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

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How to Support ELL Students with

Interrupted Formal Education (SIFEs)
By

Kristina Robertson, Susan Lafond

On this page

 Who are Students with Interrupted Formal Education (SIFEs)?

 Which countries do Students with Interrupted Formal Education come from?
 What makes the SIFE's needs unique?
 Ten Ideas for Providing School-Wide Support to Students with Interrupted Formal
Education
 Ten Ideas for Teaching Students with Interrupted Formal Education in the Classroom
 Hot links

"I didn't know how to read in my own language. I didn't know how to write. I only know how to
speak and how to go to work."

— Johnny Romah, Student

In 2008, readers of The Vancouver Sun had the opportunity to meet Johnny Romah, a student
who had survived a treacherous journey and experience in a refugee camp before coming to
Canada. Darah Hansen, the reporter who covered the story, wrote,

Johnny Romah was 17 on his very first day of school. A member of the Montagnard — or
mountain — people of Vietnam, Romah arrived in Vancouver in 2005 after an exhausting year
spent in a refugee camp in Cambodia.

He'd fled his impoverished village at the age of 16, fearing arrest — even death —at the hands of
Vietnamese government forces, which have long been in brutal conflict with the country's
indigenous people … Before coming to Vancouver, he'd never spent a single day in a classroom,
never read a book, and only once, in the refugee camp, could he recall ever attempting to put
pen to paper. (2008)

Johnny is one of 200 refugee students in the Vancouver school district, and is what many
educators consider a Student with Interrupted Formal Education (SIFE). Even if Johnny had
known how to read in his native language, the process of learning English and succeeding in a
new country would have been daunting. The fact that he never learned to read, however, is what
makes his efforts to read and write in English so challenging, and so heroic.

As Canada's refugee and immigrant population continues to grow, the nation's schools are facing
many of the same issues that U.S. schools are facing when it comes to educating students with
little or no educational background. The challenge isn't simply a question of teaching students
with interrupted schooling how to read or speak English, however; these are students who may
also experience a high incidence of post-traumatic stress disorder, struggle with "cultural
adjustment" or identity issues (Spaulding, Carolino & Amen, 2004, p.8), and need intensive
literacy and content instruction as well as an introduction to the basics of the American
school/classroom culture (p.5).

While educating students with interrupted education may seem overwhelming at first glance,
they can indeed obtain a high school diploma with the right kind of support, and go on to future
academic and professional success. This article provides a profile of SIFEs and their needs,
recommendations of best practices, and examples of the kinds of quality support that will
accelerate their academic achievement.

Who are Students with Interrupted Formal Education

(SIFEs)?
Senior Research Scientist and Professor Margarita Calderón of John Hopkins University
suggests that SIFEs usually have experienced one of the following patterns in their schooling:

 They are newcomers with two or more years of education interrupted in their native
country
 They have attended school in the U. S., returned to their native country for a period of
time, then returned to the U.S again
 They have attended kindergarten in English (L2), 1st and 2nd grade in their first language
(L1), then jumped into L2 in 3rd
 They have attended U.S. schools since kindergarten but have language and literacy gaps
due to ineffective instruction
 They have attended school in one location for a few months, then moved to another
location for a few months, and perhaps had some weeks in between these changes when
they does not attend school. (Calderón, 2008.)

Although Calderón categorizes SIFEs as 4th-12th grade, one could make the case that students
who have not had an opportunity to attend preschool or early years of primary school due to
transience or the situation in their home country are indeed also students with limited or
interrupted education. In short, the student with interrupted education, through no choice of his
own, is starting school one or more years behind his grade-level peers.

Which countries do Students with Interrupted Formal

Education come from?
SIFEs may come from countries where poverty, disaster, and civil unrest affect the development
of literacy and opportunities for education. They may also come from countries where
persecution or strict rules about gender, social class, or ethnicity prevented them from attending
school. According to UNICEF and UNESCO, as of 2006, 93 million children of primary school
age were not attending school (UNICEF Global Databases, 2007; and UNESCO Institute for
Statistics, Global Education Digest, 2007). This number has decreased from 115 million children
in 2002, but the unfortunate reality is that many children around the world still aren't receiving
an education. Gender inequities are also more prevalent than we might suspect: girls in one third
of the world's nations still don't have equal access to education (UNICEF global databases,
2007), which is particularly concerning in nations where girls can only attend classes taught by
women.

