TIII Series: The Home Language Survey- Ensuring Compliance and Success
The Home Language Survey (HLS), also called a Heritage Language Survey or Home Language Questionnaire (HLQ), is used in the initial process of identifying a student’s potential eligibility for English language support services. A heritage language survey usually takes the form of a brief questionnaire, which may be administered in English print, preferred language print, orally, or through a translator. The purpose of the survey is to establish an understanding of a student’s language-learning background.
Student Example: Khaled’s family has just arrived to register him for school. The family meets with an enrollment specialist at the school. When completing the survey, Khaled’s mother indicates that they are from Somalia. She also notes that Somali is the language spoken in the home. However, Khaled’s first language (and only instructional language) is Swahili, as the family relocated to the refugee camp in Kenya just before Khaled’s birth. Khaled’s exposure to the English language, at least according to the Heritage Language Survey, is limited. These results suggest that Khaled may be eligible to receive English-supportive learning services.
Home/heritage Language Surveys can be extremely useful in identifying potential new-to-English learners. However, keep in mind that these, like other student assessments, are only an indicative tool. They cannot be used as an exclusive measure for language services enrollment. (And they certainly don’t capture the cultural and linguistic funds of knowledge diverse student groups bring to the table).
Next, Khaled will be screened for multilingual programming eligibility (ELL services).
If and when an HLS confirms that a student is new to English, he or she will be considered for language learning services. The enrollment specialist (often the multilingual department head, multilingual coach, Student Assessment Liaison, or other trained personnel) carefully analyzes the data.
Specific testing may vary from state to state or from district to district. Most schools employ WIDA ACCESS, ELPA, Woodcock-Munoz or a similar state/district approved measure. Regardless of the testing instrument, timeliness is key to compliance, but more importantly, as part of our commitment to meeting the learning needs of the child.
It is critical to note that the Heritage Language Surveys (or any other form of registration questioning) is limited in its capacity. That is, no information obtained through school enrollment can be used to evaluate, comment or report on legal immigration status. Federal law strictly protects the rights of all children who are present in the U.S. to attend public school; and it conversely restricts school personnel from any inquiry or interference in legal immigration issues.
I always suggest that schools walk through a HLS “Think Tank” , whether they are starting from scratch to build a questionnaire or have an existing process in place. Here are some of those Think Tank prompts:
What is the schools’ defined purpose for the Heritage Language Survey? (In other words, how and why is the survey meaningful to students and parents?)
Where on campus will the survey be completed?
How is a sense of welcoming and belonging achieved during this process?
Is the assessment culturally responsive? how do we know?
Who at your school will administer the Heritage Language Survey? What is their level of training/expertise to do so?
Who at your school will evaluate the HLS responses? What is their level of training/expertise to do so?
In which languages are print copies of the HLS made available?
In which languages can the HLS be verbally translated/communicated?
Is the language concise and clear?
Are families informed that information is confidential and cannot be used for any outside purpose (including immigration status)?
If a student is highlighted as potentially eligible for English Support Services services, what is the next-step process?
How is Emergent Multilingual (EM) testing and placement information recorded and stored?
How often are student HLS documents revisited/ re-requested?
Finally, let’s explore an HLS example. You’ll find that the first page can be used as a ready-to-roll version, or as a baseline for creating a site-specific version. The template is exactly as we have described, with essential questions for determining potential language services eligibility. That’s it. That’s all you need.
However, you may find it useful to collect additional data. In that case, the additional pages of the survey will provide ideas with regard to collecting additional data and insights about the student and his or her family. Additional data collection is optional for the school, depending on your school’s needs and program goals. It is ideal to have as much information about a student’s specific background and needs at the time of enrollment. The HLS addendum serves this purpose.
Note that if you do choose to ask for additional data, caretakers are not obligated to provide it. If families choose to exercise their right to withhold data, this decision cannot affect child enrollment in any way. In any case, consistency is key. Make it a goal to have 100% incoming family participation in completing the questionnaire.
Newcomer/RAEL Orientation Checklist
INDUCTION PROGRAMMING FOR NEWCOMERS & RECENT ARRIVERS
Induction programming is a best practices approach to Newcomer ESL/Recent Arriver English Learner (RAEL) education, as it acts as an essential framework for positive, integrated socio-academic participation. These processes are a means of orientating the student to his or her new school surroundings. As an added component, Newcomer/Recent Arriver learners are introduced to essential concepts and understandings that are critical to success in a school-specific environment. Guiding questions:
Who welcomes students and parents as they enter the school?
