Students from non-English-speaking backgrounds are the fastest growing segment of the K–12 student population in the United States. An increasing number of these students are newcomers—recent arrivals to the United States who have limited or no English language proficiency and who often have had limited formal education in their native countries.
According to the Migration Policy Institute, California and other traditional immigrant-destination states still have the highest numbers of recent arrivals, however, the sharpest growth in these populations are now experienced in states like Nevada, North Carolina, and Georgia. Not only is there an increasing need for immigrant integration, but there is also a demand in geographic areas without a long tradition of welcoming and orienting newcomers.
Several of CAL’s projects and resources are designed to support the implementation of programs for immigrant students. Our work in this area is based on elements that have been shown to build successful newcomer programs. These elements are: parental involvement, developing students’ academic English literacy skills, providing access to the content courses that lead to college and career readiness, and guiding students’ acculturation to U.S. schools and their eventual participation in civic life and the global economy.
CAL is collaborating with Welcoming America on the Welcoming School Communities pilot project designed to engage school communities in the creation of a more welcoming climate for newcomers.
CAL provided technical assistance to the National Council of La Raza to provide vital services to NCLR’s network of affiliate organizations.
Project goals included identify exemplary programs for newcomer English language learners in middle and high school; gain a better understanding of the multiple approaches the programs use to support the students’ academic achievement; and widely disseminate findings on effective practices and policies.
Developed as a companion to the DVD Refugee Families and Youth in the United States, this informative guide incorporates segments of the video into engaging activities. Connecting Diverse Cultures features practical and effective activity plans designed to help facilitators, teachers, and trainers increase understanding of and appreciation for other cultures and beliefs.
This informative book describes important features for newcomer program implementation.
This research project consisted of a national survey of secondary school newcomer programs; compilation of program profiles into an online, searchable database; and case studies of 10 of these programs, selected for their exemplary practices.
This publication brings together well-known experts on immigrant and language minority education in the United States with the goal of informing educational policy and practice.
CAL offers a wide range of professional development and technical assistance services for service providers, schools, and communities working with newcomer populations. Based on our decades of experience, CAL can customize our services to meet your needs and budgets. Email CAL to learn more.
Service Spotlight: New CAL Institute
Newcomers in Your School: Cultural Connections and Instructional Strategies
August 9-10, 2016 Washington, DC
Given the increasing tide of newcomer youth entering U.S. schools, it is critical to address the cultural, social, and academic needs of these students and their families. CAL offers professional development that includes practical resources for building a welcoming environment, both socially and instructionally, for all students.
This institute is designed for PreK-12 teachers, administrators, and practitioners, such as social workers, counselors, and after-school specialists, who work in educational settings with newcomer students and their families. CAL encourages teams of educators and practitioners to attend.
News & Events
Identifying and Serving the Unique Needs of the Immigrant and Refugee Populations in the US and throughout the World
For Chin Refugee Kids, Lewisville ISD's New Language Test is a Credit Toward Graduation -- and to Their Culture
Students whose families have settled in Texas from Myanmar's Chin state can take an exam to earn dual credit if they demonstrate proficiency in English and their native Hakha language.
For many years, Oakland International High in Oakland, CA, has provided a point of entry for immigrant students, and a model for educating newcomers.
The Internationals Network for Public Schools is working to improve graduation rates for English learners through the opening of targeted programs that place ELs on a level playing field with their peers.
A public high school in Bowling Green, KY aims to help immigrant and refugee students succeed by providing them ways to develop their English language skills and deal with traumas they may have encountered in their home countries.