These statistics remind us that when students who have grown up with little or no education
experience enroll in U.S. schools, they have much more to learn than just the English language;
in order to be fully functional at school, they must learn how to read, how to complete
assignments and follow instructions, how to use school supplies, how to follow a school
schedule, how to take the bus, how to interact with students from different cultures, and how to
participate in school activities — all while adjusting to a new country and new social norms, and
possibly taking on family responsibilities such as working, caring for younger siblings, or doing
a significant share of housework.

SIFEs may also 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 makes the SIFE's needs unique?

While needs of the SIFE population may overlap with those of English language learners (ELLs)
in general, SIFEs are likely to need additional support and instruction in basic skills for a number
of reasons (Office of English Language Learning & Migrant Education, 2008, p.1):

1. Stress: A student's formal education may have been interrupted by migration, war, lack of
access to education, and/or socioeconomic or cultural circumstances (p.1). As a result, the
student 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.

2. Literacy and academic gaps: Students may not be able to read or write in their native
language, and may also lack an understanding of the basic concepts, content knowledge, and
critical thinking skills that their peers will have mastered (p.1). This situation presents a
challenge to educators because,

On the one hand, these learners require instruction in the basic concepts and skills necessary for
academic success, including how to study and take notes, and how to participate in class
discussions. On the other hand, their academic success rests on meeting increasingly
sophisticated standards and English-language assessments. So, even when students are not fluent
in English or are not formally educated, rather than focusing exclusively on basic and/or
remedial skills, it is important to offer lessons designed to develop critical knowledge, using
content that reflects students' lives, interests and culture. (DiCerbo and Loop, 2003)

3. 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.

4. 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 as indicated by this statistic:
"At-risk Hispanic students aged 16-19 who judged themselves as not speaking English well were
four times more likely to drop out of high school than were their peers who spoke English well."
(Fry, 2003 as cited in Spaulding, Carolino & Amen, 2004, p.8)

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.

Ten Ideas for Providing School-Wide Support to Students

with Interrupted Formal Education
Schools 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. While not all of these suggestions will work for
your school or student population, consider reviewing them with your colleagues to see which
suggestions may be viable options in your school.

1. Build supportive environments that respond to the immediate social, cultural, and
linguistic needs of immigrant adolescents with limited schooling (Spaulding, Carolino &
Amen, 2004, p.11). 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 (p. 12).

A supportive environment is often created by one or more of the following:

1. bilingual/bicultural staff from the students' home country

2. a 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.
3. 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)
4. a buddy system with peers or classmates who can show students around and help them
adjust to the daily schedule (p.4)
2. Implement newcomer centers and/or programs to ease transitions for newly immigrated
students (Spaulding, Carolino & Amen, p.11). 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 (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.

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.

3. Create collaboration models across high school academic departments to support

simultaneous linguistic and academic development (p. 11). A 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.
4. Implement flexible scheduling to reflect 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. Increase sheltered instruction (Office of English Language Learning & Migrant Education,
p.2). 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).

Sheltered instruction is English-language instruction that is modified so that subject matter is

more comprehensible to students with limited vocabularies (American Federation of Teachers,
2002). Sheltered instruction strategies may include the increased use of visuals, collaborative
learning activities, and demonstrations (Office of English Language Learning & Migrant
Education, p.2). Learn more about sheltered instruction in Colorín Colorado's webcast, English
Language Learners in Middle and High School.

6. Consider how standards and the curriculum can be adapted so that SIFEs learn critical
material in a way that is effective, accessible, and age-appropriate (Office of English
Language Learning & Migrant Education, 3). Even though state-wide standards in their original
format may be too advanced for SIFEs, it is possible to adapt standards-based lessons so that
they cover the most important information in a way that is accessible, culturally relevant, and
age-appropriate. The Office of English Language Learning & Migrant Education offers this
example:

Instead of giving a 2nd-grade book to a 17-year-old immigrant from Ghana who reads at a 2nd-
grade level, a teacher might work, for example, with the social studies instructor and provide the
student with ESL materials on U.S. history. (p.3)
Schools may also consider using thematic curriculum, individual learning plans, or alternative
ways of gaining course credit (such as an independent study or an internship) (Walsh, 1991, as
cited in Office of English Language Learning & Migrant Education, p. 10).