Who is the first school contact for Newcomer families? The second?
How are new students and parents introduced to the school and its staff? Are these processes amended when working with Newcomer families?
How are all students, including Newcomers, made to feel welcomed and safe at school?
What type of record-keeping systems ensures that no students are overlooked in the orientation process?
Orientation systems can be complex or straightforward. They can stem from the office staff; may include teachers, parents, and other students; or may originate at a Welcome Center site. We’ll focus our energies for this chapter on a few simple strategies that have a demonstrated effectiveness and are easy to implement. Then, if you’re interested in going further in developing your own orientation plan, I encourage you to visit the The Newcomer Student: An Educator’s Guide to Aid Transition.
PERSPECTIVE IS EVERYTHING
Did you ever have to move schools when you were younger? Or, what about that (huge) jump from the elementary grounds to the middle/high school campus? Overwhelming, right? I remember the first time I visited my high school as a soon-to-be-ninth-grader. I was so convinced that I would never be able to find my classes. Or my locker. Or my friends. I actually had nightmares about it.
And here’s the thing: I spoke English. I’d been in American schools my entire life and enjoyed a network of peers, all scheduled to endure the transition with me. Still, I was shaking in my boots.
For a moment, consider the experience of school transition from a Recent Arriver EL perspective. We’re not talking about moving across town, or even from another state. Imagine that nothing is the same. Nothing is predictable. Everything is lost in a cloud of newness: language, mannerisms, climate, clothing, school. How would you react in this situation? What would you most wish for? What actions could a school take to help to ease your anxiety?
Let’s first examine the most critical aspects of school orientation. As you read through the following checklist, some of items might seem erroneous. That’s common sense. Right- it’s common sense from our perspective, based on our own previous exposure to localized normative values. But “normal” isn’t normal everywhere.
Normal is a completely subjective concept.
And so, it is important to practice viewing our school and classrooms with raw eyes. We must remind ourselves that cultural misunderstandings are not a reflection of intelligence. They are a reflection of vast world experience- and that’s a really cool thing! When I find myself in a cultural cross-tangle with one of my students, I like to ask my class: “Can you imagine if I visited your country? Would I know how to do everything right away? Could I speak your language with your grandmother or cook sambusa as well as your father? Would I even be able to find my way to the market or to the school by myself?”
This usually garners some laughter and a hearty conversation about how I wouldn’t even know that I was supposed to bow or kiss three times instead of shaking hands. “Nooooo waayyy!” But, when I ask if they would help me to feel safe by teaching me the things I would need to know, my students all eagerly agree! Just taking a moment to recognize our students’ perspectives exposes our willingness to understand and relate to our students. This kind of effort can really break ground and lead to trust building.
Where can we anticipate questions, concerns or confusion? Here are some starters!
Download a printable Google Doc of the Newcomer Family Orientation Checklist HERE.
Newcomer Family Orientation Checklist
Logistics:
☐ Layout and map of the school
☐ School hours
☐ Student course schedule
☐ Meals at school (cafeteria options, subsidized meal applications)
☐ School transportation
School Contact Information:
☐ Location and phone number of the main office
☐ Attendance line contact, if different
☐ Names and locations of key administrative personnel
☐ Name, location and contact information of teacher(s)
☐ Name and location of key resource personnel: nurse, ELD teacher, counselor, etc.
Policies:
☐ Immunizations
☐ Attendance
☐ Dress code (including winter and gym attire)
☐ Homework
☐ Supplies
☐ Behavior & Discipline
☐ Health and Wellness
☐ Cell Phones
☐ Safety (Weapons, Smoking, Alcohol, Drugs)
☐ Field Trips
Student Participation:
☐ Co-ed learning expectations
☐ Sitting for long periods of time
☐ Carpet meetings/sitting on the floor (where applicable)
☐ Lining up as a class
☐ Raising hand to speak
☐ Lockers (where applicable)
☐ Bell policy and tardiness
☐ Bathroom and hand washing routines
☐ Independent and group work routines
School-based Events:
☐ Back-to-School Night
☐ Report Cards
☐ Parent Conferencing
☐ Concerts
☐ School dances
☐ International Night, if applicable
Student Engagement:
☐ Sports and Recreation
☐ After School Tutoring
☐ Summer School
Parent Engagement:
☐ Classroom volunteer opportunities
☐ Field trip volunteer opportunities
☐ Adult ESL
☐ Translation services
© The Newcomer Fieldbook, 2017
Asylum 101 for Educators: Learning & Lesson Plan Resources Included!
