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Pashto innovative, fastest and well managed dictionary with more then 16K words. Translate words from Pashto to English or English to Pashto with the help of embeded phonetic keyboard and auto suggestion.

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Arabic, Burmese, Dari, Kinyarwanda, Russian, Swahili, Spanish

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Cultural Orientation for Refugees - CORENav

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CORE Resettlement Navigator is designed to provide refugees with clear and vital U.S. resettlement and cultural orientation information in an engaging way.

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Supporting the SOL needs of afghan and other newcomer students

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Supporting the SOL needs of afghan and other newcomer students

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Lessons from the Field - Supporting the Social and Emotional Learning Needs of Afghan and Other Newcomer Students | National Center on Safe Supportive Learning Environments (NCSSLE)

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A glimpse into the lives of displaced and refugee children in Syria and South Sudan | World Vision

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A glimpse into the lives of displaced and refugee children in Syria and South Sudan | World Vision

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Videos: A glimpse into the lives of displaced and refugee children in Syria and South Sudan

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See what being a refugee is like from the perspective of a child. Refugee children from Syrian and South Sudan share their stories in these 6 videos.

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Strangers No More Oscar Winning Movie Trailer

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Stories for Children in their Home Language

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Stories for Children in their Home Language

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Students with Limited or Interrupted Formal Education (SLIFE)

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Share your videos with friends, family, and the world

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Arabic, Burmese, Dari/Farsi, French, Karen, Nepali, Portuguese, Spanish, Swahili, Vietnamese

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Share your videos with friends, family, and the world

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Orienting English Learners and Immigrant Families

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Orienting English Learners and Immigrant Families

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Blog :: Checklist for immigrant and English learner orientation

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What do you do for your English learner and immigrant families to the orient them to the American school system?

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Center for Languages of the Central Asian Region

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Phrasebooks

CeLCAR, a center in the Hamilton Lugar School of Global and International Studies, sells Language Survival Kits for Dariand Pashto, which include a pocket-size (3.5 x 5) phrase book and accompanying CD. Phrase books list the phrases in the target script, phonetic translation, and English equivalent. These books were designed specifically for ourlanguage seminarsand therefore include highly specific jargon in addition to everyday phrases.

Dari/Pashto Phrasebook:
CeLCAR recently developed a Dari/Pashto phrasebook for people who assist with any of our Afghan guests who happen to be joining us in the United States as refugees. It was developed by our Afghan language specialist, Dr. Rahman Arman, who has developed various language materials in Dari and in Pashto and who teaches Pashto at Indiana University. The phrasebook may be used either by English speakers who are assisting or by speakers of Dari or Pashto who are being assisted.

Printed paper copies of the phrasebook are also available at CeLCAR's Online Shop.

The phrasebook is available online free of charge. Download PDF file here

Feel free to add your support of our initiatives at this website, if you wish.
Specific topics include:

Greetings

Introductions

Daily Activities

Food

Time and Dates

Sports and Hobbies

Family and Relatives

Medical Terms

etc.

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Center for Languages of the Central Asian Region

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CeLCAR, a center in the Hamilton Lugar School of Global and International Studies, sells Language Survival Kits for Dariand Pashto, which include a pocket-size (3.5 x 5) phrase book and accompanying CD. Phrase books list the phrases in the target script, phonetic translation, and English equivalent.

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Best Practices and Resources for Welcoming Afghan Refugee Students and Their Families

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Best Practices and Resources for Welcoming Afghan Refugee Students and Their Families

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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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HOW TO SERVE YOUR STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE)

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HOW TO SERVE YOUR STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE)

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Posted by Jill Kester

On September 13, 2017

0 Comments

Advocacy, ELL, English as a Second Language, ESL, SIFE, SLIFE

by Diane Staehr Fenner | First published on LinkedIn September 12, 2017

Have you noticed any changes to your English learner (EL) population lately? As educators of ELs, we are aware that world events often have an impact on our newly arrived ELs' backgrounds. In this point in time in which immigrants and ELs are often the topic of conversation among policymakers, it is important to consider the strengths and challenges that a small but significant subgroup of ELs brings. Students with limited or interrupted formal education (SLIFE) are a group of ELs whose presence can have a profound impact on schools and educators.