7. Provide intensive literacy/language instruction. Many researchers and educators are

implementing new programs designed to teach adolescent readers the basics of literacy (Office
of English Language Learning & Migrant Education, p.6). Among some of the most important
recommendations include explicit instruction in an age-appropriate manner of the five
components of reading - phonemic awareness, phonics, fluency, vocabulary, and
comprehension(p.7), increasing student access to literacy-rich environments and print materials,
and unifying 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.

8. 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.

9. Build partnerships with local businesses, higher education and adult education programs
(p. 11, Office of English Language Learning & Migrant Education, p. 4). 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. Students are allowed to attend high school until the age of 21, 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.

10. Use the full resources of the community to support immigrant students (Spaulding,
Carolino & Amen, p. 11). Community resources can be a very powerful tool in meeting the
needs of SIFEs. The saying, "It takes a whole village to raise a child" became popular for a
reason - it's true. SIFEs will benefit greatly from contacts with community resources such as
health care organizations, after-school tutoring, job programs, and ethnically/linguistically based
community groups. 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.

To see examples of programs that implement the best practices listed above, please view The
Council of Chief State School Officers (CCSSO) report cited in this article, Immigrant Students
and Secondary School Reform: Compendium of Best Practices by Spaulding, Carolino & Amen
and read the SIFE program descriptions. Effective Programs for English Language Learners
(ELL) with Interrupted Formal Education from the Office of English Language Learning &
Migrant Education at the Indiana Department of Education also offers more specific suggestions
on support SIFE instruction in literacy and math.

SIFEs will flourish in an educational environment that is reflective of their academic and cultural
needs, with an emphasis on intentional instruction to enrich their knowledge.

Ten Ideas for Teaching Students with Interrupted Formal

Education in the Classroom
Even if you or your school can't implement some of the bigger measures mentioned above, there
are many things you can do in your classroom:

1. Activate prior knowledge. Once you know what prior information your students have, then
you want to link the 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, the
Pledge of Allegiance, etc.). Seek out appropriate lower-grade texts or texts that are written for a
lower 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.

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. 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. Otherwise, work on pre-reading, during reading, and post-reading strategies from
current trends in literacy. 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). Start with the concrete then build to
the abstract. Try to relate material to students' prior knowledge and experience. What they don't
have you can try to create for them through visuals or by using technology.

10. 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.

As 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 will succeed, however, if they have quality support and continue to believe in
themselves, like Johnny Romah, who now can write, "I am happy and sad when I think about my
family and all of my friends…They are all in my heart."

Hot links
Special ELL Populations: Resources and Recommendations

These resource sections from Colorín Colorado offer specific guidance for working with
refugees, migrants, students with interrupted education, newcomer immigrants, unaccompanied
children, and internationally adopted students.

Welcoming Refugees

This initiative and website from the Office of Refugee Resettlement includes multimedia
resources, including archived webinars, videos, and social network communities.
Indiana Department of Education: Office of English Language Learning & Migrant Education

This report discusses effective strategies for teaching ELLs who have not had the benefit of
formal education or who have had interrupted formal education. The article includes an overview
of recent research in this area, as well as recommended resources.

Teacher's Guide: Home of the Brave

Home of the Brave, a novel written in free verse by Katherine Applegate, tells the story of Kek,
an eleven-year-old boy from the Sudan who arrives as a refugee to Minnesota in the middle of
winter. The Teacher's Guide for includes discussion questions, activities on idioms and language,
and web resources about the war in Sudan. Highly recommended for ELL educators and
students. Appropriate for grades 4-12.

Association of Farmworker Opportunity Programs

The Association of Farmworker Opportunity Program's (AFOP) mission is to improve the

quality of life for migrant and seasonal farmworkers and their families by providing advocacy for
the member organizations that serve them. AFOP's Children in the Fields campaign also
advocates for enhanced educational opportunities and protective child labor laws for children.

The Vancouver Sun: A Tough Beginning

This articles tells the story of student Johnny Romah, and discusses efforts in Canada to educate
SIFE students.

Immigrant Students and Secondary School Reform: A Compendium of Best Practices

A comprehensive resource guide published by the Council of Chief State School Officers
(CCSSO) that highlights best practices for a variety of ELL student needs and offers descriptions
of instructional programs designed around best practices.

Innovative Policies and Practices for Developing Teachers to Work with ELLs

A PowerPoint presentation from Margarita Calderón that describes characteristics of SIFEs, their
academic needs, and a professional development model designed to meet their unique
educational requirements.