Who is an asylum seeker?
To define asylum seeker, let’s back up and explore two other designations: immigrant and refugee. Immigrants, by technical definition, are individuals who leave the home country for another country- usually by choice and often in search of education, employment or better life opportunities.
Refugees are set apart from other immigrants by one critical feature. The flight of a refugee must be related to war or violence, and they must experience an earnest fear for their life as a result of ongoing persecution. This comes from the 1951 Geneva Convention, the outcome of which defines a refugee as one who fled his or her own country because of persecution, or a well-founded fear of persecution, based on race, religion, nationality, membership in a particular social group, or political opinion.
Asylum seekers meet the criteria of a refugee but are already living in the host country or are seeking asylum at a port of entry. The term “port of entry” encompasses all land and sea borders to the United States.
Where do applicants for asylum to the U.S. originate from?
Individuals and families from all over the world seek safety and asylum in the United States. The “Big 3” countries for both asylum applications and approvals in the U.S. are China (22%), El Salvador (11%) and Guatemala (10%). (Department of Homeland Security)
However, demographics by state can vary widely. In Colorado, for instance, the most significant asylee populations include Venezuela, Syria and Russia. (Colorado Refugee Services Program)
How is asylum status granted?
The U.S. has two forms of approved asylum: affirmative and defensive.
Affirmative applicants are those who are already in the U.S. on an approved visa. These individuals may submit a request for asylum within the initial year of entry. As the first step in the consideration process, the applicant will meet with a USCIS asylum officer to determine whether or not he or she meets the criteria of a refugee. An application for asylum must be approved, denied or court-reviewed.
Asylum seekers who arrive at a U.S. port of entry without a lawful means of entry are considered defensive applicants. These individuals are apprehended as unauthorized migrants. Defensive applicants must initiate an asylum request within the first year. If refugee criteria are met and an asylum request is filed, the case is adjudicated in immigration court. (Department of Homeland Security, Office of Immigration Statistics, 2018)
Affirmative applicants who are denied and remain in the U.S. as unauthorized individuals may apply for defensive consideration.
A USCIS issued I-94 is proof of asylum status.
What resources are available to potential asylum seekers?
Defensive filings are often expedited. Nonetheless, the asylum consideration process typically takes between six months and several years. (National Immigration Forum) Significant backlogs for immigration hearings and processing compound the delay. The National Immigration Forum reported that as of July 2018, “there were over 733,000 pending immigration cases and the average wait time for an immigration hearing was 721 days.”
Asylum seekers are not granted an attorney by the U.S. government. All efforts and costs related to legal assistance are the responsibility of the individual. However, some attorneys and organizations offer pro bono services to those seeking asylum.
An applicant’s ability to obtain legal representation does impact his or her chances for approval by as much as five times, according to the NIF. The organization notes that “in FY 2017, 90 percent of applicants without an attorney were denied, while almost half of those with representation were successful in receiving asylum.”
Potential asylum seekers are not eligible for refugee services and may not apply for a work permit while the asylum process is pending or if asylum is not granted.
How many individuals are granted asylum in the United States?
2017 is the most recent year for which data is available. In that year, 26,568 individuals were grants asylum to the United States, 60% of those under affirmative status and 40% under defensive status. (Migration Policy Institute, 2018)
The number of asylum cases has risen each year since 2015. However, the denial rate for the applicants has increased in tandem from 44.5% in 2015 to 61.8% in 2017. (National Immigration Forum, 2018)
How are asylum seekers impacted by the events of their plight?
Asylees, like other displaced persons, are likely to have experienced unhealthy, unsafe or otherwise traumatic life events. Trauma occurs when a person’s ability to manage stress becomes overwhelmed by the degree or toxicity of the stressor (or series of stressors).
