how to to use Microsoft Translator in Microsoft Word.

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To autotranslate captions:

Click on CC for captions in English

Click on settings

Click on subtitles

Click on autotranslation

Choose language from list

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This is a chrome extension that can read text in many languages.

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Select any text you want to read and just listen to it!

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Read-Aloud: A Text to Speech Voice Reader

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Read-Aloud: A Text to Speech Voice Reader

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This text-to-speech Chrome extension supports
multiple languages and has features for highlighting text and speech speed control.

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Read Aloud uses text-to-speech (TTS) technology to convert webpage text to audio.  It works on a variety of websites, including news sites, blogs, fan fiction, publications, textbooks, school and class websites, and online university course materials.

Read Aloud allows you to select from a variety of text-to-speech voices, including those provided natively by the browser, as well as by text-to-speech cloud service providers such as Google Wavenet, Amazon Polly, IBM Watson, and Microsoft.  Some of the cloud-based voices may require additional in-app purchase to enable.

Read Aloud can read PDF, Google Docs, Google Play books, Amazon Kindle, and EPUB (via the excellent EPUBReader extension from epubread.com).

Read Aloud is intended for users who prefer to listen to content instead of reading, those with dyslexia or other learning disabilities, and children learning to read.

To use Read Aloud, navigate to the web page you want to read, then click the Read Aloud icon on the Chrome menu.  In addition, the shortcut keys ALT-P, ALT-O, ALT-Comma, and ALT-Period can be used to Play/Pause, Stop, Rewind, and Forward.  You may also select the text you want to read before activating the extension.  Right clicking on the selected text will provide you with yet another option to activate Read Aloud via the context menu.

To change the voice, reading speed, pitch, or enable text highlighting, go to the Options page either by right clicking on the Read Aloud icon and choose Options, or by clicking the Gear button on the extension popup (you'll need to stop playback to see the Gear button).

Read Aloud is an open-source project.  If you wish to contribute bug fixes or translations, please visit the GitHub page at https://github.com/ken107/read-aloud.

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Read Aloud: A Text to Speech Voice Reader

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Read aloud the current web-page article with one click, using text to speech (TTS). Supports 40+ languages.

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Communicate with families in their home languages.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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TalkingPoints - Improving student outcomes through meaningful school-family partnerships.

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OS Guidance: Effective Interpretation Process for ELs and their Families

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OS Guidance: Effective Interpretation Process for ELs and their Families

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Guidance from Oakland Schools, including working with interpreters before, during, and after an MTSS, evaluation, or IEP session.

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Translanguaging to Support Students' Bilingual and Multilingual Development

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Translanguaging to Support Students' Bilingual and Multilingual Development

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3 Newcomer Webinars created by Wayne RESA:

Help! I Have a Newcomer

Newcomers: Instruction at Tier One

Newcomers: Social-Emotional Learning and Trauma-Informed Instruction

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This playlist contains video presentations and webinars focusing on supporting newcomers and students with limited or interrupted formal education (SLIFE).

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Using ChatGPT to Translate & Adapt Text to Newcomers’ Reading Levels

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Using ChatGPT to Translate & Adapt Text to Newcomers’ Reading Levels

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Micro PD by Wayne RESA multilingual consultants demonstrating how to use ChatGPT to translate text into multiple languages and how to adapt the text to newcomers' reading levels.

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Using ChatGPT to Translate & Adapt Text to Newcomers’ Reading Levels

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Identity is key! Encourage students to teach you about their identity and learn how to say their names

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Your Name is the Key! | Huda Essa | TEDxUofM

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Multilingual educators from ISDs and districts statewide created this resource for classroom and core content teachers. Whether you are a novice or veteran teacher, whether you have taught one multilingual learner or 100, this resource has something for you. Please also note that this is an ever-changing document.  As new resources are created or discovered, they will be added.

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SIOP & Related Resources Getting Started: Survival Tools Welcoming Environment Translation Tools Resources by Domain WIDA Resources Accommodations Newcomers Professional Learning Classroom Teacher Digital Notebook Published 6/2023

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Rooted Linguistics: Serving Teachers of Multilingual Learners

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Home page for teachers of English Learners/Multilingual Learners

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This is a website designed to support teachers of English Learners/Multilingual Learners.

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National translation and interpretation services.

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Propio Language Services | Transforming Communication

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At Propio, we provide secure, multi-platform language interpretation and localization services that bridge the gap between the people we serve and the resources they need.

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Classroom Language for Ukrainian Students

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Classroom Language for Ukrainian Students

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National translation and interpretation services.

If your district has an OMNIA contract, ask about the pricing for Language Line via that contract.

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Language Translation and Interpreting Services | LanguageLine Solutions

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LanguageLine is the global leader in interpretation, translation, and localization services. We provide 24/7 language access coverage in 290+ languages.

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Who is a refugee?

A person outside the U.S. seeking refuge. The U.S., based on international law, defines "refugee" as a person outside the country of his or her nationality, who is unable or unwilling to return to that country because of persecution or a well-founded fear of persecution based on his or her race, religion, nationality, membership in a particular social group, or political opinion.

The legal basis for humanitarian admissions of refugees and asylum seekers to the United States began with the Refugee Act of 1980, which defined a refugee, established the Reception and Placement (R&P) program for initial resettlement under the U.S. Department of State, and created the Office of Refugee Resettlement (ORR) under the Department of Health and Human Services (HHS).

Who determines the number of refugee admissions?

The President of the United States. The number of refugees accepted to the United States each year is set by the President in consultation with Congress that must occur before October 1 each year.

What is the refugee limit for fiscal year 2022?

125,000. Although historically the U.S. has resettled more refugees than any other country, its resettlement program has not kept up with increase of the global refugee population that has increased by about 50 percent over the past five years. In FY 2021, the number of refugees resettled was the lowest since the passage of the Refugee Act of 1980.

While there were approximately 26 million refugees worldwide as of fiscal year (FY) 2020, the U.S. currently resettles just a small fraction of them. Less than 1 percent of the total number of displaced people on the world has been resettled to one of 37 current resettlement countries each year. In FY 2016, the U.S. admitted nearly 85,000 refugees, a number that declined to fewer than 54,000 refugees in FY 2017, the lowest number in a decade after President Trump reduced the cap on refugee admissions via executive order. In FY 2018, the president further reduced the refugee admission cap to 45,000, the lowest since the enactment of the Refugee Act of 1980. For 2019, the administration cut the number of admissions even more to 30,000. For FY 2020, the administration further cut the number of refugee admissions to 18,000. However, the cap represents the maximum number of refugees that may be resettled in a year and the Trump administration only resettled 11,814 people in FY 2020. On September 30, 2020 the Trump Administration sent a report to Congress proposing a ceiling of 15,000 refugees for admission to the U.S in FY 2021. The Presidential Determination officially setting the refugee ceiling was issued on October 28, 2020 for 15,000 refugees to be resettled in FY 2021.

While President Biden increased the FY 2021 ceiling to 62,500 in May 2021 and set the FY 2022 ceiling at 125,000, refugee resettlement infrastructure remains depleted and the administration has struggled to reach these targets in terms of actual refugees resettled.

Source: Migration Policy Institute

Where do refugees resettling in the U.S. come from?

All around the world. The United States admits refugees from more than 60 countries all around the globe. In FY 2018, U.S. refugees came mainly from Democratic Republic of Congo, Burma, Ukraine and Bhutan.

Source: Refugee Processing Center

The number of U.S. refugees from Syria and Iran dropped considerably in FY18 due to implementation of the latest version of the Trump administration's travel ban, which prevents individuals from Iran, Libya, North Korea, Somalia, Sudan, Syria, Yemen and certain government officials from Venezuela from entering the U.S. Because the travel ban has been in effect since June 2018 after being blocked by courts for nine months, the two countries are no longer among the top 10 countries of origin for U.S. refugees.

Where do refugees resettle?

All across the United States. Refugees have been resettled in 49 U.S. states, with Texas, Washington and Ohio resettling the most refugees in FY 2018.

Source: Refugee Processing Center

Who refers refugees to the U.S. for resettlement?

Primarily the United Nations High Commissioner for Refugees (UNHCR). UNHCR, the United Nations (UN) Refugee Agency, is an international agency dedicated to protecting forcibly displaced communities and stateless people. UNHCR screens applicants to determine whether they qualify as refugees and if they are in particular need of resettlement, and, if so, refers them to the U.S. and other countries. In some cases, for the U.S. refugee admissions program (USRAP), refugees are referred by a U.S. Embassy or a specially-trained nongovernmental organization; certain groups with family members in the U.S. or who served U.S. missions in Iraq also have application pathways.

How long does it take to screen and vet a refugee?

An average of nearly two years. While the total processing time varies depending on an applicant's location as well as other circumstances and policy changes, the vetting time - from the refugee's initial UNHCR referral to his or her arrival in the U.S. -has averaged approximately 18 to 24 months in recent years. Given recent developments, the length of the wait will likely increase.

To be admitted to the U.S., refugees go through several rounds of background checks, screenings and interviews under the United States Refugee Admissions Program (USRAP), including:

After an initial screening by UNHCR, the nine Resettlement Support Centers (RSCs) located around the world collect applicants' biographic and other information.

After the State Department preliminarily approves an application to begin the resettlement process, they are reviewed by officers from U.S. Citizenship and Immigration Services (USCIS) in the Department of Homeland Security (DHS), as well as ongoing vetting by a variety of intelligence agencies (including the FBI, CIA, and others).

USCIS also conducts an in-person interview with each refugee applicant before deciding whether to approve him or her for resettlement in the U.S.

All USCIS-approved refugees then undergo health screening to prevent those with contagious diseases from entering the U.S.

Most refugees undergo also a cultural orientation course prior their arrival.

Before refugees arrive, it is established where in the United States they will initially live and which refugee resettlement agency will help orient them to life in the United States.

After arrival to the U.S., all refugees are checked at the airport by a U.S. Customs and Border Protection (CBP) officer to ensure they are the same people that were screened and approved for admission.

What do refugee resettlement agencies do?

Assist refugees after their arrival in the U.S. After the final screenings by the U.S. government, the refugees are picked up at the airport by a representative of one of the nine domestic resettlement agencies, all of which have cooperative agreements with the U.S. Department of State.

Shortly before the arrival of the refugees, the resettlement agencies arrange for their housing, which include basic furnishings, appliances, climate-appropriate clothing, and some of the food typical of the refugees' culture. When the refugees arrive, the resettlement agencies' representatives then take refugees to their new homes.

After arrival, the resettlement agencies help refugees to start their lives in the U.S., assisting them with applying for a Social Security card, registering children in school, learning how to access shopping facilities, arranging medical appointments, and connecting them with needed social or language services.

How is the refugee resettlement funded?

Through the Department of State and the Department of Health and Human Services. The State Department's Reception and Placement (R&P) program provides refugees with a loan to travel to the U.S., which they are required to start repaying after they arrive. The R&P program then supplies resettlement agencies a one-time sum per refugee to finance their first 30-90 days in the U.S. That money goes mostly towards rent, furnishings, food, and clothing, as well as costs of the agency staff case management and other integration services.

After three months, HHS's Office of Refugee Resettlement (ORR) then works through the states and other nongovernmental organizations to provide refugees with limited cash and medical assistance, as well as short-term language, employment, and social services, and longer term integration services.

Can refugees legally work in the United States?

Yes. Upon arrival in the U.S., refugees receive employment authorization and are encouraged to become employed as soon as possible so that they can support themselves.

Can a refugee become a U.S. citizen?

Yes. All refugees are required to apply for a green card to become a permanent resident after one year in the United States. After five years of residency, they become eligible to apply for U.S. citizenship.

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Who is a refugee? A person outside the U.S. seeking refuge. The U.S., based on international law, defines "refugee" as a person outside the country of his or her nationality, who is unable or unwilling to return to that country because of persecution or a well-founded fear of persecution based on his or her race, religion, nationality, ...