This post will provide you with a definition of SLIFE, share some statistics on SLIFE, and highlight SLIFE's strengths. It will briefly detail some considerations for SLIFE instruction, families, and programming. It will end with information on our new online SLIFE course at SupportEd as well as some resources for further information on SLIFE.

SLIFE Definition and Challenges

SLIFE are students with limited or interrupted formal education. Certain states and districts have their own unique definition of SLIFE, but generally they come from a home in which a language other than English is spoken, have gaps in their education from their home country, and are below grade level in reading and mathematics. They may have attended school in the U.S. but can have gaps in language and literacy due to ineffective instruction. They generally have little or no home language literacy, are at risk for dropping out of school, and need support beyond traditional English for Speakers of Other Languages (ESOL) programs. In addition to academic needs, SLIFE often present socioemotional challenges stemming from poverty, poor health, post-traumatic stress disorder (PTSD), family separation and/or reunification, and changes in family roles in the US.
SLIFE Statistics
Even though SLIFE represent a relatively small proportion of ELs, estimated to be between 10% and 20% of ELs (Advocates for Children of New York, 2010; de Velazco & Fix, 2000), their challenges can overwhelm districts, administrators, and teachers. Certain school districts that we have worked with have seen a dramatic increase in the number and percentage of SLIFE they are enrolling with few resources in place. When a school or district experiences an unexpected rise in SLIFE students, they may not have policies and practices in place to address SLIFE's unique socioemotional and academic challenges described above that often extend beyond ELs' need to acquire English.
SLIFE Strengths
Instead of focusing solely on the challenges that SLIFE bring, we like to frame our work with SLIFE and their educators around SLIFE's many strengths . Some strengths that SLIFE tend to bring to their education include resiliency, problem solving, cultural pride, strong family ties, motivation, and sense of community. In addition, SLIFE's "funds of knowledge," or "the skills and knowledge that have been historically and culturally developed to enable an individual or household to function within a given culture" (Moll, Amanti, Neff, & Gonzalez, 1992), can be a helpful place to begin once the teacher identifies them.

Considerations for Instruction

The Mutually Adaptive Learning Paradigm (MALP) can provide a useful frame of reference for the instruction of SLIFE. Many SLIFE need immediate relevance and interconnectedness in order to learn. Over time the MALP framework combines processes so that SLIFE can be successful in U.S. Schools. The framework starts with shared responsibility and introduces features of American school culture such as individual accountability and written word as a means of transmitting information. The model progresses to focus on new activities with familiar language and content to develop skills to complete academic tasks (DeCapua & Marshall, 2011). Some other considerations for instructing SLIFE include building upon students' home languages and oracy as well as carefully choosing and adapting instructional materials.

Considerations for SLIFE Families

We should also consider families of SLIFE, who would like to deeply support their children but may need some extra assistance to do so. Schools and districts should discuss providing additional support services for SLIFE families, such as after-school tutoring, trauma support, language classes for adults, and cultural liaisons so that their children can be successful in school.

Considerations for Programming

There are many aspects of effective programming to consider. These include identification of SLIFE, enrollment process and materials, and program models. When identifying and enrolling SLIFE in districts, districts should have a clear identification process, consider providing an oral interview in the home language to determine students' backgrounds, and provide literacy and math assessments in the home language (New York State Department of Education, 2011). In terms of effective programs, small classes should be provided for SLIFE with support for both academic as well as socio-emotional growth, an intensive skills focus, and appropriately scaffolded instructional strategies. Many models for SLIFE exist, including newcomer programs, stand-alone models, integrated ESOL models, and extended learning opportunities (Custodio & O'Loughlin, 2017).