Secondary Newcomer Programs: Helping Recent Immigrants Prepare for School Success

This article by researcher Dr. Deborah Short provides an overview of newcomer programs and
how they address students linguistic, academic, and acculturation needs.

Center for Applied Linguistics: The SIOP Model of Sheltered Instruction

The SIOP Model is a research-based and validated model of sheltered instruction. Professional
development in the SIOP Model focuses on helping teachers plan and deliver lessons that allow
English learners to acquire academic knowledge as they develop English language proficiency.
Learn more from about SIOP from the Center for Applied Linguistics (CAL).

Students with Interrupted Formal Education: A Challenge for the New York City Public Schools

This report offers recommendations on how to improve New York City's capacity to serve
SIFEs.

Keys to Success for Bilingual Students with Limited Formal Schooling

This article describes how one teacher successfully worked with elementary-level SIFE bilingual
students. Freeman, Yvonne. Bilingual Research Journal. National Association for Bilingual
Education, 2001.

Teaching Adolescent English Learners Using Non-fiction Text

This article from the Journal of Education and Human Development highlights an instructional
practice designed to give ELL students more access to content by using specific strategies with
non-fiction text.

Education World: Meeting the Educational Needs of Migrant Students

These resources include articles, state-wide models and programs, and curriculum ideas for
educators working with migrant students.

Bridging Refugee Youth and Children's Services (BRYCS)

Provides technical assistance to service providers working with refugee children and their
families in the U.S.

BRYCS: Welcoming and Orienting Newcomer Students to U.S. Schools

Resources targeted towards helping newcomer students adjust to their U.S. school environment.

UNICEF: Education Information

UNICEF Information by country about universal education.

Enabling Academic Success for Secondary Students with Limited Formal Schooling*

A research report from Brown University addressing concerns about SIFE education. The report
documents a successful literacy program in a Boston public school: the Haitian Literacy Program
at Hyde Park High School.
Welcoming America

Welcoming America is a national network of nonprofits and local governments offering support
in developing plans, programs, and policies that create welcoming communities for immigrants.

Film: I Learn America

In this documentary, five resilient immigrant teenagers come together over a year at the
International High School at Lafayette (Brooklyn) and struggle to learn their new land.

The New Kids: Big Dreams and Brave Journeys at a High School for Immigrant Teens

Journalist Brooke Hauser spends a year at Brooklyn high school serving newcomer immigrant
students, following students from their very first traumatic days of school all the way to their
graduation ceremony.

Internationals Network for Public Schools: Resources

This national network serving newcomer offers a variety of resources for educators and school
staff on its website.

References

American Federation of Teachers. "Teaching English-Language Learners: What Does the

Research Say?" AFT Policy Brief Number 14. 2002.
http://www.colorincolorado.org/article/12932

Calderón, M. "Innovative Policies and Practices for Developing Teachers to Work with English
Language Learners", Powerpoint Presentation, Slide 12. As presented at the Educational Testing
Services's 2008 English-Language Learners Symposium (ETS-sponsored) .
http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/Calderon.pdf

DiCerbo, P. & Loop, C. "Interrupted Formal Schooling." National Clearinghouse for English
Language Acquisition Toolkit. 2003. http://www.ncela.gwu.edu/practice/itc/ifsinfo.html

Hansen, D. "A Tough Beginning." The Vancouver Sun. September 25, 2008

Office of English Language Learning & Migrant Education: Indiana Department of Education.
Effective Programs for English Language Learners (ELL) with Interrupted Formal Education.
2008. www.doe.in.gov/englishlanguagelearning

Spaulding, Carolino, & Kali-Ahset. Immigrant Students and Secondary School Reform:
Compendium of Best Practices. Written on behalf of The Council of Chief State School Officers
(CCSSO). 2004. http://www.ccsso.org/content/pdfs/BestPractices.pdf
UNICEF Global Databases, 2007.

UNESCO Institute for Statistics, Global Education Digest, 2007.

Reprints

You are welcome to print copies or republish materials for non-commercial use as long as credit
is given to Colorín Colorado and the author(s). For commercial use, please contact
info@colorincolorado.org.

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Nora L. Venrick replied on Sat, 2012-04-21 16:30 Permalink

Great ideas. Thanks for all the information.

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Nora L. Venrick replied on Sat, 2012-04-21 16:31 Permalink

Great ideas. Thanks for all the information.