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How to Support ELL Students with Interrupted Formal Education (SIFEs)

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SIFEs and SLIFEsAnother related term that educators may see is “Students with Limited or Interrupted Formal Education” (SLIFEs).When immigrant students enroll in a new school, their prior educational experiences may vary widely. Students who have not had an opportunity to attend school or have had multiple interruptions in their education are commonly referred to as “Students with Interrupted Education” (SIFEs).While educating students with interrupted education may seem daunting, they bring numerous talents and strengths to their new schools and communities. And they can indeed obtain a high school diploma with the right kind of support and go on to future academic and professional success.In fact, each spring, we read about SIFEs who are at the top of their class or who have been chosen to give a commencement speech, such as Juliane Lukambo, who spent her early years in a refugee camp before coming to the U.S. and graduating as class valedictorian. And, in this video clip, Canadian ELL expert Paula Markus talks about a special Somali student who had also been in a refugee camp before arriving in her classroom. Today, the world knows him as the artist K’naan.This article provides a profile of SIFEs and their needs, recommendations of best practices, and examples of the kinds of quality support and resources that will accelerate their academic achievement.A warm welcome for immigrant families in the front officeNorieah Ahmed, the Child Accounting Secretary at Salina Elementary School in Dearborn, MI, talks about her role in welcoming newcomer immigrant families to the school from the moment they walk in the door. Who are SIFEs?While there are some general characteristics that SIFEs share, students’ situations will vary widely:Some SIFEs may be refugees fleeing violence or conflicts, while others may have had interrupted schooling due to poverty, migration, or crises such as natural disasters.Some SIFEs may have had no schooling, while others may have had some education or long gaps in their education.Many are English language learners (ELLs), but some may come from countries where English is a primary language.Students who come from the same country and speak the same language may have had vastly different experiences related to schooling.For this reason, it is crucial to learn about each individual student in order to identify their strengths and needs. You can learn more about specific characteristics in the articles below. And you read more about how different states define SIFEs from this data map.Related resources10 Things You Need to Learn About Your English Language LearnersStudents with Interrupted Formal Education: Understanding Who They Are (American Educator)Unaccompanied Children in Schools: What You Need to KnowIndigenous Students from Latin America in the United StatesPartnering with Indigenous Families from Latin America (Outreach videos in Spanish, English, and Mam)Where do SIFEs come from?SIFEs may come from countries where poverty, disaster, and civil unrest affect the development of literacy and opportunities for education. According to UNESCO, the number of children missing out on any schooling now numbers 250 million, according to figures released in 2023.Students may also come from countries where persecution or strict rules about gender, social class, or ethnicity prevented them from attending school. Girls in many nations still don’t have equal access to education, which is particularly concerning in nations where girls can only attend classes taught by women. UNICEF estimates that 129 million girls are out of school worldwide.In addition, SIFEs may have been born or raised in a developed nation but in impoverished circumstances that affect their family’s stability. For example, many migrant workers in the U.S. move frequently based on agricultural seasons, and as a result their children move from one to school to another, making it nearly impossible for children to stay caught up with their peers.What are SIFEs’ strengths?It’s critical to identify SIFEs’ strengths and talents, as well as the value of their unique perspectives and life experiences. These strengths make include resilience, resourcefulness and responsibility, as well as their multilingual skills, which they may be using to translate for their families. Starting with an asset-based perspective can make an important difference helping students get settled. In addition, it can provide more opportunities to connect content and learning opportunities to students’ background knowledge. You can find additional ideas in Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress.Principal Nathaniel Provencio: The gifts that ELLs bring to schoolPrincipal Nathaniel Provencio talks about some of the gifts that ELLs bring to schools, including multilingualism and emotional intelligence. Enrolling SIFEsIt’s important to ensure that all staff working with SIFEs understand the following:K-12 students in the United States have the legal right to enroll in a public school, regardless of their immigration status or that of their caretakers and family members.Families have a legal right to enroll their children in school in the maximum age set by each state even if they have recently arrived in the country and even if they do not have documents like birth certificates.Many families may be living in shelters or in unstable housing; these students may have additional rights under the McKinney-Vento Homeless Assistance Act. Educating SIFEs in Dearborn, MIThe Salina neighborhood in Dearborn, Michigan has long been home to diverse immigrant communities who came to work in Detroit’s factories. Today, many of the families who live in the neighborhood are from the war-torn country of Yemen, and as a result, students of all ages have experienced violence, hardship, and family separation. In addition, educators at Salina Elementary and Intermediate Schools have noticed that the longer the conflict has continued, the less schooling students have had by the time they arrive in Dearborn.Both schools have developed robust partnerships with families and wrap-around services and activities for students. They have also gone to great lengths to create and maintain calm, welcoming environments within the school and ensure that all staff are trained in culturally and linguistically responsive practice, as well as trauma-informed practice. Since the schools are serving the same families, they also work closely together to reach families more effectively. To learn more about Salina, see Colorín Colorado’s award-winning film, You Are Welcome Here.What do SIFEs need?When students who have grown up with little or no education experience enroll in U.S. schools, they have much more to learn than a new language; in order to be fully functional at school, they need to learn how to:read and writecomplete assignments and follow instructionsuse school suppliesfollow a school scheduletake the businteract with students from different culturesparticipate in school activitiesAll of this is happening while they adjust to a new country and new social norms and possibly take on family responsibilities such as working, caring for younger siblings, or doing a significant share of housework. They also may have experienced trauma and need mental health support or additional social and emotional support.Older siblings’ responsibilities during family separationTeacher Diana Alqadhi discusses the responsibilities her students have when caring for younger siblings during extended family separations. What makes SIFEs’ needs unique?While needs of the SIFE population may overlap with those of ELLs in some ways, SIFEs are likely to need additional support and instruction. In an article adapted from their book about SIFEs, Brenda Custodio and Judith B. O’Loughlin write, “Students with interrupted education need specialized programming and assistance, above and beyond what is normally provided to ELLs.“They continue, “This belief is supported in a recent statement from WIDA...about SIFE: ‘Students with this background often need their emotional, psychological, and physiological needs to be met before they are able to engage fully in the educational setting.‘“Social and emotional factors impacting SIFEs may include:1. Stress and trauma: SIFEs may suffer from post-traumatic stress disorder, may be under severe distress, or may be completely overwhelmed by the need to assimilate to a new school environment in a new language. In addition, some SIFEs may have traveled her as unaccompanied minors, alone or carrying for younger relatives, and may be reuniting with family members they have not seen for a long time or have never met.2. Frustration: A SIFE may be very excited to finally attend school regularly, and may have high hopes for his ability to work and support his family; however, the discovery that he is in fact far behind his peers can be a source of great frustration. Even as he makes great academic progress throughout the year, he is still chasing a moving target because English-speaking, grade-level peers are continuing to learn as well, and the realization that meeting his goals will be harder than expected may be devastating.3. High risk of dropping out: SIFEs are considered to have a high risk for dropping out of high school given the precarious nature of their relationship with school.While these reasons present numerous challenges to school educators and administrators, students with limited or interrupted schooling can succeed if their school makes a commitment to help them achieve that goal. The following lists of suggestions offer some ideas that educators can implement to support SIFEs throughout the school and in the classroom.Why creating a calm, safe environment matters for students and staffPrincipal Susan Stanley describes how creating a calm and safe environment helps students and staff alike, especially in a school where many students have experienced trauma. 10 Ideas for Teaching SIFEsHere are some things you can do in your classroom to support SIFEs:1. Activate prior knowledge.Once you know what prior information your students have, you can link new information to what they already understand. Not only can this stimulate student motivation, but it can also determine where to start instruction as well as lay out the next steps. Some strategies include: word associations, wordsplash relationships, KWL charts, and anticipation guides.2. Provide a print rich environment.Cover your walls with lots of visuals that correspond to text (maps, charts, signs, posters with motivational phrases, the alphabet in print and script, etc.). Include appropriate texts that are written at a basic reading level, high interest/low ability books, native language materials, and bilingual glossaries.3. Engage students in hands-on learning so students are physically involved.Have students write, illustrate, and record their own books, let them create their own picture dictionaries and flash cards, incorporate drama to act out events and stories, use interactive activities on a SMARTBoard, use manipulatives, reciprocal teaching, and teach to the multiple intelligences. In addition, look for ways to include and support SIFEs in project-based learning.4. Keep the amount of new vocabulary in control. When using new vocabulary or explaining new concepts, you may need to rephrase, define in context, and simplify your explanation so as not to confuse students. Limit your sentence length, but don’t patronize students by raising your voice as if they were hard of hearing. Instead, use intonation and pauses for emphasis.5. Give frequent checks for communication.Try to avoid Yes/No answers. Instead, ask that students summarize what they understood. Increase your wait time, because students will need extra time to process your question, think of the answer, they find the words they need in English.6. When assessing understanding, be open-minded. Provide multiple opportunities to demonstrate understanding (instead of writing: explain, act out, discuss, defend, draw, compare, predict, etc.). Emphasize formative assessment versus evaluative assessment and individualize what you ask students to do.7. Allow students to work in cooperative groups.There are a number of ways to support peer learning. Remember to teach the necessary social skills they need to interact productively with one another. Forming skills such as getting into groups, taking turns, and encouraging one another provide the foundation for higher-order thinking in collaborative groups.8. If possible, build the native language content and literacy instruction in order to build on English.Use of graphic organizers is very helpful to make learning visual and incorporate thinking skills, and can be done without any writing. Use reading logs and journals to incorporate reading and writing.9. Use teaching strategies that weave together language and content instruction, such as the SIOP model (Sheltered Instruction Observation Protocol).Often when SIFE student enroll in a U.S. school, the gaps in their educational record lead to them being placed in remedial courses. While this kind of instruction may be necessary or helpful for some students, native-language instruction and sheltered instruction may provide a viable alternative to remedial instruction (Spaulding, Carolino & Amen, p.13).Look for ways to relate material to students’ prior knowledge and experience, and start with the concrete before building up to the abstract. What they don’t have you can try to create for them through visuals or by using technology. In addition, teach students learning strategies that they can use in the future. These strategies may include how to recognize cognates, looking for the heading of a chapter in pre-reading exercises, using a dictionary, or how to take effective notes (p. 28). Remember that SIFEs haven’t learned the basic skills that many students have learned at a young age, and may have no background knowledge in the areas that you expect them to have learned.10. Provide intensive literacy/language instruction.SIFEs will need explicit instruction in literacy skills in an age-appropriate manner, access to literacy-rich environments and print materials, and unified language and content instruction (Spaulding, Carolino & Amen, p.30). SIFEs may also benefit from increased time in language development or ESL courses, particularly if the class sizes are small.11. Use culturally and linguistically responsive instruction. Consider how you might make your instruction more culturally and linguistically responsive to reflect students’ home cultures and languages. That might mean tying content to students’ background knowledge or prior experiences, posting some signs in students’ languages with welcoming or useful phrases, and inviting students’ to share their culture with the class.12. Keep your expectations realistic at the beginning of the year.Raise your expectations up as students reach them and keep them high enough that students will stretch to reach for them, but not too high that they give up. If you expect success from your students, supply them with the necessary tools, remain optimistic, and offer to help as they need it, they will gain the self-confidence to be successful.For additional ideas, see WIDA’s Focus Bulletin on SLIFEs.Why Collaboration MattersA collaborative instructional model reinforces student learning and accelerates SIFEs’ academic progress. For elementary-level teachers this may come more easily since classroom teachers are responsible for more than one subject, and they often work collaboratively in grade-level teams. For secondary-level teachers this may be more challenging and may require a review of the instructional system, curriculum and content, school resources, and teacher planning schedules (Office of English Language Learning & Migrant Education, p.1).In the National Clearinghouse for English Language Acquisition’s Interrupted Formal Schooling Toolkit, DiCerbo and Loop write,Schools that are prepared to meet the needs of students with interrupted formal education do not require classroom teachers or individual resource teachers to take on these responsibilities alone. Instead, administrators, counselors, classroom teachers and resource teachers need to work together to ensure that the students and their families have the necessary information needed to provide school supplies, documentation for meal programs, and other requisites for assimilation. Working together to create a climate of acceptance and accountability ensures that the student’s academic success is secured on many levels. (2003)Regardless of how the collaboration is done or at what grade level, the important thing for teachers to keep in mind is how to continually reinforce new concepts and language in academic instruction and integrate concepts across content areas and language/literacy classes. For example, if students are learning about aquatic life in science, the math teacher can teach mathematical examples that reinforce the scientific concepts while applying math skills, and the language arts teacher can review the language structures and vocabulary used in the math problems and science lessons being taught. Teachers who collaborate have the opportunity to be intentional about the academic language and skills they want students to learn and practice, and they will begin to make connections across content areas to reinforce learning.Eight Ideas for Providing School-Wide Support to SIFEsSchools can support SIFEs in a number of ways. The ability to implement these measures will vary greatly by school and district, as well as by the involvement and investment by administrators, teachers, counselors, and staff. Consider reviewing these ideas with your colleagues to see which suggestions may be viable options in your school.1. Ensure that all chool-wide staff understand SIFEs’ unique experiences and needs.An educational environment that is supportive of SIFEs will have staff members who are well-educated on the needs and backgrounds of their students, and highly attuned to the emotional strain these students may experience as they adjust to a new country, language, and customs. Students may be facing complex identity issues, culture shock, and a sense of loss of having left their home behind, particularly if they didn’t want to move to a new country (Spaulding, Carolino & Amen, 2004, p.12). It’s also important for staff to understand students’ legal rights access a public K-12 education, detailed in Immigrant Students’ Legal Rights: An Overview.A supportive environment is often created by one or more of the following:bilingual/bicultural staff from the students’ home countrya teaching staff highly trained in cross-cultural communication, the cultural and historical backgrounds of the students, and instructional methods that are designed to accelerate the academic achievement of SIFEs.student and parent access to support services (ideally in the family’s native language) provided by counselors, tutors, mentors, and parent coordinators. (Walsh, 1991, as cited in Office of English Language Learning & Migrant Education, p. 10)a buddy system with peers or classmates who can show students around and help them adjust to the daily schedule (p.4)2. Parter with community organizations to provide social and emotional support.Community resources can be a very powerful tool in meeting the needs of SIFEs. SIFEs will benefit greatly from contacts with community resources such as after-school tutoring, job programs, and ethnically/linguistically based community groups. In addition, schools can connect students and families with basic need and services related to health, wellness, housing, food and clothing security, employment services or other areas that can help with resettlement and acclimation in a new community.Isolation and discouragement can be two negative and powerful influences on a SIFE student’s education. The more SIFEs feel connected and supported, the more likely they will be to rebound from health, economic, or cultural challenges. A Newcomer Center is often well-connected with such community resources and likely offers community organization services on-site to the students.3. Look for ways to address students’ trauma and stress. SIFEs may have experienced (and may still be experiencing) trauma, stress, hardship, family separation and other daunting challenges. In order to maximize students’ access to mental health support:Make sure that students and families are aware of any counseling and mental health services that are available.If language access is a barrier, work with administrators to find ways to help families access support in their home languages.Work with family liaisons or community members to come up with some culturally responsive practices to support families’ well-being.If counseling itself isn’t something that families feel comfortable with, talk about other ideas that might be more effective, including supports that are available in group settings. In addition, talk with administrators about whether more staff need training in trauma-informed practice and how to accomplish that training if so.4. Keep in mind that students may have significant responsibilities outside of school.These responsibilities might include caretaking, jobs, or translating for family members. One way to help students manage multiple obligations is through flexible scheduling, which can help support the real needs and obligations of high school immigrants (Spaulding, Carolino & Amen, 2004, p.11). A flexible schedule allows students with interrupted schooling the opportunity to balance home and school responsibilities, a chance to spend extra time in school to accelerate learning, and the opportunity to keep working while attending school. Many SIFEs come to the U.S. with the goal of working and financially supporting their families (p.13). Without an education or fluency in English, students may not have a lot of choice as to what kind of job they find or the hours they work. It is common for SIFEs to have to work very late hours or two jobs, and this becomes a barrier to education due to fatigue and conflict with the school schedule.If there comes a point in which the students cannot both work and attend school, they may choose to drop out of school in favor of working without realizing that “the educational sacrifices made for short-term financial gain tend to lead to limited long-term financial success.” (p.13) Schools that can offer “non-traditional” school hours, such as afternoon, evening, or Saturday schedules, will help more SIFEs have access to education. Also, schools that offer longer school hours and a year-round school calendar ensure that there are many opportunities for students to make up for lost time (p.14).5. Consider developing a newcomer center or program within your setting. Newcomer centers and programs are very effective when a district needs to meet the needs of many SIFEs. A newcomer center may provide numerous services included in the newcomer program, such as academic support, language instruction, an introduction to basic school activities and skills, and community resources for immigrant families (Spaulding, Carolino & Amen, p.13). Enrollment in a newcomer program, which is often transitional, allows the student time to adjust to the U.S. educational system in a supportive environment with instructors who understand their needs and have been specially trained to assist in accelerating SIFEs’ academic achievement while monitoring cultural and emotional adjustments.And even as SIFEs learn the basics such as the alphabet or how to hold a pencil, they can also begin developing academic content concepts and language through bilingual or sheltered instruction content courses. When SIFEs leave an effective program at a newcomer center after 1-2 years and transition to a mainstream educational environment, they will be much better prepared to participate successfully.You can learn more about newcomer centers by reaching out to existing newcomer programs and visiting with a team of colleagues to see what they are doing. While some newcomer programs may be school-wide, others are house within traditional school settings as a focused support for newcomers or students with interrupted schooling. You may be able to identify some small steps your school community can take to move in that direction.6. Ensure that SIFEs have specialized guidance counseling.SIFEs need access to ongoing and personalized guidance support, particularly in middle and high school, to help them map out their coursework, the kinds of credits they need to graduate, and their opportunities beyond high school. This will take a very specialized kind of expertise. If there is not a dedicated counselor for newcomers or students with interrupted education in your setting, ensure that the counselors who are working with this population not only have appropriate training but have the persistence and inclination to support SIFEs navigate many kinds of obstacles.7. Provide information about extra-curricular activities. It’s important for SIFEs to become familiar with the extra-curricular activities that schools offer, understand how to sign up and participate, and understand that they are eligible to participate. Activities and sports can be an important bridge for students who can tap into their interests and make new friends.8. Build partnerships that will support students’ future options. It can be very helpful for schools to make a partnership with local businesses, adult basic education, or higher education programs in order to provide a seamless transition for SIFEs who will need more than four years to graduate or are older and will “age-out” before completing high school graduation requirements (p. 11, Office of English Language Learning & Migrant Education, p. 4). Students are allowed to attend high school until the age determined by their state, and if a connection exists with the adult basic education or local higher education institution, SIFEs are much more likely to continue their education and complete a high school degree. A connection with a local business may also boost students’ confidence and provide opportunities that might not have been available.Related resourcesUsing a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic StressHow Schools Can Partner with ELL Families Who Resettle in Their Community: 10 Strategies for SuccessWorking with Community Organizations to Support ELL StudentsCo-Teaching ELLs: 8 Strategies for SuccessPartnering with Multilingual Families in Brockton, MAClosing ThoughtsAs you work with your students, keep in mind that many came to U.S. ready to get a good education, become successful citizens, and leave a troubled past behind. They may be discouraged and frightened when they find out exactly what is entailed in order to reach their goals.Don’t let frustration and the seemingly insurmountable barriers affect the instruction and support they receive from you or your school. It may take your students longer to achieve what they wanted; they can succeed, however, if they have quality support and continue to believe in themselves.Recommended ResourcesResources from Colorín ColoradoSupporting Newcomer Students: Resource GallerySpecial ELL Populations: Resources and RecommendationsColorín on the Go: 100+ Strategies for Working with ELLs (Colorín on the Go is free web app, and no app store download is needed!)Resources from SupportEdSLIFE Resource Collection: Tools, Courses, Webinars, and ArticlesArchived SLIFE Training and Resources (Maine Department of Education)Resources from Dr. Carol SalvaDr. Carol Salva is an ELL expert based in Texas with extensive experience in serving refugee students and students with interrupted schooling. She has also supported numerous schools in their efforts to partner more effectively with SIFEs and their families.Newcomers at Grade Level and Beyond (Blog)Videos, Interviews, Webinars, and More with Dr. Salva (YouTube)Boosting Achievement: The ESL PodcastSuccess for SLIFE (Padlet)Guides and ReportsWelcoming, Registering, and Supporting Newcomer Students: A Toolkit for Educators of Immigrant and Refugee Students in Secondary Schools (Institute of Education Sciences)Newcomer Toolkit (NCELA)English Learner Tool Kit (OELA)SLIFE: Focus Bulletin (WIDA)Immigrant Students and Secondary School Reform: A Compendium of Best Practices (Council of Chief State School Officers)Students with Interrupted/Inconsistent Formal Education (New York State Resources)ArticlesStudents with Interrupted Formal Education: Understanding Who They Are (American Federation of Teachers)“I Have”, “I Am,” & “I Can.”: Serving Students with Interrupted Formal Education (BRYCS)The Vancouver Sun: A Tough Beginning (featured in the original version of this article)BooksTeaching and Supporting English Learners: A Guide to Welcoming and Engaging NewcomersStudents With Interrupted Formal Education: Bridging Where They Are and What They NeedPowerful Practices for Supporting English Learners: Elevating Diverse Assets and IdentitiesThe New Kids: Big Dreams and Brave Journeys at a High School for Immigrant TeensThe School I Deserve: Six Young Refugees and Their Fight for Equality in AmericaMultimediaPodcasts from Teaching MLs with Tan HuynhCreating nurturing newcomer programs w/Lindsey BirdMaking Americans w/ Jessica LanderPamela Broussard: Believing in newcomersVoice of Newcomers w. Dr. Denise FurlongKris Jagasia: The language that older newcomers needEnglish and SLIFE w/ Dr.Luis Javier Pentón HerreraSLIFE: Bridging Where They Are and What They Need w/ Dr. Brenda CustodioFrom SLIFE to principal: Dr. Andrew XiongBridges to Academic Success for SLIFE w/ Dr. Lisa AuslanderSLIFE: What every teacher needs to know w/ Dr. Andrea DeCapuaFilmsI Learn AmericaOrganizations and InitiativesWelcoming Refugees (Office of Refugee Resettlement )Association of Farmworker Opportunity ProgramsBridging Refugee Youth and Children’s Services (BRYCS)