Our Summer SLIFE Course (July 1 - August 9, 2019)

If you're interested in exploring this topic further, we encourage you to join a supportive cohort of teachers, administrators, and course facilitators Jill Kester and Joanna Duggan. Together, we'll explore the specific strengths and challenges of SLIFE in our six-week guided online course . Over the three self-paced components, you will delve more deeply into SLIFE topics including supporting and engaging SLIFE and their families; developing of materials, activities, and programs; and effectively instructing SLIFE.

Like our other courses , the heart of this course is a Professional Learning Community-based discussion. You'll have the opportunity to share your expertise with your colleagues as well as provide and receive feedback. At the end of the course, you will have a SLIFE-specific plan for instruction and/or a plan for a SLIFE program, depending on your educational role. Upon completion of the course, you'll receive a certificate for 10 hours of professional development.

You can read more about our online SLIFE course here . For more information, please email info@getsupported.net .

When we fully understand what experiences SLIFE bring to their schools, we are better equipped to provide appropriate resources for SLIFE and their families, improving their chances for academic and personal growth. We look forward to working with you to fill your toolbox with useful strategies for supporting SLIFE and to build a network of support.

SLIFE Resources

Custodio, B., & O'Loughin, J. (2017). Students with interrupted formal education: Bridging where they are and what they need. Thousand Oaks, CA: Corwin.

DeCapua, A. & Marshall, H. (2011). Breaking new ground: Teaching students with limited or interrupted formal education in U.S. secondary schools. Ann Arbor, MI: University of Michigan Press ELT.

DeCapua, A., Smathers,W., & Tang,L. (2009). Meeting the needs of students with limited or interrupted schooling. Ann Arbor, MI: University of Michigan Press ELT.

Keppler, L., Morales, L., Cortada, J., Austin, M. (2015). WIDA Focus On SLIFE: Students with interrupted or limited formal education. Retrieved from https://www.wida.us/get.aspx?id=848

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, XXXI, 2, 132-141.

New York State Department of Education. (2011). Guidelines for educating limited English proficient students with interrupted formal education. Retrieved from https://www.p12.nysed.gov/biling/docs/NYSEDSIFEGuidelines.pdf

Robertson, K. & Lafond, S. (2012). How to support ELL students with interrupted formal education (SIFEs) [blog post]. Retrieved from https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes

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How to Serve your Students with Limited or Interrupted Formal Education (SLIFE) - SupportEd

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Posted by Jill Kester On September 13, 2017 0 Comments Advocacy, ELL, English as a Second Language, ESL, SIFE, SLIFE by Diane Staehr Fenner | First published on LinkedIn September 12, 2017 Have you noticed any changes to your English learner (EL) population lately?

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SLIFE: Students with Limited or Interrupted Formal Education

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SLIFE: Students with Limited or Interrupted Formal Education

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Raising Children in a New Country: parent guide in many languages

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Raising Children in a New Country: parent guide in many languages

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Raising Children in a New Country: An Illustrated Handbook

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This booklet was created for agencies serving refugees and immigrants in order to support their efforts to ensure that newcomer parents have the basic information they need about U.S. laws and parenting practices.

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If you want your children to succeed- then hold on to your home language (article)

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If you want your children to succeed- then hold on to your home language (article)

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Arabic, Chinese, Dutch, English, Farsi, Filipino, French, Gujarati, Hungarian, Icelandic, Italian, Japanese, Korean, Polish, Punjabi, Romanian, Russian, Spanish, Turkish, Ukrainian, and Urdu

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This short, eight-page, brightly colored brochure is prepared especially for teachers and parents. It is available in 21 languages, (Arabic, Chinese, Dutch, English, Farsi, Filipino, French, Gujarati, Hungarian, Icelandic, Italian, Japanese, Korean, Polish, Punjabi, Romanian, Russian, Spanish, Turkish, Ukrainian, and Urdu) and provides the following information in an easy-to-read format:

importance of home languages;

reasons for maintaining the home language;

the advantages for children who use two languages;

how two languages work together;

speaking the home language will not confuse children.