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Newsletters WETA Home A bilingual site for educators and families of English language
learners You are here Home › ELL Basics › Special Populations › Newcomer Students › Articles
› How to Support ELL Students with Interrupted Formal Education (SIFEs) Add new comment
How to Support ELL Students with Interrupted Formal Education (SIFEs) By Kristina
Robertson, Susan Lafond On this page Who are Students with Interrupted Formal Education
(SIFEs)? Which countries do Students with Interrupted Formal Education come from? What
makes the SIFE's needs unique? Ten Ideas for Providing School-Wide Support to Students with
Interrupted Formal Education Ten Ideas for Teaching Students with Interrupted Formal
Education in the Classroom Hot links "I didn't know how to read in my own language. I didn't
know how to write. I only know how to speak and how to go to work." — Johnny Romah,
Student In 2008, readers of The Vancouver Sun had the opportunity to meet Johnny Romah, a
student who had survived a treacherous journey and experience in a refugee camp before coming
to Canada. Darah Hansen, the reporter who covered the story, wrote, Johnny Romah was 17 on
his very first day of school. A member of the Montagnard — or mountain — people of Vietnam,
Romah arrived in Vancouver in 2005 after an exhausting year spent in a refugee camp in
Cambodia. He'd fled his impoverished village at the age of 16, fearing arrest — even death —at
the hands of Vietnamese government forces, which have long been in brutal conflict with the
country's indigenous people … Before coming to Vancouver, he'd never spent a single day in a
classroom, never read a book, and only once, in the refugee camp, could he recall ever
attempting to put pen to paper. (2008) Johnny is one of 200 refugee students in the Vancouver
school district, and is what many educators consider a Student with Interrupted Formal
Education (SIFE). Even if Johnny had known how to read in his native language, the process of
learning English and succeeding in a new country would have been daunting. The fact that he
never learned to read, however, is what makes his efforts to read and write in English so
challenging, and so heroic. As Canada's refugee and immigrant population continues to grow, the
nation's schools are facing many of the same issues that U.S. schools are facing when it comes to
educating students with little or no educational background. The challenge isn't simply a
question of teaching students with interrupted schooling how to read or speak English, however;
these are students who may also experience a high incidence of post-traumatic stress disorder,
struggle with "cultural adjustment" or identity issues (Spaulding, Carolino & Amen, 2004, p.8),
and need intensive literacy and content instruction as well as an introduction to the basics of the
American school/classroom culture (p.5). While educating students with interrupted education
may seem overwhelming at first glance, they can indeed obtain a high school diploma with the
right kind of support, and go on to future academic and professional success. This article
provides a profile of SIFEs and their needs, recommendations of best practices, and examples of
the kinds of quality support that will accelerate their academic achievement. Who are Students
with Interrupted Formal Education (SIFEs)? Senior Research Scientist and Professor Margarita
Calderón of John Hopkins University suggests that SIFEs usually have experienced one of the
following patterns in their schooling: They are newcomers with two or more years of education
interrupted in their native country They have attended school in the U. S., returned to their native
country for a period of time, then returned to the U.S again They have attended kindergarten in
English (L2), 1st and 2nd grade in their first language (L1), then jumped into L2 in 3rd They
have attended U.S. schools since kindergarten but have language and literacy gaps due to
ineffective instruction They have attended school in one location for a few months, then moved
to another location for a few months, and perhaps had some weeks in between these changes
when they does not attend school. (Calderón, 2008.) Although Calderón categorizes SIFEs as
4th-12th grade, one could make the case that students who have not had an opportunity to attend
preschool or early years of primary school due to transience or the situation in their home
country are indeed also students with limited or interrupted education. In short, the student with
interrupted education, through no choice of his own, is starting school one or more years behind
his grade-level peers. Which countries do Students with Interrupted Formal Education come
from? SIFEs may come from countries where poverty, disaster, and civil unrest affect the
development of literacy and opportunities for education. They may also come from countries
where persecution or strict rules about gender, social class, or ethnicity prevented them from
attending school. According to UNICEF and UNESCO, as of 2006, 93 million children of
primary school age were not attending school (UNICEF Global Databases, 2007; and UNESCO
Institute for Statistics, Global Education Digest, 2007). This number has decreased from 115
million children in 2002, but the unfortunate reality is that many children around the world still
aren't receiving an education. Gender inequities are also more prevalent than we might suspect:
girls in one third of the world's nations still don't have equal access to education (UNICEF global
databases, 2007), which is particularly concerning in nations where girls can only attend classes