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High Quality Instruction for Newcomer Students

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High Quality Instruction for Newcomer Students

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How to Support Refugee Students in Your School Community

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How to Support Refugee Students in Your School Community

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How to Support Refugee Students in Your School Community

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Note: A special thanks to Bridging Refugee Youth & Children’s Services for their contributions to this article.“An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet…”— Barbara Law, More Than Just Surviving Handbook: ESL for…

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Educating Newcomer ELs with Limited Schooling

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Educating Newcomer ELs with Limited Schooling

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In this excerpt from The Essential Guide for Educating Beginning English Learners, Debbie Zacarian and Judie Haynes provide an overview of some of the challenges that newcomer ELLs must overcome, including limited schooling, trauma, and poverty.

Three different types of students

ELs with less formal educational and literacy experiences manifest themselves in various ways. One particular challenge in U.S. schools is a student with limited or interrupted prior formal education, commonly referred to as SLIFE. Drawing from DeCapua and Marshall (2011), we describe these students in three ways:

They may come from countries where schooling is not mandated; therefore, they have no knowledge of school. For example, they may not know how to hold a pencil or sit on a chair. There may not be a written language, or written language is a relatively new development.

They may begin school in one place and continually move, as is the case for many children of migrant workers. In this case, prolonged absences and changes in schools are commonplace. ELs may also come to the United States but travel frequently back to their home countries for extended amounts of time.

They may have attended school regularly in their native countries, but the quality of that education was significantly less than that of a U.S. education and they are several years behind their U.S. peers. This lack of quality education may be due to inadequate resources, a shortage of trained teachers, parents' lack of funds to pay for school, frequently occurring weather conditions that interrupt schooling (as is the case for some Indian students whose schools close during the rainy season), or the type of schooling they received.

Students experiencing trauma

Layered on the top of the complexities of working with students with varied literacy backgrounds are students who have experienced significant trauma in their lives. This could be due to war, natural disaster, dramatic poverty, or other major impacting stressors. Students who have these experiences represent all levels of the literacy spectrum. However, the traumatic disruption that they have experienced is significantly distinct from what would have been typical to their development. Behaviors ranging from impulsivity to hypervigilance are not unusual because students have lived or are living in a tumultuous setting and respond to trauma in a range of ways (Craig, 2008). A child who experienced the tsunami in Japan and lost his parents and other family members may be more likely to come from a literacy-oriented home than would children who experienced the earthquake in Haiti. Children from these two disaster areas who enter the United States will have educational needs that are quite different even though they share the horrific disruptive experience of a natural disaster.