The image on the cover of the brochure, a hand holding a red balloon, is more than decorative. It is a reminder that home languages are as fragile as a balloon. If they are not maintained and protected, the hand will open, the balloon will fly away, and the home language will be lost.

Translations: The HOLD ON brochures found below were translated from the original (English) by both native- and non-native speakers (colleagues, students, families, community members). Click on the links below to download the translations. The English language brochure is also available in Power Point format.

University of Toronto Press 2012
Roma Chumak-Horbatsch
Foreword by Jim Cummins

University of Toronto Press: www.utorontopress.com

This widely used book looks at young newcomer children in a new way. Far more than learners of their new language these children are "bilinguals in the making" - who arrive in childcare centres and classrooms with unique language and literacy needs.

To meet these needs, a new three-part classroom practice, called Linguistically Appropriate Practice or LAP is introduced. The first part of LAP provides important background information about young newcomers' language circumstance. The second part focuses on preparing the classroom to launch LAP. It explores four tasks that are central to the adoption of LAP: transitioning newcomers from home to classroom; partnering with families; using home languages in the classroom; and recording classroom language and literacy behaviours. The final part of LAP addresses the following question: How do we work with young children who arrive without proficiency in the school language? The reader will find over fifty exciting classroom activities that can be adapted to match the developmental level of the children. The closing chapter looks to the future. It appeals to those working with young newcomers to turn their attention to this growing population, take their unique language and literacy needs into account and help them realize their bilingual potential.

Greek translation available from
DiSIGMA Publications: www.disigma.gr

For a summary of the ideas found in this book see:
https://www.youtube.com/watch?v=wLod5d9mT98

Multilingual Matters 2019
Roma Chumak-Horbatsch
Foreword by Kelleen Toohey

Multilingual Matters: www.multilingual-matters.com

The presence of learners for whom the school language is not their first language creates unique challenges and opportunities for teachers. This book provides an accessible guide to multilingual teaching using Linguistically Appropriate Practice (LAP) in diverse classrooms worldwide. It is firmly grounded in the latest learning and bilingual research and takes a realistic approach to teaching in language-rich schools today. The author argues that multilingual teaching has benefits for everyone, all learners, teachers as well as the wider school community.

Highlights of the book:

provides profiles of multilingual teaching around the world;

explains the relationship between theory and multilingual practice;

lays out the characteristics of the multilingual teacher and the multilingual classroom;

discusses challenges identified by multilingual teachers;

provides a step-by-step guide to implementing multilingual teaching and

includes resources to support multilingual teaching and learning.

This book is an invaluable support and inspiration for practising teachers and trainee teachers. It will help them transform their classrooms into multilingual environments where all children have equal opportunity to participate, learn and grow.

For a review see: https://www.youtube.com/watch?v=srhXHwrYqqA

https://www.youtube.com/channel/UCuznjX7nkcDqDwUJpzlYWsw

The six videos in this YouTube channel provide summaries, highlights and examples of multilingual teaching. Teachers can view them individually or they can be used in meetings or workshops to generate discussion.

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This short, eight-page, brightly colored brochure is prepared especially for teachers and parents. It is available in 21 languages, (Arabic, Chinese, Dutch, English, Farsi, Filipino, French, Gujarati, Hungarian, Icelandic, Italian, Japanese, Korean, Polish, Punjabi, Romanian, Russian, Spanish, Turkish, Ukrainian, and Urdu) and provides the following information in an easy-to-read format: importance of home languages; reasons for maintaining the home language; the advantages for children who use two languages; how two languages work together; speaking the home language will not confuse children.

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Arabic, Burmese, Dari, English, Kinyarwanda, Kishwahili, Nepali, Pashto, Rohingya, Somali, Spanish, Swahili, Tigrinya

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The Office of Refugee Resettlement (ORR) created the Refugee School Impact Grant (RSIG) in 1998 to provide support to local school systems that are affected ...