Conditions and experiences upon or during the process of achieving asylum may further aggravate outcomes of trauma.
However, it should be noted that asylum seekers, in the same vein as other refugees, are highly capable of resilience and positive social integration.
How can I get involved and incorporate this knowledge into my teaching?
Check out these amazing resources for building awareness and engaging in the solution. These are student-friendly tools and lesson plans, so be sure to bring your learners into the discussion!
Nowhere Boy by Katherine March. Chapter-by-chapter educators’ guide by Kirsten Cappy and Louise El Yaafouri. https://katherinemarsh.com/educators/
World Refugee Day Toolkit: http://www.rcusa.org/blog
Lesson Plan: Refugees/Asylum- Immigration History https://immigrationhistory.org/lesson-plan/refugee-asylum/
Lesson Plan: Exploring Refugees and Asylum Seekers https://www.afsusa.org/educators/teachers-toolbox/lesson-plans/exploring-refugees-and-asylum-seekers/
UNHCR: Teaching About Refugees https://www.unhcr.org/en-us/teaching-about-refugees.html
ADL: Anti-bias education: Migrant Caravan' and the People Seeking Asylum https://www.adl.org/education/educator-resources/lesson-plans/migrant-caravan-and-the-people-seeking-asylum
Lesson Plans: Refugees and Asylum Seekers- The Advocates for Human Rights https://www.theadvocatesforhumanrights.org/uploads/eon_lesson_6.pdf
Refugee 101, Part 5: Refugees as Assets
Refugees are important social and economic assets to the countries that they resettle to, including the United States. First, refugees are paying into our taxation systems. With that, they are also contributing to core programs like social security and Medicare, filling in critical gaps brought on by our aging U.S. population. Perhaps most significantly, refugee Americans are single-handedly rebuilding some of our most depressed neighborhoods and towns and adding new life to communities affected by attrition.
New Americans help keep our communities alive and prosperous. In a nine-year period, resettled refugees contributed nearly $41 billion in federal net fiscal benefits and $22 billion to their local economies. They are inclined to entrepreneurial efforts, too, surpassing other foreign-born populations in business start-ups and generating billions of dollars in taxable revenue. Additionally, new Americans bring with them new cuisine, fresh ideas and perspectives, language, art, music, entertainment, and athletic talents and professional expertise.
By and large, newcomers do well in school, too. Resettled refugees who arrive before the age of 14 are highly likely to graduate alongside their U.S. born peers. Those arriving before age 13 are more likely to graduate than traditional students.
Many refugee arrivals come to the U.S. with prior education, including college degrees. Often, these degrees do not transfer. Sometimes, formal documentation of a degree was left behind or cannot be verified because of existing disruption in the home country. Many others have expertise in a particular field or trade. With this in mind, the prior knowledge that resettled refugees bring with them is one of our greatest untapped resources.
Refugees can and do contribute to society in innumerable ways. We can be intentional in our willingness to learn from them, even as we empower them to learn, work, raise families, engage in civic opportunities and lead within our communities.
Excerpt from The Newcomer Student (Kreuzer-El Yaafouri, 2006):
“Resettlement is work. It requires effort, strength, patience, tolerance, and forgiveness. It requires embracing, learning, growing, and renewing. Refugees and immigrants, in the very global sense, face the shared task of renovating and reconstructing every element of the former life.
The vast majority of relocated refugees and immigrants will embrace the new country with fierce loyalty and determination to succeed. These individuals will go on to work, attend universities, build professions, purchase homes, raise children, and contribute to their communities and in most cases, obtain citizenship. They become Americans- by official decree, through day-to-day contributions to our society, or both.
Ultimately, each reality—refugee or immigrant—is yoked to separate and unique sets of resettlement implications, which can, in turn, affect education and learning. In any case, it is prudent to keep in mind that all Newcomers are capable of full and complex contributions to our own Western societies. Each of our students and student guardians has something meaningful to contribute to the academic welfare of students, and also the community at large.
Some individuals are capable of gifting real-world advice about human circumstance on a global level. Others share academic knowledge or industry insight. Many provide critical trade, labor, arts and service skills. Resettled refugees are statistically likely to make significant economic and civic contributions to their new communities. If we are effective in our role as educators, then we can also expect that our Newcomer students will grow to become positive, valued members of society.