ELs from traumatic backgrounds may also come from a variety of African countries where genocide interrupted their schooling for many yearsâ€"if it was available at all. Trauma is an integral part of their lives and deeply affects their capacity to learn and develop socially and emotionally in the way that students do when they have not experienced these disruptions. Because trauma is so relevant, we devote Chapter 8 to this important topic.

The figure below illustrates the overlap of trauma of the diverse population of ELs.

How poverty affects learning

An important distinction among ELs in relation to the total population of American public school students is that so many live in poverty. Indeed, almost 70% of all ELs in the United States live 200% below the poverty level ("A Distinct Population," 2009; Goldenberg & Coleman, 2010). Unlike peers whose families have more economic opportunities, ELs are among the poorest in our nation's schools.

According to educational researcher Diane Ravitch (2011), there is already an achievement gap when children enter kindergarten. Students who live in poverty have diminished chances of succeeding in school. While there is a correlation between the level of poverty and literacy and numeracy (Denny, 2002), we have to consider what this means in context. In the case of students living in poverty and in contexts where literacy behaviors are not practiced, exposure to literacy and numeracy practices are more dependent on what occurs in school than in the case of peers who come from homes in which literacy behaviors are practiced. However, as we discuss this book, we view all students as having many rich assets that can and should be honored and valued by their teachers. This can only occur when teachers have a deep understanding of their students and draw from their students' resources in the planning and delivery of instruction. To discuss this further requires that we look more closely at the language we have used to describe ELs from different literacy experiences.

Gonzalez, Moll, and Amanti (2005) describe all people as having important funds of knowledge. In this book, we offer many examples of how teachers can create an asset-based model that draws from these funds. An asset-based ideology of teaching occurs when instruction is deeply connected to our students, their families and their communities.

While all ELs need cultural sensitivity and effective and well developed programming to learn English and academic matters, students from families with limited formal education and literacy must be provided with programming that pays focused and intentional attention to literacy behavior development so that ELs from this group may develop these critical practices.

Individualistic and collectivist cultures

Another difference among ELs entering our schools is that some are from individualistic cultures and others collectivistic cultures. In the former, individual rights supersede duty to one's family, clan, ethnic group, or nation. In general, members of the dominant U.S. culture believe that children should be raised to think and judge independently. The goal of education is to have children learn to think like adults when they are still children. Children's efforts to think and use their independent thinking skills are praised and rewarded. Their wants, needs, and desires are often viewed as of primary concern in the family.

Many ELs come from collectivistic cultures in which the good of the individual is sacrificed to the good of the group. A person's moral worth is judged by how much he or she sacrifices himself to the group. Students from this type of culture work best when they can form a relationship with the group. They are we rather than I oriented. These factors are urgently important for all teachers and administrators to know.

Addressing the complex needs of English language learners

Fundamentally, how ELs are welcomed into our schools and the instruction they receive greatly determine their success in school. As educators, we have to be powerfully dedicated to understanding the backgrounds of our diverse populations of ELs, including those (1) who are academic language learners and do not yet possess the literacy skills that they need to succeed in school, (2) who are from polychromic cultures, (3) who have experienced trauma and violence, and/or (4) who are living in poverty.

Schools in the United States are basically developed around the idea that students will be from literacy-based cultures. As a group, teachers in the United States are predominately white, middle class, and female (Honawar, 2009; Ladson-Billings, 1995; Zeichner & Hoeft, 1996). We know what to do with students who come from this background. However, there is a mismatch between the linguistically and culturally diverse students who are actually sitting in classrooms and the teachers who teach them. This mismatch may occur even if schools hire teachers who come from diverse backgrounds but who come from literacyoriented homes.

One of the primary problems for children with these diverse experiences is that their programming is often not tailored to their needs (Zacarian, 2011). As opposed to carefully considering the significant needs of students from these diverse backgrounds, English proficiency is the only factor that is considered. Beginning-level learners pose a particular problem because many perceive that their primary need is to be able to converse socially in English and that, once this occurs, learning in an academic setting will follow.

For schools to create an optimal learning environment for beginning level ELs, we believe that certain fundamental elements must be included. The first is that schools must identify who their ELs are according to the information we have provided in this chapter:

Is the student U.S. born or from a country or commonwealth outside of the continental United States?

What is the literacy orientation of the student's family?

What is the student's educational history? What kind of school did the student have in his or her home country?

Has the student experienced trauma? If so, what type?

What is the socioeconomic status of the child's family?

Are they from a monochromic or polychromic culture?

Are they from an individualistic or collectivist culture?

Regardless of a child's prior literacy or life experiences (traumatic or not), socioeconomic status, and/or beliefs about individualism or collectivism, schools must provide an appropriate intake procedure and develop an asset-based model of programming.

Knowing that most educators are white, middle class, and possessing little experience with or training in teaching beginning ELs (Ladson-Billings, 1995; Zeichner & Hoeft, 1996), we approach this issue with the belief that we can provide programming that fits the needs of this dynamically growing population with specific strategies that will support the success of all students.

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Educating Newcomer ELLs with Limited Schooling: An Overview

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In this excerpt from The Essential Guide for Educating Beginning English Learners, Debbie Zacarian and Judie Haynes provide an overview of some of the challenges that newcomer ELLs must overcome, including limited schooling, trauma, and poverty. ELs with less formal educational and literacy experiences manifest themselves in various ways.

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Audio books (free) that offer Ukrainian as an option for narration. Easy for students to navigate independently and does not require a subscription.

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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If you are raising your child in Ukrainian language, this resource list is for you. Below you will find book stores, educational websites, apps and you tube videos in Ukrainian. All of suggested resources have been tested by my family or advised by my closed friends, who are raising Ukrainian speaking children. Here you go!

Note: if you are looking for a similar resources in another language, check out Bilingual Kidspot where you can find 15 languages!

Books

Koota Ooma is a well put together online store with the great selection of children books and much more.

Stary Lev Publishing House is well recognized for its good quality books. Their offices are in Ukraine, but they do ship internationally. You will need to contact them about shipping charges. But the books are well worth extra effort!

Websites

Mango Languages lets you learn Ukrainian as well 70 other languages (including Pirate). We use their service in our worldschooling and really enjoyed it. You can use it for free through your local library. Its really easy to connect, just follow instructions.

Language - Nation's DNA is a great project run by a group of Ukrainians, who are passionate about Ukrainian language and culture. Their dream is that Ukrainians will know many languages but will speak Ukrainian everyday.

Navchalochka will provide you with numerous worksheets to work with your child on math, reading and writing.

Ch ild's World is a impressive collection of children rhymes, riddles, songs, proverbs and much more. It is a personal blog of Yulia Turchyna, who puts her heart in this project and it really shows.

Yana Smakula's website is a creative hub for your arty-crafty child. Its geared to adults but older children will find a lot of projects to their capabilities. They won't even know they are working on their Ukrainian!

Kazkar is all about folktales and legends. You will find not only Ukrainian ones but also from other countries in Ukrainian language. There is also a nice selection of audio recordings and cartoons.

Levko has little bit of everything: games, rhymes, recipes, plays scenarios, songs, art projects and much more.

Abetka is another great resource to learn rhythms, songs, fairy tales and more.

Apps
Smart Speller Ukrainian

Talking Alphabet Who Is In The Mountains?
You Tube

Hopefully, you found something that will interest you and your child.

If your child also learns other languages, check out Bilingual Kidspot to find resources for more then 15 languages.

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If you are raising your child in Ukrainian language, this resource list is for you. Below you will find book stores, educational websites, apps and you tube videos in Ukrainian. All of suggested resources have been tested by my family or advised by my closed friends, who are raising Ukrainian speaking children.

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When your school community includes families and staff from other countries, you may find that events in other parts of the world suddenly seem closer to home. These may include traumatic events such as natural disasters, political unrest, acts of violence, or other kinds of tragedies. Support for individuals affected by the news can make an important difference in how they manage the stress.

Tips for Schools

Culturally responsive support systems

An important first step is identifying culturally responsive ways to provide support.

Consider pulling a team together of family liaisons, parents, and mental health professionals to discuss culturally appropriate forms of support before starting your outreach.

Talk with family liaisons or others who know their community well to find out how families (and staff) are responding to current events and what kind of support the school might offer.

Helping students cope

Identify students who are affected by the disaster and plan appropriate interventions on their behalf. Interventions may include classroom discussions, individual counseling, or small group counseling. By maintaining close contact with teachers and parents, the school crisis response team can help determine which students need counseling services. (NASP)

Ensure that a schoolwide referral service is in place. Make sure that both students and families who wish to make counseling referrals for themselves or for others are able to do so easily. (NASP)

Encourage teachers to check in privately with students without putting them on the spot to comment on current events in classroom settings.

Encourage students to take a news break, continue their daily routines, and try to get plenty of sleep and exercise.

Watching for signs of grief and trauma

Look for signs of student grief and post-traumatic stress. These may include confusion, problems concentrating, anxiety, and depression. When a loved one has died in a way that has been traumatic, a child or teen is at risk for developing childhood traumatic grief. Learn to recognize the signs of this kind of grief, as well the ways it may affect learning and behavior. (NCTSN)

Be sensitive to the unique challenges posed by the disaster. Keep in mind that when there is no physical confirmation of the death, as may happen in an earthquake, the above reactions can be much more intense and long-lasting, and students may need counseling for extended periods of time. (NCTSN)

Working with families

Provide time for families to meet together. Families are a key source of support for children in difficult times, but they may need support in order to help their children. Consider having family liaisons, interpreters, or representatives from their community present at family discussions. (FEMA)

Encourage families to tap into their own networks or connect to their support systems. These may include family, friends, community organizations and agencies, faith-based institutions, or other resources that work for that family. (FEMA)

Ask families for their help and ideas. Families familiar with the situation and students may have some of the best ideas on how the school can further help students and families affected by the disaster. They also may be familiar with relief efforts that are in progress.

Providing staff support

Provide crisis support for staff. Members of your crisis team should have the opportunity to receive support from a trained mental health professional. Providing crisis intervention is emotionally draining and caregivers will need an opportunity to process their crisis response. (NASP)

Offer counseling support to school personnel affected by the disaster. Teachers and staff should not be expected to conduct group discussions if they themselves are distressed and severely impacted by the disaster. (NASP)

Building community

Build a community network. As your school begins to build a support network for families affected by the disaster, connect with other local organizations and businesses (particulary those affiliated with the impacted community), such as social services, university faculty and students, and local businesses.

Ask local community members for help. Community members may be able to in a number of ways, from providing translation and counseling services to pitching in for schoolwide relief projects. For example, following the 2010 Haitian earthquake, the phones at Evans High in Orlando, FL began ringing off the hook and the office was filled with visitors as concerned neighbors asked how they could help the school's more than 600+ Haitian students and families.

Classroom resources

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When Your School Community Is Impacted by a Global Crisis

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When your school community includes families and staff from other countries, you may find that events in other parts of the world suddenly seem closer to home. These may include traumatic events such as natural disasters, political unrest, acts of violence, or other kinds of tragedies.

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Ukrainian Resources for Educators and Families

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Ukrainian Resources for Educators and Families

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The following resources provides schools with tips for supporting students, families, and staff members who are impacted by the war in Ukraine.

This resource collection also includes recommendations for discussing the crisis with children and teens.

Supporting Students Impacted by the Conflict

See more ideas in:

Students with ties to Ukraine

Students and families with ties to Ukraine may be anxious, distressed, grieving, traumatized, and exhausted by the news they are seeing and hearing from loved ones. They may also have a hard time focusing. At the same time, students may have strong community and family ties that are providing important support right now, as seen in the following stories:

Keep the following guidelines in mind in your interactions with Ukrainian students:

Proceed with utmost care and sensitivity. Do not ask students with ties to the events to comment on current events, either publicly or privately.

Avoid making assumptions about students' experiences.

Check in with students and families to let them know that you are available to talk if needed.

Talk with family liaisons or others who know their community well to find out how families are responding to current events and what kind of support the school might offer.

Consider pulling a team together of family liaisons, parents, and mental health professionals to discuss culturally appropriate forms of support, especially if your school is serving students who have recently arrived from Ukraine.