taught by women. These statistics remind us that when students who have grown up with little or
no education experience enroll in U.S. schools, they have much more to learn than just the
English language; in order to be fully functional at school, they must learn how to read, how to
complete assignments and follow instructions, how to use school supplies, how to follow a
school schedule, how to take the bus, how to interact with students from different cultures, and
how to participate in school activities — all while adjusting to a new country and new social
norms, and possibly taking on family responsibilities such as working, caring for younger
siblings, or doing a significant share of housework. SIFEs may also 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 makes the SIFE's needs unique? While needs of
the SIFE population may overlap with those of English language learners (ELLs) in general,
SIFEs are likely to need additional support and instruction in basic skills for a number of reasons
(Office of English Language Learning & Migrant Education, 2008, p.1): 1. Stress: A student's
formal education may have been interrupted by migration, war, lack of access to education,
and/or socioeconomic or cultural circumstances (p.1). As a result, the student 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. 2. Literacy and
academic gaps: Students may not be able to read or write in their native language, and may also
lack an understanding of the basic concepts, content knowledge, and critical thinking skills that
their peers will have mastered (p.1). This situation presents a challenge to educators because, On
the one hand, these learners require instruction in the basic concepts and skills necessary for
academic success, including how to study and take notes, and how to participate in class
discussions. On the other hand, their academic success rests on meeting increasingly
sophisticated standards and English-language assessments. So, even when students are not fluent
in English or are not formally educated, rather than focusing exclusively on basic and/or
remedial skills, it is important to offer lessons designed to develop critical knowledge, using
content that reflects students' lives, interests and culture. (DiCerbo and Loop, 2003) 3.
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. 4. 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 as indicated by this statistic: "At-risk Hispanic students aged 16-19 who judged
themselves as not speaking English well were four times more likely to drop out of high school
than were their peers who spoke English well." (Fry, 2003 as cited in Spaulding, Carolino &
Amen, 2004, p.8) 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. Ten
Ideas for Providing School-Wide Support to Students with Interrupted Formal Education Schools
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. While not all of these suggestions will work for your school or
student population, consider reviewing them with your colleagues to see which suggestions may
be viable options in your school. 1. Build supportive environments that respond to the immediate
social, cultural, and linguistic needs of immigrant adolescents with limited schooling (Spaulding,
Carolino & Amen, 2004, p.11). 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 (p. 12). A supportive environment is often created by one or more of the following:
bilingual/bicultural staff from the students' home country a 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. Implement newcomer centers
and/or programs to ease transitions for newly immigrated students (Spaulding, Carolino &
Amen, p.11). 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 (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. 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. 3. Create
collaboration models across high school academic departments to support simultaneous linguistic
and academic development (p. 11). A 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. 4. Implement
flexible scheduling to reflect 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. Increase sheltered instruction (Office of English
Language Learning & Migrant Education, p.2). 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). Sheltered instruction is English-language instruction that is modified so
that subject matter is more comprehensible to students with limited vocabularies (American
Federation of Teachers, 2002). Sheltered instruction strategies may include the increased use of
visuals, collaborative learning activities, and demonstrations (Office of English Language
Learning & Migrant Education, p.2). Learn more about sheltered instruction in Colorín
Colorado's webcast, English Language Learners in Middle and High School. 6. Consider how
standards and the curriculum can be adapted so that SIFEs learn critical material in a way that is
effective, accessible, and age-appropriate (Office of English Language Learning & Migrant
Education, 3). Even though state-wide standards in their original format may be too advanced for
SIFEs, it is possible to adapt standards-based lessons so that they cover the most important
information in a way that is accessible, culturally relevant, and age-appropriate. The Office of
English Language Learning & Migrant Education offers this example: Instead of giving a 2nd-
grade book to a 17-year-old immigrant from Ghana who reads at a 2nd-grade level, a teacher
might work, for example, with the social studies instructor and provide the student with ESL
materials on U.S. history. (p.3) Schools may also consider using thematic curriculum, individual
