Facilitating Linguistic and Academic Success for Newcomer English Language Learners

Abstract

The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.