Continue building relationships with students and families so that you can build trust. This will take time, but is essential in order to partner effectively with families.

Don't lose sight of students' strengths, their pride in their culture, their resilience, and the contributions they make to the school community.

ELL expert Dr. Ruslana Westerlund, who moved to the U.S. from Ukraine in her early 20's, also encourages teachers of Ukrainian students to learn a few phrases from the Ukrainian language. "If teachers use a few phrases to say 'hello' and other words, that would be comforting to the students," she says. Resources about the Ukrainian language, as well as other resources related to the teaching and studying of Ukraine, are available in this resource collection from Harvard University. You can also learn more about Dr. Westerlund's experiences growing up in Ukraine and coming to the U.S. in her memoir, From Borsch to Burgers: A Cross-Cultural Memoir. (You can learn more from Dr. Westerlund and her colleagues in Partnering with Ukrainian Families: Tips for Schools.)

Students with ties to Russia

Students and families with ties to Russia may also be anxious and distressed about the war and its impacts families. In addition, students may be experiencing bullying or other expressions of hostility in the school or community. These hostilities may also be directed towards Russian-speaking individuals from other nations.

As noted above:

Keep in mind that students will bring multiple perspectives about these events. Do not make any assumptions about their experiences or opinions.

Do not ask students with ties to the events to comment on current events, either publicly or privately.

Check in with students and families to let them know that you are available to talk if needed.

Talk with family liaisons or others who know their community well to find out how families are responding to current events and any concerns they might have.

Discussing political violence with ELLs, immigrants, and refugees

The events in Ukraine may be traumatic for refugees who have been displaced (or targeted) by violence, conflict, or civil war. That violence may be the reason they came to America, and students may have many opinions and questions about current events. It's important to proceed with sensitivity and caution in any discussion, especially if you don't know much about students' prior experiences.

Consider providing students a private space to share their thoughts, such as a digital journal.

Prepare for these discussions in collaboration with counselors and other mental health professionals.

Learn more about trauma-informed instruction for immigrant students.

To learn more about how schools have supported other refugee communities, see the following:

Creating a welcoming classroom environment

Look for ways to continue letting all of your ELL/immigrant students and their families need to know that they are valued members of your class, school, and community:

Support for staff

Keep in mind that staff with ties to the conflict may also be deeply distressed, overwhelmed, and exhausted. Providing extra support, flexibility, and opportunities for connection can make a tremendous difference during a difficult time.

You may also be able to adapt some tips from the following:

Discussing Ukraine: Resources for Educators

If you will be discussing Ukraine in the classroom:

Keep in mind the above tips if you have students who have ties to the conflict.

Remind all students to show respect for each other. If needed, establish guidelines for respectful classroom discussions.

Don't hesitate to create some space when needed. For example, after a major event, you could give students a chance to write in journals privately and tell them that the class will be returning to this topic after you've had time to read their journals and create a plan.

Do some research to see what resources are available from trusted organizations.

Check in with colleagues, administrators, and your local teacher union if you want more guidance.

Remember that students may need time, space, and privacy to process what is unfolding.

Ensure ELLs can fully participate in any lesson or discussion

If you proceed with a discussion or lesson plan, ensure you include ELLs by:

considering how the topic might connect to students' experiences (without making those connections explicit)

teaching important background knowledge, vocabulary, and academic language

scaffolding the lesson for various levels of proficiency

Classroom resources​

Discussing the conflict

Updates on Ukrainian children and students

Ukrainian oral history: Documentary and lesson plans

Experience first-hand accounts of Ukrainian oral history through video clips from the documentary film, Baba Babee Skazala: Grandmother Told Grandmother, of children who, along with their families, were forced to abandon the lives they knew to become refugees in order to ensure their safety during World War II.

Related videos and lesson plans are available from PBS Learning Media's "Ukrainian Oral History: World War II to Present" resource collection. This film was created by Matej Silecky, a professional figure skater-turned-filmmaker who wanted to capture this important history from his family's home country.

Discussing Ukraine: Resources for Families

Tips about news and media coverage

Talking about tough topics

Resources for military families

Students in military families may be navigating feelings about past deployments or anxiety about the future. See these resources for more information:

The Military Child Education Coalition has also compiled these resources to support Ukrainian families.

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The Invasion of Ukraine: Resources for Educators and Families

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The following resources provides schools with tips for supporting students, families, and staff members who are impacted by the war in Ukraine. This resource collection also includes recommendations for discussing the crisis with children and teens.

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Tips for schools

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As U.S. schools continue to welcome Ukrainian families arriving in communities across the country, many educators may be wondering how best to serve their Ukrainian students. We had the unique opportunity to gather tips from a group of Ukrainian ELL educators who live and work in the U.S.

The team wrote about topics such as:

common questions Ukrainians have after moving to the U.S.

differences between the two countries' educational systems

cultural nuances and stereotypes

The teachers also shared their poignant insights about how best to partner with families currently arriving in the U.S. in the midst of the war in Ukraine. You can find more resources in these related resources:
Note: Special thanks to all of our contributors and to Dr. Ruslana Westerlund for her role in coordinating and reviewing this article.
Partnering with Newcomer Ukrainian Families

Exhibit: Children of War

In March 2022, Ukrainian artist and art teacher Nataliia Pavliuk and her daughter Yustyna began an art therapy program in Lviv, a city in Western Ukraine, where many refugees settled. They held classes in orphanages, hospitals, community centers, and art galleries.

Artwork that children created through the program is now on display in Chicago's Ukrainian Institute of Modern Art. You can hear more about the exhibit in NPR's interview with Yustyna Pavliuk and exhibit Adrienne Kochman.

What can you tell us about the students and families who are arriving from Ukraine?

Nadia: When Ukrainians come to America, they are looking for a safe place to be. They are exhausted from the constant fear for their dearest ones and their country, from hearing sirens multiple times a day, from economic instability, and from other consequences of the war. They arrive here hoping to find support, and many may be willing to share their stories. In general, Ukrainians are very open and willing to share. Our people are generous and hospitable.

Ruslana: Many Ukrainians I have met arrived here not as complete family units, but rather as mothers and children without fathers. Not all families are like this, but many are. Those families who left through Europe in the first days of the war (before the age limit was put into effect prohibiting men age 18-65 from leaving the country) arrived in the U.S. with fathers.

What is your advice for schools that are welcoming students who are arriving from Ukraine?

Oksana: First, schools should know that Ukrainian families may speak Ukrainian, Russian, or both languages. It's important not to make assumptions about which languages families speak. Ask families which language they prefer for interpretation and written translation.

It's also important to give families space and time to share when they feel comfortable talking about their experiences. Rather than asking a lot of questions at the beginning, offer your support and let them know you are available to talk or answer their questions at any time.

Some families have seen violence, bombing, and casualties.

Some families have been stuck underground or detained.

Some families left Ukraine immediately and saw very little conflict.

Some families have moved around or have been in other countries after leaving everything behind.

The issues and hardships on the ground affecting civilians and daily life may vary by city or region.

Many families have loved ones, including fathers, husbands, brothers, and sons, still in Ukraine.

But at the same time, be ready to hear your families' stories, because each family's story will be unique and schools need to hear these stories in order to provide correct support and services. For example, I have talked to many different families who are arriving during the war. Some families that come from the eastern part of Ukraine have totally different experiences from families that come from central or western parts. I have learned that:

For everyone that has left, their hearts are still in Ukraine. And there is so much trauma, but not everyone is coming with the same traumas. Some students are experiencing PTSD when they hear sirens, alarm bells, or airplanes, or even while they are on their flight here. And some young women have been the victims of sexual violence.

What are some examples of trauma-informed practice that can support Ukrainian students who have left Ukraine?

Nadia: First of all, I would recommend that teachers create and maintain an environment where Ukrainian students would feel safe (e.g., some students don't mind answering their peers' questions about the war, while for others these questions can trigger sad memories). Trusting relationships have to be established and sustained with students. In addition, teachers should watch carefully for trauma symptoms and address them right away.* Even checking in with a student might help a teacher understand better what the student is going through, but trust must be established prior to such conversations.

Ruslana: Most Ukrainians do not talk about trauma, PTSD, and depression for two reasons. One is cultural: caring about their psychological wounds and talking about one's grief or loss of a loved one is not common practice among Ukrainians. In fact, I struggled to find the Ukrainian word for "grieving." At the same time, Ukrainians have generational trauma from Holodomor (which was an artificial famine orchestrated in 1932-33 as a genocidal attempt to starve out Ukrainians); people were not allowed to talk about it in order to process it after it was over. So, processing trauma verbally and intentionally does not happen naturally.

The second reason is priorities. My nephew who still lives in Ukraine said that many Ukrainians he met do not have a roof over their house because it was damaged during air strikes, so they cannot afford therapy or talking it out because they need to fix up their homes and gardens so they can survive the winter.
*Editor's note: Educators are encouraged to seek additional support for students where needed, as well as training in trauma-informed practice if they have not received it within their school setting.
Ukrainians who arrived as refugees (in the every-day sense of the word because they are technically not refugees), unfortunately, will find themselves having to prioritize seeking employment, adjusting to their new culture in the U.S., and providing for their families over attending therapy, even if they are aware of the need for self-care and their mental health. Understanding these reasons will help teachers and social workers have a more informed empathy.

How can schools work with the community to support families who are arriving?

Oksana: Ask them what help they need and tell them about different kinds of help that are available. Learn more about your local/regional Ukrainian community through churches, schools, and clubs.

Olga: Many Ukrainians coming to the U.S. these days do not have refugee status but instead have temporary protected status (TPS). Community resources would be extremely helpful and much appreciated by most.

Ruslana: The Uniting for Ukraine (U4U) program is truly a unique program designed quickly to respond to the unprovoked and unexpected Russian invasion. Ukrainians who arrive under this program are not refugees and are not processed by the refugee resettlement agencies. Instead, they are placed into temporary sponsor or host homes. Because of this, the refugee resettlement agencies do not know about them or their needs and have no established method for reaching out to them and connecting them with services.

Several Ukrainians I have met told me how they do not know how to fill out basic forms (or which forms to fill out) and how to obtain basic hygiene or dental care. It is very important that social workers in school understand these basic facts about Ukrainians who have arrived through the U4U program so that schools can be proactive in meeting their needs.

Oleksandr: Ukrainian people with TPS are allowed to apply for a work authorization, but the wait is roughly a year and a half currently. And even with work authorization papers, people also have to wait a long time to renew their work authorization. As for newcomers under the U4U program, the biggest concern is getting their SSNs and work authorization. This can also cause U.S. sponsors to hesitate to agree to sponsor others since the waiting period is so long.

What more can you tell us about how these programs work?

Ruslana: Ukrainians arriving under U4U are parolees and are granted a temporary parole which allows them to stay here for two years. The expectation is that then they return home. Many are in limbo because they did not choose to be here and can't plan their future. Ukrainians are allowed to apply for work permits who come under the Uniting for Ukraine program; however, the wait is long (up to six months) and many lose hope that they will obtain employment.

One lawyer explained to me that these work permits are not unique to the U4U program. The entire system for all those who seek employment authorization currently has a massive backlog. This waiting period is stressful and psychologically challenging because Ukrainians are hard-working, educated, and highly skilled. Many owned businesses back home but find themselves unable to work in the U.S. Many feel disillusioned and can't plan their future without employment.

Some have told me that they expected to arrive in the U.S. and immediately resume employment and found themselves waiting without permission to work. On the other hand, while parents are anxious about their future, their children may feel like they'd like to stay here long-term because they like their school and they have made new friends. However, because of the temporary parole, the moms feel torn; even though their children want to stay, they can't plan their life in the U.S. because they might have to return after the temporary parole ends.

What role is community support playing?

Nadia: When I compare community support in America and Ukraine, I would say that community support is more common in America than in Ukraine. However, with the beginning of war, Ukrainians unified and started supporting their soldiers and each other more than ever. That being said, they will appreciate any community support very much (although some people may be cautious accepting it as they aren't used to it).

Oleksandr: We have Ukrainian and American flags hanging outside. Many people have stopped by and said words of support. Some people helped Ukrainian people financially. I was asked to speak on the radio and gave a couple of interviews for papers and asked to speak at different panel discussions. With the beginning of the war, many people around us try to support and help us as much as they can.