learning plans, or alternative ways of gaining course credit (such as an independent study or an
internship) (Walsh, 1991, as cited in Office of English Language Learning & Migrant Education,
p. 10). 7. Provide intensive literacy/language instruction. Many researchers and educators are
implementing new programs designed to teach adolescent readers the basics of literacy (Office
of English Language Learning & Migrant Education, p.6). Among some of the most important
recommendations include explicit instruction in an age-appropriate manner of the five
components of reading - phonemic awareness, phonics, fluency, vocabulary, and
comprehension(p.7), increasing student access to literacy-rich environments and print materials,
and unifying 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. 8. 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. 9. Build
partnerships with local businesses, higher education and adult education programs (p. 11, Office
of English Language Learning & Migrant Education, p. 4). 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. Students
are allowed to attend high school until the age of 21, 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. 10. Use
the full resources of the community to support immigrant students (Spaulding, Carolino &
Amen, p. 11). Community resources can be a very powerful tool in meeting the needs of SIFEs.
The saying, "It takes a whole village to raise a child" became popular for a reason - it's true.
SIFEs will benefit greatly from contacts with community resources such as health care
organizations, after-school tutoring, job programs, and ethnically/linguistically based community
groups. 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. To see examples of programs that implement the best practices listed above,
please view The Council of Chief State School Officers (CCSSO) report cited in this article,
Immigrant Students and Secondary School Reform: Compendium of Best Practices by
Spaulding, Carolino & Amen and read the SIFE program descriptions. Effective Programs for
English Language Learners (ELL) with Interrupted Formal Education from the Office of English
Language Learning & Migrant Education at the Indiana Department of Education also offers
more specific suggestions on support SIFE instruction in literacy and math. SIFEs will flourish
in an educational environment that is reflective of their academic and cultural needs, with an
emphasis on intentional instruction to enrich their knowledge. Ten Ideas for Teaching Students
with Interrupted Formal Education in the Classroom Even if you or your school can't implement
some of the bigger measures mentioned above, there are many things you can do in your
classroom: 1. Activate prior knowledge. Once you know what prior information your students
have, then you want to link the 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, the Pledge of Allegiance, etc.). Seek out appropriate lower-grade
texts or texts that are written for a lower 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. 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.
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. Otherwise, work on
pre-reading, during reading, and post-reading strategies from current trends in literacy. 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). Start with the concrete then build
to the abstract. Try to relate material to students' prior knowledge and experience. What they
don't have you can try to create for them through visuals or by using technology. 10. 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. As 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 will succeed, however, if they have quality support and continue to believe in
themselves, like Johnny Romah, who now can write, "I am happy and sad when I think about my
family and all of my friends…They are all in my heart." Hot links Special ELL Populations:
Resources and Recommendations These resource sections from Colorín Colorado offer specific
guidance for working with refugees, migrants, students with interrupted education, newcomer
immigrants, unaccompanied children, and internationally adopted students. Welcoming Refugees
This initiative and website from the Office of Refugee Resettlement includes multimedia
resources, including archived webinars, videos, and social network communities. Indiana
Department of Education: Office of English Language Learning & Migrant Education This
report discusses effective strategies for teaching ELLs who have not had the benefit of formal
education or who have had interrupted formal education. The article includes an overview of
recent research in this area, as well as recommended resources. Teacher's Guide: Home of the
Brave Home of the Brave, a novel written in free verse by Katherine Applegate, tells the story of
Kek, an eleven-year-old boy from the Sudan who arrives as a refugee to Minnesota in the middle
of winter. The Teacher's Guide for includes discussion questions, activities on idioms and
language, and web resources about the war in Sudan. Highly recommended for ELL educators
and students. Appropriate for grades 4-12. Association of Farmworker Opportunity Programs
The Association of Farmworker Opportunity Program's (AFOP) mission is to improve the
quality of life for migrant and seasonal farmworkers and their families by providing advocacy for
the member organizations that serve them. AFOP's Children in the Fields campaign also
advocates for enhanced educational opportunities and protective child labor laws for children.
The Vancouver Sun: A Tough Beginning This articles tells the story of student Johnny Romah,
and discusses efforts in Canada to educate SIFE students. Immigrant Students and Secondary