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Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel

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Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel

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Refugee Children in U.S. Schools: A Toolkit for Teachers and School Personnel

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In collaboration with the Office of Refugee Resettlement, Bridging Refugee Youth and Children's Services (BRYCS) has developed this toolkit in order to support and assist schools with large numbers of refugee students.

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Bridging Refugee Youth & Children's Services

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Bridging Refugee Youth & Children's Services

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Information Hub for Empowering Immigrant Children and Their Families

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Welcome to your information hub for empowering immigrant children and their families. Bridging Refugee Youth and Children's Services (BRYCS) aims to strengthen the capacity of refugee-serving and mainstream organizations across the U.S. to empower and ensure the successful development of refugee children, youth, and their families.

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Ways Teachers and Schools Can Help Refugee Families

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Ways Teachers and Schools Can Help Refugee Families

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Social and Emotional Support for Refugee Families: A School Psychology Perspective

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Social and Emotional Support for Refugee Families: A School Psychology Perspective

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Dr. Robyn Hess is a Professor of School Psychology at the University of Northern Colorado. One of her recent projects has focused on serving refugee families and students in rural school districts in Kentucky, Nebraska, Colorado, and Minnesota; through that project, she and students have interviewed teachers and families in districts that had a track record of success in supporting refugee students.

In this article written for Colorín Colorado, she talks below about some of the most important lessons learned from her work with refugees, particularly Somali families, including some considerations in addressing questions about mental health, working with cultural liaisons in the community to connect with families, and culturally responsive support for families.

Q&A with Dr. Robyn Hess

Would you tell us about your current work with refugees?

For about the last seven years, I have worked with my students on projects related to refugee children and their families. In some cases, I was directly involved (e.g., conducting focus groups with families, interviewing school personnel who work directly with refugee children and families), and in other cases I supervised my students as they conducted specialized groups to help refugee children understand their new school culture. Two of my graduate students conducted research studies with families of refugee youth to better understand the families' perspectives on school and on the wellbeing of their children.

In your experience, what do educators in school settings need to learn about refugees in order to work with them effectively?

What I have learned from the various school personnel that we have interviewed is that they want to know a little bit about the culture, the families, and the backgrounds of the children. When refugee students enter the classroom, teachers haven't always known what to expect and they want to help, but aren't always sure how to do so. If they believe they have some knowledge, it seems to empower them a bit to move forward. They have also appreciated having a network of people that they can call for support and advice. I think having additional training once they have had a chance to work with students is also helpful so they can continue to grow their knowledge and refine their interventions.

Dr. Cindy Lundgren shares the story of an administrator who got a grant to visit a refugee camp where many of her students lived and how that visit helped her better support her students.

Can you talk about the impacts of the following on refugee children and families:

Displacement

I don't know that anyone can fully understand the impact of displacement on families and children. In many ways, families want to put the past behind them, but find that they cannot. They don't always understand what is happening and tend to believe that they have a physical problem. Families tend to feel very disempowered in their new settings because they do not know the language and they don't know how to be a part of their new communities. Furthermore, their children start to adapt more quickly so they begin to feel some distance from their own children as well. Adults remember and want to hold on to their cultures, values, and beliefs, but for children, these aspects of their culture might not be as firmly instilled. They don't understand why certain things are done or are important. Sometimes, as families have tried to put the past behind themselves, they have also stopped sharing out their own cultures with their children. Instead, they simply feel the loss that their children won't have the same beliefs and values as they did.

Trauma

In many ways, the response from above fits here as well. For the most part, individuals do not want to talk about their trauma. The notion of mental health within Somali culture is generally either minor complaints (e.g., feeling sad, feeling anxious) and these are dealt with through prayer, support, or talking with a religious leader. The other type of mental health is considered as being "crazy" and out of control. This type of mental health problem has a stigma. In some ways, trauma falls somewhere in between these understandings. It doesn't go away with prayer, but it isn't so profound as schizophrenia. It seems like it leaves people confused. Some families we spoke with experienced anxiety, panic attacks, and depression, but didn't know what to do other than go to the emergency room or to isolate themselves from others. Adolescent children often found themselves trying to care for their parents or at least facilitate their trips to the ER.