In essence, all Newcomers hold the capacity to become the underwriters of language, history, community engagement, and heritage preservation; and this is at the very heart of the American spirit. All knowledge has a place. This is the main idea, the Big Picture, the most important thing.”
Sources:
Columbus Council on World Affairs
Department of Health and Human Services, 2017
Eduskills, 2018
Foundation for Economic Education
Market Watch, 2018
National Immigration Forum, 2017
Organisation for Economic Co-operation and Development, 2017
Refugee 101, Part 4: Active Resettlement
In the previous post, we introduced a framework for exploring refugee resettlement in three parts: international, national and local. We examined the international piece in closer detail. Here, we’ll provide an overview of the national and local components of refugee resettlement.
National
Refugee resettlement to America is based upon Presidential Determination, which is declared ahead of each fiscal year. Typically, the number of persons actually resettled is significantly less than the official ceiling. Prior to fiscal year 2018, the U.S. resettled approximately 2% of the world’s resettled refugee population.
Refugee resettlement to the United States has steadily declined since the 1980s. Even so, the U.S. has historically resettled more refugees than any other country. Over the last two years, however, U.S. intake has been sharply reduced. Today, America resettles fewer refugees that any of the 38 participating third-party resettlement countries.
In 2018, the refugee admissions ceiling was lowered to 45,000, though only 22,491 individuals were resettled into the U.S during that period. For fiscal year 2019, the ceiling was further reduced to just 30,000- the lowest since 1980’s passage of the Refugee Act.
Graph: Pew Research Center at https://www.pewresearch.org/fact-tank/2018/07/05/for-the-first-time-u-s-resettles-fewer-refugees-than-the-rest-of-the-world/.
It is important to note that the process of resettlement is a complex one. Resettlement to the United States, in particular, is an intense, thorough and often lengthy process. Of all categories of immigrants to America, refugees are the most rigorously screened and vetted.
Image is part of a learning video created by Louise El Yaafouri for Colorado Refugee Connect. View the full video and get involved at corefugeeconnect.org.
HOW ARE REFUGEES EVALUATED FOR U.S. RESETTLEMENT?
1. The UNHCR identifies candidates and collects essential information. Candidates undergo an extensive interview and vetting process through the United Nations, in addition to a biometric screening and medical evaluation.
2. The few who are approved for resettlement are assigned to a third party country for consideration.
3. Candidates who are assigned U.S. resettlement are referred to a Resettlement Service Center, or RSC. The RSC creates a file for the applicant.
4. Candidates are subject to a vigorous screening process that includes multiple federal agencies, including the National Counter Terrorism Center, the FBI, The Department of Homeland Security and the State Department. If, at any point, an individual or family is determined to be a risk factor, the application process is ended.
5. The Department of Homeland Security conducts in-depth interviews with specially trained agents, and updated fingerprints are taken. Any inconsistencies result in the repetition of this step or a complete termination of the application process.
6. A full biometric screening and evaluation process is repeated, including fingerprinting and/or iris scanning.
7. The candidate undergoes a full medical evaluation. For those who fail the medical component, the process is terminated.
8. Candidates take part in cultural orientation programming to help prepare them for the transition. Non-government resettlement entities work to determine the best location for U.S. resettlement. The candidate does not choose his or her destination state or city.
9. Travel is organized and the candidate is subject to new security screenings.
10. He or she arrives in the United States and is greeted by a representative from the partnering resettlement agency. A new set of processes and chapters of learning begin.
Image is part of a learning video created by Louise El Yaafouri for Colorado Refugee Connect. View the full video and get involved at corefugeeconnect.org.
From The Newcomer Student, “Many refugees come to the United States without any possessions and without knowing anyone. Other refugees come here to be reunited with family members. All refugees receive limited assistance from the U.S. government and localized non-profit organizations.
The United States, for instance, will provide initial haven transport for documented refugees. The commodity is received as a loan with an expected five-year repayment period. The government (or partnering nonprofit organization) will make provisional housing and job training/placement available. The receipt of this aid sets refugees apart from their immigrant peers, who do not receive any form of resettlement compensation or assistance from the U.S. government.”