Ruslana: The Ukrainians I have met since the war started have told me that they are amazed that there are free English lessons for refugees or many services designed just for them, like international friendship clubs which provide field trips and activities to see and learn about their community. They are impressed at the generosity of individuals and organizations like food banks and of people who are doing things like giving away their furniture.

Acclimating to Life in the U.S.

What are some common needs you see for Ukrainians who have recently arrived in the U.S.?

Olga: When I moved to the U.S. six years ago, my biggest need was to connect, be involved, and be useful. I felt that I needed to learn a lot about the community and find my niche in it. Being curious about the new culture, I tried to use any opportunity to talk to people. I was thrilled when strangers at the supermarket would make a comment or initiate a small talk. Things like that are not typical practices in Ukraine. It was also interesting to see that people who barely met call each other "friends." In Ukraine, friendship takes time to build and the difference is made between "friends" and "acquaintances."

Since daily routines in the U.S. are very different from those in Ukraine, it may take a few weeks or even months to get adjusted and feel confident. It would be great for newcomers to have a guide or buddy who could help them navigate the new environment. Connecting with other Ukrainians in the community is a great way to do it. Opportunities like free English classes for adults and a variety of classes for kids at local libraries or churches would also be greatly appreciated. Any ideas of how to get involved in the life of the community and opportunities to lend a hand as well as receive help may be useful.

listen (sometimes for a long time - many Ukrainians like to talk!)

explain to them how to shop (not forgetting about the taxes - in Ukraine the prices on tags are final)

teach them to drive (a lot of people in Ukraine use public transportation and don't have a driver's license)

show how to send mail (when we arrived here, we didn't know that we could send letters from our mailbox and drove to the post office every time we needed to send our mail out)

show them where/how to fill the gas tank, buy a phone, schedule medical and hairdresser appointments, and to do a lot of other things that people who live here just know how to do automatically.

Nadia: Besides housing, food, and basic supplies, recently arrived Ukrainians need friends. When I say "friends," I mean they need somebody who is willing to:

I also say "friends" because it is not easy to gain Ukrainians' trust. (Ukrainians have been fooled so many times by their government, authorities, banks, etc. and they don't trust people easily. They will ask all the questions they have only if they consider a person to be their friend.)

Ruslana: Another most pressing need is learning English. Many Ukrainians, similar to other immigrants, are intelligent professional adults who find themselves lost, confused, and feeling "stupid" (using words of one Ukrainian professional) without being able to speak English in their new country.

Also, English is a very different language from Slavic languages. One of the biggest challenges people have shared with me is the sheer frustration that, "English makes no sense. Why doesn't one letter make one sound? Why are there so many silent letters? Why do you need them? Why is the spelling so illogical? I am a logical person and I see absolutely no algorithm to apply here."

These feelings of frustration with language are compounded by their lack of employment, which all add to a feeling of being overwhelmed, disillusioned, and hopeless for their future. On the other hand, one mom with her two children arrived here speaking English really well, but her frustration is waiting for work authorization so she can work in the U.S. (It's important to know there are other Ukrainians who came here with English skills and their children ace the ACCESS language proficiency assessment and do not qualify for ESL services.)
Editorial note: Ukrainians arriving in the U.S. may be taking on new family roles while adjusting to a new culture and may need additional guidance on where to accomplish daily tasks as needed.
Oleksandr: We need to know how to open a bank account, how to get a driver's license, how and where to buy a car, how and where to repair it, how to pay bills, and what to do when there is no electricity at home. It is very difficult to start if there is no one to answer these simple yet very important questions.

What kinds of mental health resources are necessary to have available for families?

Nadia: When people move to a new country, they have different experiences of adjusting to their new life. Some people do better making friends, finding a job, and speaking English fluently. Others may get depressed. Therefore, they need to have some contacts available in case they feel depressed, stressed out, or overwhelmed. It can be even a stranger who will listen to them and give a piece of advice.

Oleksandr: Families need to be involved in community life. Very often they struggle, because in Ukraine they had some communication and were needed but here they are practically alone and it takes time to find new friends and get involved in the life of the community.

Educational Systems

What do Ukrainian families need to know about the U.S. educational system?

Oksana: It's very important to explain how the K-12 educational system in the U.S. works. Ukrainians are great at adapting to different situations, but they need to know how the educational system is different.

Kindergarten is attached to State pre-school. Kids spend their time playing with their peers.

Kids in Ukraine do not start school at age of 5. Instead, they go straight to first grade, so it's crucial to place children in the correct grade level here in the U.S. Most students attend school when they are 6-17 years old (for 11 years).

The grading system is from 1 to 12 (12 is like an "A" grade in America). GPAs will be new to students and families.

Elementary students are in cohorts that are often together for many years. As a result, families may not know that students will have a new class and teacher each year (and they may think that entering a new class is due to a problem).

Elementary school is similar to American one, but in Middle and High school, students have the same schedule during the year (they don't have electives), and the whole class goes to different classrooms to have different subjects. As a result, students have the same classmates for many years and develop strong relationships and connections.

In Middle and High school, students have up to 14 subjects during the year. Some of the classes are every day while others are twice or three times a week. They have from five to seven classes every day (usually for 45 minutes each with a 10-20 minutes break between them). For example, students may have literature twice a week and math four times, etc. Students in Middle School study physics, chemistry, and biology.

Ukrainian students don't have lockers. They carry their school bags with them or leave them in their homerooms.

Students take State tests only after the 4th, 9th, and 11th grades and usually take them very seriously.

Students do a lot of memorization.

Students probably don't have experience with project-based assignments. Families and students will need some guidance on how to complete these assignments.

AP and International Baccalaureate programs will be new to families and need some introduction and explanation.

Sports aren't emphasized as much as they are here. Families may not know about the opportunities available around sports and extra-curricular activities.

Families may be very hesitant to accept special education services. They will need a lot of information and trust-building to learn more about the special education system here in the U.S.

Hallway rules and routines differ: students are allowed to play in the hallways or outside on the playground during 10-20 minute breaks unsupervised. So, walking along the hallways "hips and lips" may be a little weird to them at first and/or cause "behavior issues." In general, students are given more independence in the school building, so I would suggest teachers go over the expectations with parents to avoid misunderstandings.

A lot of kids in Ukraine attend specialized schools, lyceums, and gymnasiums with various areas of specialization: science, math, languages, etc. It is very common for kids to attend a number of extra-curricular classes, such as foreign languages, dancing, music, and art.

Differences between Ukrainian and American schools

Responses are compiled from Olga, Nadia, and Oksana:

Ruslana: Ukrainians use numbers to refer to grades in High School. Using words like Freshman, Sophomore, Junior, and Senior will be confusing. As a mom of a "Senior" in High School, I am still confused what grades correspond to Junior and Sophomore. I still prefer to say, "When my son was in 10th or 11th grade" instead of Sophomore or Junior to avoid mistakes. Also, saying Middle School may be easier to understand than "Junior High," which almost sounds like "High School Junior" to me.

What can you tell us about family roles in education?

Nadia: Ukrainian parents are usually very engaged in school life and decision-making processes. For conferences, parents come at the same time and decide together with a teacher how to organize a field trip or a party for their kids or how to decorate or remodel the classroom. They decide how much money they are ready to spend to cover these expenses. When we moved to America, we were surprised that we didn't have to pay for anything in our son's school.

Some parents might also complain about the quality of food in the cafeteria or a teacher's ways of teaching. Their classroom teacher tries to solve these problems with administrators after the conference and reports about the solution. It's important to understand that Ukrainian parents who approach their child's teacher with suggestions or complaints are not disrespectful; they are used to doing it that way in Ukraine.

Language Instruction and Considerations

What should schools know about determining students' language and educational backgrounds?

Olga: Most schools offer English as a foreign language starting in elementary school. Some schools in Ukraine offer several foreign languages. Those are mostly the specialized schools called gymnasium or lyceum. In fifth grade, students may start a second foreign language. It is also not uncommon to study regional languages, like Polish and Romanian, at schools.

Students may know a lot more in English than they will show in the first weeks. It is quite common for students labeled as "low" to show significant growth in the following months. Just like newcomers from any other country, Ukrainian students may be going through the "silent period" of language learning. Bear in mind that test scores do not necessarily reflect their actual abilities. Talk to parents to find out more about their background and education.

Ruslana: The silent period may have a lot to do with the period of sense making, cultural adjustment, and negotiation of students forming their identities as much as it is about their English language proficiency. Supporting students during this phase is critical as it may contribute to the degree to which students integrate into the classroom community. Social language is critical to develop during this phase.

While many believe that social language is easily picked up, social language is culturally-laden and presents challenges because it is the language of relationships and belonging. Even those students who come with some English language skills will need to go through a period of translation and transition to learn how children of different ages communicate in English in their new classroom micro-cultures and peer groups.

Oksana: I would add that trauma may also impact the silent period. And it's important to know that many Ukrainian students learn British English and may need some help understanding an American accent or learning different terms ("apartment" vs "flat").

Nadia: When students learn ESL in Ukraine, they often gain language skills in four domains (listening, speaking, reading, and writing) separately and out of context. They might have rich vocabulary and know grammar rules (sometimes better than the native speakers do), but they might struggle with applying this knowledge to real-life situations. Besides, their reading and writing skills are usually developed better than listening and speaking ones, because they don't hear or speak English daily. They will need some time to organize and structure their knowledge in their heads before they will be able to add something new. Be patient and they will surprise you!

A lot of students have background knowledge in many fields (as they have up to 13 different subjects every year). Most Ukrainian parents understand the importance of education; for example, those who are able to invest time and money might sign up their kids for preschool courses where they learn how to read, write, speak English, and develop their motor skills. When their kids are in school, parents may hire tutors to increase their kids' academic performance or to prepare them for the State test. They will pay for after-school activities that their kids choose to develop their talents or to gain some skills. Another characteristic of Ukrainian education is that new material has to be often learned by heart. As a result, a lot of students have a good memory. However, they might struggle with applying their knowledge to real-life situations.

Strengths and Assets

What are some areas of strength you would like to highlight?

Nadia: Historically, Ukrainians have been fighting for their independence for centuries. As a result, they have a strong will and they value their and other people's freedom very much. They are also hard-working. In rural areas, almost every family has a garden and they grow their own fruits and vegetables. Kids often help their parents and grandparents and are not afraid of any hard work.

Ruslana: Ukrainians are the most freedom-loving people you'll ever meet. Freedom is at the level of safety and security in Maslow's hierarchy of needs for Ukrainians. Our love and desire of freedom and being free gives us strength to persevere decade after decade and through centuries. That's where our resilience and strength comes from: it comes from within and it comes from generational struggle for freedom for our dignity and sovereignty to have the right to exist as a people.

Another area of strength Ukrainians have is in their creativity, resourcefulness, and inventiveness. Ukrainians can repurpose any discarded object into something useful. The older generation who grew up in Communism learned how to be inventive because, as we say, necessity is the mother of invention. That inventiveness carried over from the older generation to the new by creating something out of nothing.

Ukrainians are also resilient. Many shake off their trauma and pick up a paint brush and paint flower petals around the bullet holes in their fences and gates around their house without waiting for someone to come and give them money to replace the gate. People learn how to move on without attending to trauma because, some have told me, they have no time for that.

Oleksandr: Also, Ukrainians would try to fix everything themselves first before calling services and they are very good at it. And Ukrainian students are very practical and can solve problems very quickly for their age.

Oksana: I agree that Ukrainians are resilient, can adapt to other situations, and are not afraid to work. They will keep working and fighting and will not give up easily. That's what makes our people so strong.

What are some ways to beat stereotypes about Ukrainian students and see them as individuals?

Ruslana: One of the most harmful stereotypes about Ukrainians that I have personally experienced came from a place of ignorance when people asked me (after a fundraiser for Ukraine), "Are you from Russia?" When these questions are asked in the middle of this ongoing war, it becomes tiresome to feel responsible for educating others. I often say, "No, I have never been to Russia and I am not Russian." Yes, there are ethnic Russians living in Ukraine, but assuming that all Ukrainians are Russians contributes to the erasure of our identity as Ukrainians who are distinct from Russians and whose history predates Russia. For many Ukrainians, those are microaggressions and perpetuate old stereotypes dating back to the Cold War.