Extended time in refugee camps

The length of stay for families we met was typically quite long. There were some families who were fortunate to be able to live in the city and their children were well educated. For children who were raised in the camps, they often had gaps in their education. The schools were overcrowded, teachers did not always show up, and because parents were often off carrying out other responsibilities (e.g., getting water or food), they could not monitor their children's school attendance. For these reasons, gaps in education were one of the biggest impacts of extended time in refugee camps.

Resettlement

When we talked about resettlement, families were happy to be resettled, they liked feeling safe, and they wanted to figure out how to be successful. On the other hand, there were some barriers, language and transportation seemed to be the two that families were most vocal about. As I wanted to work with their children, they wondered who would help support the adults in the family? They were also somewhat fearful that I would try to change their children to be more American.

What are some behaviors that might appear in the classroom as a result of these experiences?

For children in the classroom, probably the most pronounced issue would be a lack of educational exposure. This was a two-fold issue for the families we met as the children had varying levels of English language proficiency and may have significant gaps in their education. Determining whether the issues were related to language, lack of exposure, or both was a continual struggle for teachers. Behaviorally, some students struggled. Here again, how much is because they are behind, how much is due to a social emotional concern, etc. These are very complicated cases and required good data gathering, especially from parents. Sometimes the answer was quite simple. A student was out of his seat constantly and a teacher was very frustrated. Once she talked to his parent, she found that he was trying to please the teacher by being helpful and that this was something that was done within his own culture. With that different framework, the problem didn't seem so bad anymore.

What is the role of the school psychologist in addressing these needs?

School psychologists have more flexibility in their roles to reach out to community resources and find individuals who can translate for families. They can help teachers understand the culture of families and help bring in other community speakers that can provide context to what teachers are seeing. School psychologists can network with community agencies to help connect families to services as well as to bring in additional supports to the school setting.

What kinds of services and support have you found to be most helpful for refugee communities?

It is especially helpful if there is an individual who can navigate both cultures - that of the refugee and of the majority population. This person can be invaluable in helping to reduce or eliminate misunderstandings very quickly. For example, there was an issue at the high school that Somali girls were washing their feet in the sink. They couldn't fully explain their reasoning but a community navigator explained the practice of washing before prayer and the girls were able to use an adult bathroom at certain times of the day.

Other community resources that are important are a refugee center of some kind. These types of agencies often offer support, English classes, citizenship classes, provide transportation, and can just be a general gathering place. Rural communities don't necessarily have access to these kinds of agencies so the school may take on more of the load - offering English classes, getting together with parents on Saturdays to help them understand school, etc.

Who do you think is best suited to provide that support?

I think everyone within a school setting plays a role. Sometimes people might believe that only the ELL teacher needs to worry about working with refugee students, but it is important that everyone sees it as a shared responsibility. ELL teachers want to see their students successfully integrate into the rest of the school and into general educational settings so that these students have the same opportunities to learn as other students. It is also important that school leadership is supportive and sets a tone for welcoming families and students, creating opportunities for families to observe in the classroom, hiring bilingual family members to work in the school setting in various roles (e.g., paraprofessionals, office assistants, crossing guards) or whichever roles are appropriate based on their language skills and previous education. It is helpful for refugee and immigrant families to have someone who can interpret for them and also someone from their community who is working in the school system.

What role can school leaders play in making families feel welcome?

What I have seen in one of my schools was that the principal went to great efforts to make sure she had as much family involvement as possible. She hosted English language classes, she made an effort to connect with families at monthly Saturday open houses where she and the ELL teachers would help families learn about school in the U.S. and about what their children were learning. As parents felt included, they tended to reach out more and want to come to school, to observe in the classroom, and be a part of their children's education. I think it is important to remember that parents made an extremely difficult choice to come to the United States and for the most part, it was because they wanted their children to have better lives. I think anything we can do to support that drive and that goal will allow families to show their strengths.

