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We have to integrate new students, we usually use some kind of common activities to help everyone get to know each other. We like to use outdoor activities such as hiking and speaking activity; We also use some sports activities.

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We have to integrate new students, we usualy use some kind of non-formal activities to help all know each others. It can be an activity about who we are, what we what, what we like, what are we interested in; it can be an activity about the place where we come; etc. We like to use outdoor activities, like a walk-and-talk activity by the sea; we also use some sport activities.

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If we think in an elementary school context, I think that an activity that could be interesting and integrative would be the geographic knowledge and identity of the students' home and host countries.
To get the students, who welcome and are welcomed, to get to know each other's culture, country, flag, language, etc.

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First, I try to integrate her in group.We play together and learn also.

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I'm a music ogrtemen.Music activities and cultural dance teaching activities in the form of groups can be held for immigrant students.

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We have to integrate new students, we usualy use some kind of non-formal activities to help all know each others. It can be an activity about who we are, what we what, what we like, what are we interested in; it can be an activity about the place where we come; etc. We like to use outdoor activities, like a walk-and-talk activity by the sea; we also use some sport activities.

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We have to integrate new students, we usualy use some kind of non-formal activities to help all know each others. It can be an activity about who we are, what we what, what we like, what are we interested in; it can be an activity about the place where we come; etc. We like to use outdoor activities, like a walk-and-talk activity by the sea; we also use some sport activities.

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This is the learning design I created for the purposes of the Teacher Academy MOOC "Embracing Language Diversity in your Classroom" and implemented in my English classes with newly arrived teenage refugees this school year. It worked really well and is always being enriched and updated!

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Voicu Corina, RomaniaI would give them a project to present the history, customs, culture of their country.

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Voicu Corina, RomaniaI would give them a project to present the history, customs, culture of their country.

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Activity idea:
Assigning new students (immigrants) to conduct a virtual trip study in my country..

Assigning the old students (local) to conduct a virtual trip in the country of the immigrant and exchange information in an attractive way.

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One of the first things we could do if they feel prepared is to teach them how to present themselves and later they can share some words in their own language. Most of our schools integrate the new students into normal classes.

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In my preparatory class (vocational school, 16-18 years) 90% of the students are illiterate, so I try to train many fine and gross motor skills. They first have to learn how to cut out, stick on or even design posters. But without these skills, it is difficult for them to learn to read and write or even start vocational training later.But they should also see what they have already achieved and be proud of what they have achieved. For this we design - as before - with paper, among other things, our classroom walls.

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Recently I used an English class about “The city” to virtually explore the actual city our school is in. Students had to draw a city plan of the most important buildings around our school by heart. During this drawing “tour”, “regular students” introduced the city to an Iraqi student, who drew her city plan according to her colleagues’ clues. They are going to visit some of these places soon and she’ll make the connections with her drawings. She’s also going to show us her city through some of the most important buildings she can remember.

With regular students, last year we watched and discussed some short animation movies that UNICEF made available some years ago called “Unfairy tales”. It was quite interesting to watch their reactions and listen to their reflections on what they saw.

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I organised integration English lessons for Polish and Ukrainian students.

I combined Ukrainian and Polish students from two different classes and made an English lesson. I made mixed Ukrainian-Polish teams so that they had to speak English. If they didn't understand each other or couldn't find a word, they could use an online or usual paper dictionary, or just ask me. The topic was "Appearance" (I chose it because we had practised it before with both classes). First, the students asked simple questions like "What's your name?" to each other, in order to get acquainted a little. Then they did two group tasks (to complete a text, to correct mistakes - to practice vocabulary), then a common activity "Find someone who ...", so they had to talk to other groups.

First, they were shy and embarassed, but later started to collaborate. The last task was a great deal of fun. Now, we are planning next integration lessons in English.  My students like this idea and added their own ideas.

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We played a guessing game in class 4 (10-year-olds) with pictures in English (the mother tongue is Hungarian). One student had a picture with a simple word/ object/ animal etc. depicted and the others guessed that. (Is it a .....? Yes./ No.) Everybody was really excited and involved. We also played "I spy with my little eyes...." when the pupils had to find the pictures of the given words previously put on the floor in the classroom. The refugee pupil learnt a lot of English words.

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I was the classroom teacher of a year 2 group (8 year-olds). I was also their English teacher.
In November I was informed that a newcomer from England was going to come. He didn't speak any Catalan.
When the student arrived, I informed the parents that my top priority with him wasn't going to be math or science, but his integration in the group. I explained the language support and lessons he was going to receive and I told them about a strategy I was going to be applying in the English lessons, some of which he was forced to attend because the newcomers' teacher wasn't available for him.
My idea was that he would help me manage some of the games and activities that I was going to be doing. Sometimes he would be with me in the front of the class, confirming what I was explaining or explaining his own version (my English is closer to the American English than the British one). Other times, we would divide the group in two to play some games (Simon says, for instance), and he would be leading a group and I'd be leading the other.
All this, of course, would happen in the same classroom, and I would be having an eye on him all the time.
He was fully integrated in less than two weeks. He was invited to birthday parties. The parents, in a meeting we had after three months of their arrival, transmitted that he had never been so excited about school or so engaged. He had so many things to tell every day after school.
I was very happy he felt that way.

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What are we going to have for dinner today – Working on interculturality at school with food.

With this activity, we ask students to share a recipe from their home country. We have prepared an illustrated activity sheet that you can print using the button below! The activity consists of several phases: defining the ingredients of the recipe, the steps to make the recipe and the final result! And so, in the form of a game about interculturality, students learn new vocabulary in Portuguese, while sharing a recipe from their country of origin! In the end, all students can share their recipes!

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One of the first activities was to integrate them in work groups, after introducing them, of course. Then they began to research about the themes and to exchange ideas... It was very nice, because, in a short time, they were walking around. With the ukrainians the most difficult thing was the language, but nowadays a nice translator app in our cell phones makes miracles...

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One of the first things we do if they feel prepare is to teach how to presentate and later they can share with us some words in their own language. I also like to sing a song from their country. It's a funny moment and the student laugh about our pronunciation and the rest because it's difficult!

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When we have to integrate new students, we usualy use some kind of non-formal activities to help all know each others. It can be an activity about who we are, what we what, what we like, what are we interested in; it can be an activity about the place where we come; etc. We like to use outdoor activities, like a walk-and-talk activity by the sea; we also use some sport activities, like kayak in the river or in the beach.

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Getting to know you board Game as ice breaker activity. It is very interactive and funny, the students always enjoy it and get information about each other.

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In our classroom activities we could have language sessions with our students or introduce foreign languages in the optional school subjects.