School Reform: A Compendium of Best Practices A comprehensive resource guide published by
the Council of Chief State School Officers (CCSSO) that highlights best practices for a variety of
ELL student needs and offers descriptions of instructional programs designed around best
practices. Innovative Policies and Practices for Developing Teachers to Work with ELLs A
PowerPoint presentation from Margarita Calderón that describes characteristics of SIFEs, their
academic needs, and a professional development model designed to meet their unique
educational requirements. Secondary Newcomer Programs: Helping Recent Immigrants Prepare
for School Success This article by researcher Dr. Deborah Short provides an overview of
newcomer programs and how they address students linguistic, academic, and acculturation
needs. Center for Applied Linguistics: The SIOP Model of Sheltered Instruction The SIOP
Model is a research-based and validated model of sheltered instruction. Professional
development in the SIOP Model focuses on helping teachers plan and deliver lessons that allow
English learners to acquire academic knowledge as they develop English language proficiency.
Learn more from about SIOP from the Center for Applied Linguistics (CAL). Students with
Interrupted Formal Education: A Challenge for the New York City Public Schools This report
offers recommendations on how to improve New York City's capacity to serve SIFEs. Keys to
Success for Bilingual Students with Limited Formal Schooling This article describes how one
teacher successfully worked with elementary-level SIFE bilingual students. Freeman, Yvonne.
Bilingual Research Journal. National Association for Bilingual Education, 2001. Teaching
Adolescent English Learners Using Non-fiction Text This article from the Journal of Education
and Human Development highlights an instructional practice designed to give ELL students
more access to content by using specific strategies with non-fiction text. Education World:
Meeting the Educational Needs of Migrant Students These resources include articles, state-wide
models and programs, and curriculum ideas for educators working with migrant students.
Bridging Refugee Youth and Children's Services (BRYCS) Provides technical assistance to
service providers working with refugee children and their families in the U.S. BRYCS:
Welcoming and Orienting Newcomer Students to U.S. Schools Resources targeted towards
helping newcomer students adjust to their U.S. school environment. UNICEF: Education
Information UNICEF Information by country about universal education. Enabling Academic
Success for Secondary Students with Limited Formal Schooling* A research report from Brown
University addressing concerns about SIFE education. The report documents a successful
literacy program in a Boston public school: the Haitian Literacy Program at Hyde Park High
School. Welcoming America Welcoming America is a national network of nonprofits and local
governments offering support in developing plans, programs, and policies that create welcoming
communities for immigrants. Film: I Learn America In this documentary, five resilient
immigrant teenagers come together over a year at the International High School at Lafayette
(Brooklyn) and struggle to learn their new land. The New Kids: Big Dreams and Brave Journeys
at a High School for Immigrant Teens Journalist Brooke Hauser spends a year at Brooklyn high
school serving newcomer immigrant students, following students from their very first traumatic
days of school all the way to their graduation ceremony. Internationals Network for Public
Schools: Resources This national network serving newcomer offers a variety of resources for
educators and school staff on its website. References American Federation of Teachers.
"Teaching English-Language Learners: What Does the Research Say?" AFT Policy Brief
Number 14. 2002. http://www.colorincolorado.org/article/12932 Calderón, M. "Innovative
Policies and Practices for Developing Teachers to Work with English Language Learners",
Powerpoint Presentation, Slide 12. As presented at the Educational Testing Services's 2008
English-Language Learners Symposium (ETS-sponsored) .
http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/Calderon.pdf DiCerbo,
P. & Loop, C. "Interrupted Formal Schooling." National Clearinghouse for English Language
Acquisition Toolkit. 2003. http://www.ncela.gwu.edu/practice/itc/ifsinfo.html Hansen, D. "A
Tough Beginning." The Vancouver Sun. September 25, 2008 Office of English Language
Learning & Migrant Education: Indiana Department of Education. Effective Programs for
English Language Learners (ELL) with Interrupted Formal Education. 2008.
www.doe.in.gov/englishlanguagelearning Spaulding, Carolino, & Kali-Ahset. Immigrant
Students and Secondary School Reform: Compendium of Best Practices. Written on behalf of
The Council of Chief State School Officers (CCSSO). 2004.
http://www.ccsso.org/content/pdfs/BestPractices.pdf UNICEF Global Databases, 2007.
UNESCO Institute for Statistics, Global Education Digest, 2007. Reprints You are welcome to
print copies or republish materials for non-commercial use as long as credit is given to Colorín
Colorado and the author(s). For commercial use, please contact info@colorincolorado.org. More
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Comments Nora L. Venrick replied on Sat, 2012-04-21 16:30 Permalink Great ideas. Thanks for
all the information. reply Nora L. Venrick replied on Sat, 2012-04-21 16:31 Permalink Great
ideas. Thanks for all the information. reply Add new comment Your name Comment * More
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