How does the stigma of mental health have an impact on working with immigrant / refugee families?

For Somali families, I described the conceptualization of mental health since there is a stigma for more serious disorders. My student hosted a women's group where the focus was on creating a strong family and the ways that women could build better relationships with their children and address some of the challenges around working with the school and other community agencies. By focusing on the "how to" she was able to also introduce concepts around mental health. I think this helped these women to discuss some of their own struggles and revealed the degree to which they did not understand the physical ways that trauma and stress might manifest.

How do different family roles have an impact on these conversations?

I think the main thing I saw was a reversal of power in families as children were relied on as interpreters. In some cases, women believed they had even less control of their families because they couldn't carry out some of their traditional roles. For example, in a refugee camp, a woman might be in charge of getting the food/water allotment, take care of the children, and carry out various tasks that would help the family subsist. In the United States, their experience is different. Most Somali women do not drive so they can't go get food and they don't need to "get" water. They do take care of children, but as their children start attending school, they experience the separation as their children start to acculturate, and for the most part, they are isolated from other women who might be experiencing the same thing. I do not know as much about men's experiences. Many of them are able to find work and may be able to transition a bit more easily.

What are some of the unique factors in working with immigrants or refugees in rural settings?

There are fewer resources in rural settings so school leaders needed to get creative in finding assistance. In one community we visited, the English teacher was from the local community college, the United Way type agency recruited volunteers to act as mentors/supports for newly arrived refugees, and the meat packing plant was asked to contribute funds to help support these efforts. Since there was no refugee agency, other groups that might not typically be a part of these efforts in a more urban setting were called on to help support efforts. I think in some ways this helped more people be involved.

Some of the people we've interviewed also spoke about how easy it was to get assistance because they knew everyone. For example, one teacher knew the Somali interpreter from her previous job so could use this personal connection to ask for his assistance when she needed an interpreter. Her example was that one of the Somali students in her classroom (ELL) wanted to go out for track but his parents didn't understand what was needed (e.g., physical clearance, money for uniform, track shoes), so she called the interpreter who was able to contact the family and help them understand what to do and why. I think this example helps illustrate just how difficult simple things are for families and students who are refugees.

In addition, the reasons refugees move to smaller, more rural communities are important to keep in mind; often, there is an industry offering low-skill jobs and there may already an established community of fellow immigrants. In the case of Somali immigrants, many of them are working in meat packing plants. (You can learn more about the experience of some Somali refugees in the meat packing industry in this Washington Post report.) That means that the companies themselves have an important role to play in integration, but sometimes the companies will have received a tax break to build in the small town and the town itself doesn't have much of a support infrastructure for newcomers in place. Another factor is that more companies are hiring refugees, who have legal work status here in the U.S., instead of undocumented immigrants; this can lead to tensions among different groups in the community or among their children in school.

What are some of the successful approaches you've seen in your work with educators of ELLs in rural settings?

Many districts are helping their refugee students stay in school until they are 21. This allows them more time to gain skills that might have been missed along the way. Another ELL teacher had divided units into smaller subsets. She discussed how frustrating it was for students to be on the same level of reading for weeks in a row so she divided the curriculum so that students could more easily see that they were making progress, even if they were still on the same overall level. When possible, schools have hired paraprofessionals who are from the specific culture (e.g., Latino, Somali) with the idea that these individuals can be helpful in the classroom as well as assist in bridging some of the language differences. Furthermore, they can act as a kind of liaison who helps teachers understand various cultural practices (e.g., reminding when Ramadan begins so that teachers understand why students might be a little more tired/off task). They might also go back to their own communities and help families understand certain practices or needs from the schools.

Why is a strengths-based approach important in this work?

