Newly Arrived
Before the student arrives....
- • the class could research information about the country the new student is from
- • the students and teacher could learn some useful words in the newly arrived student's spoken language
- • equipment in the classroom could be labelled (use articles eg 'the door' or 'a door' instead of 'door')
- • make students aware of any helpful information about the new student that will help them to accommodate for their needs. Students could brainstorm different ways of welcoming the new student.
When the student first arrives....
- • an interpreter may be necessary for both students and parents.
- • make sure they have had a tour of the school and knows where all the important facilities are
- • set up buddy systems as a support network with willing students in the class. Not all children will want to be a 'buddy', even if they speak the same language as the newly arrived student.
- • the new student will become overwhelmed with the initial language bombardment so the student may appreciate time out with books to read in his/her own language, for example.
- • spend time with them
- • encourage freedom of first language use (where appropriate).
The interpreter will probably need to....
- • clarify name order and pronunciation
- • find out details about the family situation eg. Is the student a refugee? Where is the student living?
- • find out if the child is a temporary or permanent resident.
- • explain school procedures, routines, policies etc.
- • give the new student a guided tour of the school
- • be sensitive to cultural background
In the classroom....
- • provide a visual rich environment eg.pictures from the student's country
- • use body language, such as hand gestures, to animate a shared book reading. Point to pictures, repeat key words, make appropriate sound effects, use facial expression and voice intonation. NOTE that some cultures find particular gestures offensive eg. pointing at a person is very offensive for the Thai. Also remember to keep spoken and body language consistent.
Activities for early language learning should....
- • be hands-on, practical with very low linguistic demand initially
- • be sensitive to the emotional needs of the child. Let the student become comfortable in the environment
- • recognise the different ways students learn. Make the classroom multi-sensory.
- • allow the student to copy others. This is an effective learning strategy.
- • include modelling of language in all its forms.
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This page was created by Johanna Lloyd and Miriam Shipard October 1998