Some social studies teachers I observed in schools continue to teach the unit on Russia and when I suggested they teach a unit on Ukraine, they tell me, "We don't focus on a single country." Many American social studies teachers equate Soviet Union to Russia, perpetuating the centuries-old myths passed on by previous generations, while continuing to teach the same units that their parents learned during the Cold War.

The culture of personal space and politeness: Some Ukrainians who have recently arrived and are still experiencing culture shock have discovered that the personal space is quite big in the Midwest and they are confused about why people say "Excuse me" all the time. One person told me they feel like they have done something wrong when they hear "Excuse me" spoken to them, while in fact, they did nothing wrong but were standing in the grocery aisle with their cart reading labels. Newly arrived Ukrainians don't understand yet that saying "Excuse me" in public spaces serves as a warning sign that they might invade your personal space. It's very confusing to Ukrainians because our personal space is tighter and smaller and we don't mind people walking past us or bumping into each other in public spaces.

Spontaneity of Hospitality: Other recently arrived Ukrainians have told me that while many Americans they are meeting are friendly, they won't invite you into their homes and hold conversations on the door step without inviting you in. They said that in Ukraine people will invite you in and feed you (even if you are not hungry) and insist on eating until you give in. In general, most Ukrainians are more spontaneous about having people over and don't need to follow a calendar to show hospitality.

Direct communication: Ukrainians are more direct communicators and have been described by Americans as "straight shooters" (we don't use that language to describe how we talk in Ukraine because speaking to the point is our norm). Those people who are not used to direct communication may find the Ukrainian communication style abrasive or even rude. It's important to understand different communication styles and not judge people's character based on their direct or indirect preferences. For example, "Let me check my calendar and get back to you," may mean people avoid meeting you for coffee, but to Ukrainians, that phrase means that people will literally check their calendar and get back to them. On the other hand, when Ukrainians say, "I won't be able to join you for coffee," it doesn't mean they are upset; they are just truthfully responding to the question without avoiding the subject. Saying "no" is not being rude in Ukrainian culture.

Emotions: Ukrainians express emotions openly and truthfully, more so than other western countries. Ukrainians don't apologize for crying when feeling sad and some find it confusing why Americans apologize for crying. Also, expressing anger more openly in Ukraine is the norm because it is viewed as another normal emotion. When I have expressed frustration and anger at something, people have seemed surprised and have said things such as, "How do you really feel about that?" followed by laughter. Those reactions, even though they are dressed in humor, appear judgmental. Another area of cultural difference slightly related to emotions is when Ukrainians ask questions about overpriced items or complain about the excessive government forms, that behavior is viewed as rude, because it is expected to keep those feelings to oneself and not to express frustration openly. However, for Ukrainians, it is acceptable behavior to be open with their emotions of frustration because they are human emotions.

What are some cultures/subcultures within Ukrainian culture?

Ruslana shares the following cultural nuances:

Personal Stories

Are there any individual stories you would like to highlight?

Olga: It is important to remember that exchange students come to the U.S. after passing internationally recognized language proficiency tests. Students who come on exchange programs are the best of the best in their countries. However, during their first months in the country, they may still experience culture shock, having a hard time adjusting to the new environment.

Oleksandr: We had a family two years ago who got their green cards and asked us to help them find housing and work. We did that. They came, stayed here for a month, and decided that the jobs were not good for them and they didn't know English well enough to get good jobs at first. They did not want to stay and thought that their apartment back in Ukraine was much better and life was still easier in Ukraine for them, so they moved back. Their daughter of 12 at that time liked school and life here, did really well at school, and was involved in Sunday School activities, but her parents did not want an "uncomfortable" life for them and low-paid jobs at first and decided it was easier to move back. Life in the U.S. is not for everyone and if you decided to move here, you would need at least a year to get used to all the changes. It is not the life you see in American movies.

Is there anything else you would like to add?
Top row (left to right): Oksana Kozbar, Ruslana Westerlund, Olga Malin Bottom row: Nadia Vovchenko, Oleksandr Vovchenko
Oksana: It's so important not to isolate any students, whether they come from Ukraine, Belarus, Russia, or other countries that are implicated in this conflict. For example, a Russian parent I know called me to say that her daughter's best friend said she couldn't be friends with her anymore after the Russian invasion began. Her daughter was devastated. It's so important to help kids keep friendships strong and be kind to each other, even as these bigger events unfold.

About the Authors

Dr. Ruslana Westerlund was born in Cherkassy region of Ukraine and emigrated to the U.S. in 1995. She received her doctorate in educational leadership in 2013 and now is a researcher and an educational consultant supporting school districts in Wisconsin. Since 1995, she has worked as a classroom teacher and a teacher trainer at undergraduate and graduate levels as well as at state and national levels researching, designing, and training states and school districts in improving educational outcomes for immigrant and refugee children. Most recently, she has been training teachers in the use of Systemic Functional Linguistics to support English Learners' access to reading, reasoning, and writing in the content areas. She also used SFL in developing the new edition of the WIDA ELD Standards. Her TESOL webinar on this topic can be found here. She is the author of several teacher articles which can be accessed in the Journal of English Learner Education and MinneTESOL. Most recently, she co-edited a volume by Routledge titled Scaffolding for Multilingual Learners in Elementary and Secondary Schools. In her spare time, she published a book, From Borsch to Burgers: A Cross-Cultural Memoir, where she used writing to process her cross-cultural identity and chronicle her immigration journey and her life in between.

Oksana Kozbar is a middle school ELL teacher who came to the U.S. from Ukraine in 2000, where she had been teaching English and German. She graduated from Vinnitsya Pedagogical State University specializing in Ukrainian Language and Literature and English a Foreign Language. She also received a Master of Arts in Applied Leadership for Teaching and Learning from the University of Wisconsin-Green Bay and a Master of Sciences in Curriculum and Instruction with the Emphasis in Linguistics from the University of Wisconsin-Milwaukee. In addition, she serves as a licensed Russian and Ukrainian interpreter for families in the Green Bay, WI area and an adult ESL teacher, sometimes teaching the families of her students!

Olga Malin teaches ESOL in grades K-5 and an English class for parents in Columbia County, Georgia. This year, she will also teach the ESOL Endorsement program to the teachers. Olga's native language is Ukrainian, but she also speaks Russian, studied German, French and Latin, and is learning Spanish. She earned her master's degree in Foreign Languages, Literatures and Linguistics at Chernivtsi National University in Ukraine where she continued to teach different aspects of English and translation, as well as several language programs. Here, in the USA, she became affiliated with the American Council on the Teaching of Foreign Languages and completed her Ed.S. in Advanced Educational Studies with Concentration in ESOL at Augusta University. Last year, she added the Dyslexia Endorsement to her teaching certificate.

Nadia Vovchenko is an ELL teacher at Kennedy Elementary School in Willmar, Minnesota. In Ukraine, she served as an instructional coach and gave professional development webinars and workshops for teachers around Ukraine. Oleksandr Vovchenko is a middle school ELL teacher in the same town. They moved to U.S. three years ago. In Ukraine, they both taught ESL at school and online. They also interpreted for American teams of doctors, teachers, and missionaries for 20 years.

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Partnering with Ukrainian Families: Tips for Schools

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As U.S. schools continue to welcome Ukrainian families arriving in communities across the country, many educators may be wondering how best to serve their Ukrainian students. We had the unique opportunity to gather tips from a group of Ukrainian ELL educators who live and work in the U.S.

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WIDA: ACCESS for ELs Parent Letters (Including Ukrainian and Russian)

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WIDA: ACCESS for ELs Parent Letters (Including Ukrainian and Russian)

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Pupil Accounting: Explaining ELL Status, Understanding WIDA Scores, Family Connections through Languages, Learning Language Every Day (Ukrainian)

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Pupil Accounting: Explaining ELL Status, Understanding WIDA Scores, Family Connections through Languages, Learning Language Every Day (Ukrainian)

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Ukrainian Assistance Resources: Office of Refugee Resettlement

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Ukrainian Assistance Resources: Office of Refugee Resettlement

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Cultural Guide to Hosting Refugees from Ukraine

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Cultural Guide to Hosting Refugees from Ukraine

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A Cultural Guide to Hosting Refugees from Ukraine

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Hosting a refugee can be a daunting task and one for which there is little support. This content is provided free of charge to support you.

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School-focused FAQ for Ukrainian Arrivals

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School-focused FAQ for Ukrainian Arrivals

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Books in Pashto and Dari (K-12): Includes free audio and digital texts

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Books in Pashto and Dari (K-12): Includes free audio and digital texts

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Dari-Pashto Editions - Books For Afghanistan

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We provide Dari-Pashto editions of traditional Teaching-Stories from Afghanistan and the surrounding region.

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Afghan Resource Center (in Pashto/Dari): 

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Afghan Resource Center (in Pashto/Dari): 

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This Resource Center is also translated in:

The Afghan Resource Center offers practical information and resources for newly arriving Afghans to the USA. Find information in English, Dari, or Pashto on services and benefits, immigration, jobs, daily life, American culture, U.S. laws, money, health, and education. Use our FindHello app to connect to local services in cities across the country. Find help for every status including Special Immigrant Visa (SIV), refugees, and people with humanitarian parole.

Find services for Afghan evacuees in the US with a free app, FindHello. Search for English classes, health care, legal services and more.

Find a guide to American culture for Afghan evacuees. Get tips on how to communicate with people in America. Understand LGBTQ rights.

Find information on US laws for Afghan evacuees. Learn what to do if you are threatened and how to interact with the police.

Information on how to use & manage money for Afghan evacuees in the US. Learn how to open a bank account, send money internationally & more.

Subscribe to our newsletter

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Afghan Resource Center | Help for evacuees in Dari & Pashto | USAHello

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This Resource Center is also translated in: The Afghan Resource Center offers practical information and resources for newly arriving Afghans to the USA. Find information in English, Dari, or Pashto on services and benefits, immigration, jobs, daily life, American culture, U.S. laws, money, health, and education.

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Presentation: MDE, Samaritas & Tri-county ISDs: 

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Presentation: MDE, Samaritas & Tri-county ISDs: 

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The Michigan Department of Education supports learners and learning in Michigan.

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Pupil Accounting: Explaining ELL Status, Understanding WIDA Scores, Family Connections through Languages, Learning Language Every Day

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Pupil Accounting: Explaining ELL Status, Understanding WIDA Scores, Family Connections through Languages, Learning Language Every Day

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Educational Experiences of Afghan students & families slideshow

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Educational Experiences of Afghan students & families slideshow

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Afghan Presentation 11-10-21 - Handout.pdf

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Educational Experiences of Afghan students & families Webinar

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Educational Experiences of Afghan students & families Webinar

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Webinar

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Educational Experiences of Afghans: Learning from Afghan Refugee Students & Families

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Immigrant Connections Webinar on 11/10/21.
Please consider a small donation ($4) to properly pay the panelists for their time: https://buy.stripe.com/aEUaEZ2kZfws3ra7st
PowerPoint Handout: https://drive.google.com/file/d/1XLl4wFwQybHY55JrL9CiIsbAX0mMdMOA/view?usp=sharing
Sign up for Immigrant Connections email newsletter at www.immigrantsrefugeesandschools.org

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Schools’ Civil Rights Obligations to EL students/ families

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Schools’ Civil Rights Obligations to EL students/ families

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The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand. The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information. For Students and Parents For Education Officials Self-Evaluation Materials Related Resources
U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

LEP.gov (federal interagency website on limited English proficiency)

U.S. Department of Justice Civil Rights Division

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civil rights; racial discrimination; national origin discrimination; limited english proficient; english (second language); language proficiency; title vi; english learner (el) students; limited english proficient (lep) students; english language learners (ells)

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR resources about civil rights issues regarding English Language Learning and Limited English Proficient students

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This backgrounder contains historical, political, and cultural information intended to cultivate a general understanding of Afghans who are arriving to the U.S. The ongoing crisis in Afghanistan is complex and spans decades. CORE produced this backgrounder to aid U.S. Resettlement Agencies (RAs) and their local affiliates to provide culturally appropriate Cultural Orientation (CO) and other services to newly arrived Afghans. The information provided is intended as guidance and does not represent the needs and challenges of all Afghans. As such, resettlement staff are encouraged to adapt their services as appropriate. Download the Full PDF version of the Afghan Backgrounder for additional details and information not included on this page.
This page was last updated January 5, 2022.