Local
Post-resettlement entities walk beside newly arrived refugees in achieving healthy resettlement outcomes. The Department of State partners with nine separate non-profit entities throughout the United States to coordinate refugee resettlement. These include: U.S. Committee for Refugees and Immigrants, International Rescue Committee, Lutheran Immigration and Refugee Service, Ethiopian Community Development Council (ECDC), HIAS, World Relief, Episcopal Migration Ministries, and Church World Service. The presence and concentration of partner organizations differs by region.
Resettled refugees do have certain requirements that they are expected to work toward post-resettlement. In addition to following the laws of our country, the must: attend English language courses, actively seek out employment (for adults) or attend school (as children). Resettled refugees are also expected to repay the U.S. government for the initial travel loan.
Resettlement agencies are also responsible for meeting certain objectives. Namely, they must greet the new families, secure initial housing, and aid with successful integration. Securing employment and preparing new arrivals to participate in the workforce is a primary goal.
Because integration is multi-faceted, each organization’s programming may differ slightly, so that it can be tailored to the unique populations it serves. Secondary services may include assistance in the areas of adult ESL, school enrollment, transportation, translation, credit counseling, physical and mental health care, nutrition and senior care.
Image is part of a learning video created by Louise El Yaafouri for Colorado Refugee Connect. View the full video and get involved at corefugeeconnect.org.
Of course, it takes a village. Our communities rely upon an extensive, interwoven network of refugee network service providers to ensure successful integration for new Americans. Take a moment to identify and connect with the resettlement agencies (and partner organizations) that are active in your state, city or region. These groups can be invaluable resources to us as educators and help to make up the network of supports for our newcomer families.
SOURCES:
American Immigration Council (2013). Located at americanimmgrationcouncil.org. Retrieved Oct. 2012.
Russell, Sharon Stanton (2002). Refugees: Risks and Challenges Worldwide. Migration Policy Institute, 1946–4037.
Hamilton, Richards & Moore, Dennis (2004). Education of Refugee Children: Documenting and Implementing Change. In Educational Interventions for Refugee Children, eds Richard Hamilton & Dennis Moore, London UK: RoutledgeFalmer, Chapter 8.
McBrien,J.Lynn(2003).A Second Chance for Refugee Students. Educational Leadership, Vol. 61, No. 2, 76–9 O. Educational Needs and Barriers for Refugee Students in the United States: A Review of Literature. Review of Educational Research Vol. 75, No. 3, 329–64.
United Nations, High Commissioner for Refugees (2012). United Nations Communications and Public Information Service, Geneva, Switzerland. Located at unhcr.org. Retrieved Aug. 2015.
Patrick, Erin (2004). The U.S. Refugee Resettlement Program. Migration Policy Institute, Washington, D.C. Located at migrationpolicy.org/article/us-refugee- resettlement-program. Retrieved Aug. 2015.
United Nations Convention related to the Status of Refugees (1951). UN Article 1. Located at unhcr.org. Retrieved June 2011.
International Refugee Committee (2015). SOAR, New York. Located at rescue. org. Retrieved Aug. 2015.
Van Hahn, Nguyen (2002). Annual Report to Congress- Executive Summary. Office of Refugee Resettlement. Located at acf.hhs.gov. Retrieved Dec. 2010.
Edwards, James R. Jr. (2012). Religious Agencies and Refugee Resettlement. Center for Immigration Studies. Memorandum, March 2012.
United Nations High Commissioner for Refugees (2012). United Nations Communications and Public Information Service, Geneva, Switzerland. Located at unhcr.org. Retrieved Aug. 2015.
U.S. Committee for Refugees & Immigrants (USCRI) (2015). Arlington, Va., refugees.org. Retrieved Aug. 2015.
U.S. Committee for Refugees & Immigrants (USCRI) (2015). Arlington, Va., refugees.org. Retrieved Aug. 2015.
United States Citizenship and Immigration Services (USCIS) (2013). Path to Citizenship. Located at uscis.gov. Retrieved Aug. 2015.
U.S. Committee for Refugees & Immigrants (USCRI) (2015). Arlington, Va. Located at refugees.org. Retrieved Aug. 2015.
United States Citizenship and Immigration Services (USCIS) (2013). Path to Citizenship. Located at uscis.gov. Retrieved Aug. 2014.