I think if the focus is purely on the trauma, the lack of academic skills, the language and cultural differences- schools and communities will come to see refugees and immigrants as a "problem" rather than as an asset. When refugee/immigrant families move into small, rural communities, they are helping to revive towns that might be losing their population. As long as there is employment and families feel welcomed, refugee families will likely stay and bring in a new base of children to attend schools, customers who will shop at local stores, and future employees that will allow the industry in these communities to flourish.

What role does cultural awareness play in doing this work effectively?

I don't know that anyone can be all knowing about the nuances of culture, so first and foremost, I would say an open mindset. I also think a healthy dose of compassion goes a long way. Some of my students have told me that some teachers don't understand the depth of trauma that students and families might have experienced. They see refugees as "lucky" and as safe now that they are in the United States. I think this is where professional development can be really helpful to teachers who don't have very much training, if any, in the long lasting effects of trauma and the challenges of adapting to a new environment. After that, yes, cultural awareness is important as well just to understand some of the basics such as whether or not to shake hands/touch a male (if a teacher is female), why some girls wear hijabs and others don't, etc. As teachers understand, they will be able to help the other children in their classes understand.

I also think teachers need to be aware of their assignments. One of my students recounted the story of a teacher asking her class of students (about 1/3 were Muslim) to recount their favorite Christmas memory. The teacher had probably had this assignment forever and had not thought about how it was important to look at curriculum with a more culturally sensitive eye to consider how that same assignment might be adapted (e.g., favorite family celebration) and still meet the intent of the assignment.

How do you build bridges among newcomers and the existing community?

Courageous leadership and opportunities for interaction are two of the biggest components.

What have been some of the most surprising things you've learned in your research?

I think one of my biggest surprises, at least among Somali refugees, is the degree of difference in terms of their experiences among families. I've spoken with individuals who have Master's degrees and speak three languages and with mothers who do not know how to sign their names.

In addition, I had always considered myself somewhat culturally aware but was totally taken by surprise in one situation in which I was having an interpreter help me translate some permission forms. One was so that students could be in the school groups, and one was for families to participate in our focus group. When the interpreter explained confidentiality, the families viewed it as me "keeping secrets." This was very troubling to them as they believed this was how wars were started. I'm not sure if it was how the concept was interpreted or just the notion of confidentiality, but the principal had to explain to the families that it was okay. She was known to them and because they trusted her, some were willing to provide their consent. I think the degree to which families are unsure of outsiders was a bit of surprise. It is really important to build relationships and demonstrate your trustworthiness.

About the Author

Dr. Robyn Hess is a Professor of School Psychology. After receiving her Ph.D. in School Psychology from the University of Northern Colorado, she taught at the University of Nebraska at Kearney and the University of Colorado at Denver before returning to UNC. Her research interests are in the areas of school dropout/completion especially among Latino students, culturally responsive assessment and intervention, working with refugee youth and their families, systemic interventions, and stress/coping in children.

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Social and Emotional Support for Refugee Families: A School Psychology Perspective

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Dr. Robyn Hess is a Professor of School Psychology at the University of Northern Colorado. One of her recent projects has focused on serving refugee families and students in rural school districts in Kentucky, Nebraska, Colorado, and Minnesota; through that project, she and students have interviewed teachers and families in districts that had a track record of success in supporting refugee students.

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

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

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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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Many Languages

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Dari and Pashto

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When you arrive in the USA, the school system may be confusing. Read about the different levels of the school system and how to enroll your child in school. Learn about your child's rights and how to help your child do well in school.

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When you arrive in the USA, the school system may be confusing. Read about the different levels of the school system and how to enroll your child in school. Learn about your child's rights and how to help your child do well in school.

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Arabic, Burmese, Dari, Russian, Swahili, Spanish

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Supporting Your Child in School Video -CORENav

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The content on this website is developed by the Cultural Orientation Resource Exchange (CORE), is in the public domain, and may be reproduced. The contents of this website were developed under an agreement financed by the Bureau of Population, Refugees, and Migration, United States Department of Sta…