Current Situation-The Return of the Taliban

Afghanistan is now experiencing a humanitarian crisis. The Taliban have reintroduced strict controls on personal freedoms and are curtailing, if not reversing, the country's 20 years of work towards progress and development. In particular, the Taliban are targeting basic human rights (e.g., the right to education and the rights of women, girls, and minorities) and are sending the country towards an economic collapse. Their campaign has sparked a mass exodus which prompted the U.S. and other international governments to carry out a rapid evacuation process.

During the drawdown of U.S. troops in the summer of 2021, more than 100,000 SIV holders, applicants, and other Afghans were airlifted to safety, some arriving in the U.S. where they were temporarily accommodated at military installations around the country. Many more were accommodated at overseas U.S. bases awaiting further processing and resettlement. While Afghans who arrived in the U.S. as part of Operations Allies Refuge have reached a safe haven from the Taliban, their sudden and chaotic departure was dangerous and traumatic. Many left behind everything including family, friends, and livelihoods.

Additionally, many Afghans have fled to Pakistan, Uzbekistan, and other countries of asylum causing UNHCR to call on all countries to recognize their right to seek asylum and respect principles of non-refoulement. More often than not, Afghans outside their country face dire circumstances like harsh weather, food shortages, unsanitary living conditions, and hostility from the host communities in these first-asylum countries.

Paths to Resettlement

Evacuated Afghans who are not SIV holders or do not qualify for the SIV program may be granted humanitarian parole in the US under Operation Allies Welcome, an interagency effort led by the Department of Homeland Security.

The parole status is for a period of two years. Under the Afghan Parolee Assistance program and the recent stopgap funding bill signed into law by President Biden, new arrivals temporarily have access to services from resettlement agencies and qualify for other federal benefits. Parole does not provide a path to legal immigration status. As such, those paroled will need to work with an immigration lawyer or accredited representative with expertise in humanitarian immigration issues to explore options for pursuing permanent immigration status, such as asylum and special immigrant visas, as well as family-based immigration laws.

The Special Immigrant Visa (SIV) program aims to protect Afghans employed by or on behalf of the U.S. government, such as interpreters, non-governmental employees, and other Afghans who worked closely with American forces. SIV holders arrive in the U.S. as legal permanent residents eligible to work and access resettlement services.

History

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Situated at the strategic crossroads between European, Central Asian and East Asian civilizations, modern Afghanistan emerged from a long history of shifting regional powers and warring regimes.

In the 20th century, Afghanistan's internal affairs were aggravated by the intervention of two imperialist powers - the British Empire and Czarist Russia. Through strategic planning, the nation regained independence from the United Kingdom in 1919 and experienced a short-lived period of stability, peace, and security.
Photo Credit: Afghanistan, Map No. 3958 Rev. 7, June 2011, UNITED NATIONS

In 1978, the nation was relaunched into an era of turmoil and civil war as a result of the Soviet Union's invasion. The Soviet troops left Afghanistan ten years later, in 1989, under persistent pressure from the international community and anti-Communist freedom fighters (the Mujahideen). The Soviet-backed government then collapsed in 1992, thus creating a power vacuum that led the country to a civil war (1992-1996).
Photo Credit: Kellie Ryan/IRC

Instability and infighting provided the opportunity for the Taliban extremist group to claim control over the country in 1996. The Taliban imposed a rigid variation of Islam on the country which included repressive social structures on Afghans. The Taliban also harbored Osama bin Laden, credited with leading the terrorist organization, Al Qaeda, and organizing the September 11, 2001 attacks on New York and Washington, D.C.

In response, the U.S., with its European allies, provided combat support to forces led by Hamid Karzai who established a provisional government. Since then, Afghanistan has made serious progress in building a stronger country. However, these efforts were abruptly brought to an end by the Taliban in 2021 during the withdrawal of U.S. and allied forces.

Photo Credit: Stefanie Glinski/IRC

Languages and Interethnic Considerations

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Afghanistan is a diverse country. There are more than 19 different ethnic groups that each have distinct histories and rich cultures. Ethnic affiliation can be a significant organizing principle in parts of rural Afghan society.

Pashtuns and Tajiks represent the ethnic majorities in Afghanistan. The language of the Pashtuns is Pashto, but like most Persian words, the language's name has many spelling variations in English. Traditionally, the Pashtuns were small farmers and semi-nomads with flocks of sheep, goats, and camels. The Tajiks are an influential ethnic group that speak Dari, a dialect of Afghan Persian. A second Dari-speaking group, the Hazaras, are Mongolian descendants that were traditional nomads. Other Dari-speaking groups include the Uzbek, Turkmen, Aimaq, and Beluchi.
Photo Credit: Andrew Quilty/IRC

Interethnic conflict in Afghanistan and the Afghan diaspora exists. This conflict is due to political, economic, sectarian, and religious affiliations. However, tension among certain groups such as Pashtuns, Tajiks, Hazaras, and Uzbeks escalated following the 1979 Soviet invasion.

The most intense ethnic tension exists between the Pashtuns, the largest ethnic group in Afghanistan, and non-Pashtuns such as Tajiks, Hazaras, and Uzbeks. After the return of the Taliban to power in Afghanistan in August 2021, the tension and rivalry between the Taliban, whose majority members are Pashtun, and non-Pashtun ethnic groups have intensified. Currently (2021), the Taliban refrain from committing overt ethnically targeted attacks; however, minority ethnic groups are often the victims of violence carried out by the militant group.
Photo Credit: Stefanie Glinski/IRC

These interethnic tensions do not disappear upon leaving Afghanistan. However, they differ in that ethnic tensions are rarely physically violent in the United States. These ethnic tensions instead influence how Afghans form ethnic communities in the United States and enforce boundaries between one another. These boundaries can be harmless (e.g., Afghan newcomers feeling more comfortable with co-ethnics based on a shared language and culture) or they can be harmful (e.g., open discrimination between newcomers and resettlement staff or interpreters from different ethnic backgrounds).

To ameliorate tensions, service providers should be familiar with how these interethnic tensions operate both in Afghanistan and upon resettlement. It is vital to establish clear policies and guidelines for resettlement staff, volunteers, and interpreters to ensure that there is no opportunity for discrimination.
Photo Credit: Andrew Obserstadt/IRC

Delivery of Cultural Orientation

In this section, learn more about effectively delivering key Cultural Orientation messages when working with Afghan refugees. Download the Full PDF version of the Afghan Backgrounder for a more detailed and contextualized information on these topics and other information.

For Afghans, aspects of life in the U.S. may be new and present challenges in their cultural adjustment. In some Afghan communities, men expect their wives to stay home and continue to do their job as they did back before. On the other hand, some women want to exercise their rights, enjoy their freedom, and participate actively in society, creating confusion and tension. Furthermore, Afghan refugees may have never interacted with people from different ethnic and racial backgrounds other than those from their own country.
Tips:

Be aware of the history of Afghanistan, the current events that led to their displacement, and their basic values and cultural practices.

Build trust and create an open dialogue around possible challenges related to differences in social and family life in the United States. To do this, use active listening and give space for Afghans to share their perspectives.

Practice patience and be mindful of different communication styles. It will take some time before Afghans feel comfortable in their new environment and acclimate to the norms and customs of the United States.

Include diversity and inclusion activities during Cultural Orientation (See CORE's Cultural Adjustment Activity Bank for ideas) and ask Afghans how these concepts may affect them. These sessions should be a safe space for refugees to explore themes of culture, identity, and preconceptions without fear of judgement.

Additional Resources

The following are additional resources that may assist resettlement staff in delivering Cultural Orientation.
CORE Other Resources

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Working with Afghans- Afghan Backgrounder - CORE

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Afghanistan is now experiencing a humanitarian crisis. In order to ameliorate these tensions, service providers should be familiar with how these interethnic tensions operate both in Afghanistan and upon resettlement. It is vital to establish clear policies and guidelines for interpreters and have multiple interpreters from various ethnic backgrounds to ensure that there is no opportunity for discrimination between interpreters and newcomers.

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Based in Ann Arbor, Michigan.

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Welcome! Please take a few moments to explore our website. We designed it so you have easy access to service descriptions, general pricing as well as ordering all with one visit. See our First Time Customer Discount (FIRST10) offer detailed below.

You will find it is quite different from the web sites of other language service-provider agencies.

We clearly explain our services and pricing.

Do you have a large project? Need a quick and detailed quotation?

Email us your project description and any related file(s) for a no-cost and no-obligation quotation.

Quotations are always free of charge and submitted to you within 24-48 hours.

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Welcome to University Translators Services, LLC Founded in 1987 University Translators Services provides professional written translation and oral interpretation services for ALL LANGUAGES Our services include oral interpretation, written translation, proofreading, stylistic/technical editing, localization, video narration linguistic consulting as well as multi-lingual desktop publishing. The translators and

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“We have been very pleased and fortunate to have Liaison Linguistics as a business partner to help us meet our needs for interpreters. Their efficient professionalism, prompt response and, above all, strong involvement with the culturally-diverse Grand Rapids community, gives them a unique ability to readily fill the demand for a variety of languages, many of which would often be considered difficult to find.

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As part of the initiative on emergent bilinguals, The City University of New York (CUNY) has developed wealth of resources which school leaders, teachers, and communities can use to support multilingual learners--including translanguaging guides and resources.

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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Based in Clinton Township, MI.

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Language Lists – Global Interpreting Services

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En Comunidad Collective seeks to be in community with educators, education leaders, and children’s book publishers to reimagine the education of bilingual and multilingual children.

Their translanguaging resources come from their book, En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students, from their podcast, and from their presentations at NCTE.

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Co-learning in the HS ELA Class through Translanguaging: Newcomers and Monolingual Teachers

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Co-learning in the HS ELA Class through Translanguaging: Newcomers and Monolingual Teachers

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Center for Applied Linguistics (CAL): Translanguaging

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Center for Applied Linguistics (CAL): Translanguaging

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Based in Grand Rapids, Michigan.

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Why should you choose Voices For Health? We understand the challenges of providing services in a multilingual, multicultural environment. We work with our customers as a team to provide a suite of interrelated solutions tailored to your needs. We specialize in healthcare, education and social services, focusing our personalized approach, experience and expertise to help customers nationwide:

Provide high quality language access

Comply with federal mandates

Understand cultural differences that impact health care delivery

Learn languages

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Develop educational curriculae

Obtain funding through grants and investors

Diversify client markets

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Why should you choose Voices For Health? We understand the challenges of providing services in a multilingual, multicultural environment. We work with our customers as a team to provide a suite of interrelated solutions tailored to your needs.

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NCTE Brief: Understanding Translanguaging in U.S. Literacy Classrooms

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NCTE Brief: Understanding Translanguaging in U.S. Literacy Classrooms

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Based in Farmington Hills, Michigan.

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ASTM 3130-18 Certified Company

The certification demonstrates that Bromberg provides high quality language services that consistently meet and respond to the many and varied needs of our clients.

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Language Translation and Interpreting Services

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Bromberg is the leading translation services company in Michigan. We provide accurate and timely translation & interpreting services for any industry.

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Interpretation and Translation Guidelines from Immigrant Connections

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Interpretation and Translation Guidelines from Immigrant Connections

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Based in Lansing, Michigan.

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Based in Battle Creek, MI>

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We offer in-person interpretation services in Spanish, Japanese to all service providers in the greater Battle Creek and Kalamazoo region. All of our interpreters are trained and language tested, and abide by NCIHC protocols. Our interpreters are local and ready to serve you in an emergency or scheduled in advance. To learn more, contact our Language Access team.

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Translators Resource List - Michigan Department of State

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Translators Resource List - Michigan Department of State

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Court Interpreters - Oakland County list

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Court Interpreters - Oakland County list

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This is a list of interpreters provided by the Oakland County Circuit and Probate courts.

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Translation and Interpretation Code of Ethics for Education

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Translation and Interpretation Code of Ethics for Education

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From: https://naetisl.org/

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Presence has been used successfully by some districts for evaluation and services in other languages.

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We are here to empower you. As the leading provider of live, online therapy and evaluation services in PreK-12 schools, Presence offers more income opportunities, a large community of support, and flexible scheduling options.

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Expand access to services and engage students in new ways with our award-winning technology and network of expert clinicians.

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What translation program is the right fit? 

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What translation program is the right fit? 

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Flyer created by Amie Van Horn of Livonia Public Schools.