Louise El Yaafouri 1/6/22 Louise El Yaafouri 1/6/22

Diverse Books Review Series- Wishes + Wherever I Go

A very special thanks to I’m Your Neighbor Books for making these texts available for review.

Looking for ways to incorporate diverse books into your library or classroom programming?

Visit https://imyourneighborbooks.org/ for valuable tools, resources, projects, and book searches.

While you’re there, be sure to check out The Welcoming Library, a pop-up community conversation on immigration.

Title: Wishes

by Mu’o’n Thi Van & Victo Ngai

Empathy is a pillar of social-emotional learning. And it’s more important now than at any other time in our collective history. Wishes, by Mu’o’on Thi Van is an experience in empathy and human connectedness from its first page to its last.

This powerful early reader grabs you in its first moments. Victor Ngai’s beautifully rich illustrations wrap the text in a blanket of emotional imagery.

The night wished it was quieter. The bag wished it was deeper.

The story illuminates the realities of human migration as it takes readers along a path of goodbyes, uncertainties, and ultimately, hope. The writing takes on the lens of various elements along the journey- the path that wished it was shorter, the boat that wished it was bigger, the heart that wished it was stronger.

Incredibly, Mu’o’on Thi Van makes tough content digestible for young readers, but that also leaves space for open-ended questions, critical text connections, and constructive upper-grade conversations.

I can simultaneously imagine this book as a first-grade read-aloud, as part of a second-grade lesson on personification, as the bones for a fourth-grade art study, as a middle school drama reconstruction, and as the foundation for a high school essay. And I’m definitely purchasing a copy for our children’s bookshelf at home.

Through its meticulously detailed artwork and profoundly simple text, Wishes is a very natural practice in empathy. It unassumingly invites readers to exercise muscles of understanding, connection, and inclusivity. For many young folks, I expect that it will also light a fire of curiosity, if not deliberate activism.

If you’re searching for a text that dives into the refugee experience while maintaining a lens on the human story, Wishes should be a first pick.

Title: Wherever I Go

by Mary Wagley Copp & Munir D. Mohammed

Wherever I Go is the anthem of young Abia, a queen by all accounts. Abia’s entire youth has occurred within the Shimelba refugee camp. However, this fact has nothing on the girl’s spirit.

Wherever I Go shines a light on what life in a refugee camp can be like. But despite glimpses of daily hardships- pumping and carrying water, of waiting in long lines for rice and oil, of caring for younger siblings- this isn’t a story of defeat. Indeed, Copp and Mohammed offer up characters full of dignity, strength, bravery, and optimism.

Munir Mohammed is a perfect fit for this book. His vibrantly colored full-page illustrations make me feel like I’m sitting across the mat from Abia’s parents myself, like Abia’s father, in particular, is someone I’ve known already. Simply stunning.

Eventually, the family prepares for their turn to come up for resettlement. And when we go, we’ll leave our belongings here- for others. That’s what Papa says. “Everything,” he adds. Mama says we’ll have our stories, though, wherever we go.

The book closes with Abia settled into her new life, somewhere on the other side of the ocean. At this point, however, the reader knows that with a spirit as tenacious as Abia’s, this queen’s story is far from over.

Copp and Mohammed invite readers to consider the main character’s pre and post-resettlement identity and do so in a way that is culturally affirmative. This lens highlights those threads that link both worlds- family, hope, perseverance, and the idea of home.

If you’re considering having students consider their own stories and what they take with them wherever they go, I can’t imagine a better starting point.

Louise El Yaafouri 9/29/21 Louise El Yaafouri 9/29/21

TIII Back-to-School Series: Visual Orientation Handbook

I absolutely love this idea of a visual orientation handbook, shared with me by Silvia Tamminen, coordinator at the Aurora Public Schools (APS) Welcome Center in the Denver suburb of Aurora, Colorado.

The Aurora Public Schools (APS) Welcome Center supports one of the most diverse student populations in the country. This demographic includes a large number of folks resettled refugee status. The district is now home to students from all over the world, with especially robust cultural representation from Bhutan, Democratic Republic of Congo, Somalia, Libya, Syria, Myanmar, Côte d’ Ivoire, and Eritrea.

Families with school-aged children who are new to the district and also new to the English language are directly referred to the APS Welcome Center. Staff guide Newcomer families through the processes of student registration and school orientation.

Sylvia Timmenem heads this effort. She’s a human rights professional with a concentration on refugee and migration issues. Her knowledge of policy and practice is evident. But she’s also approachable and down-to-earth, with a bold, welcoming smile. As I glance through her workspace, I notice elements of her Fin culture.

“Immigration is something I share with our clients,” she tells me. But she’s also quick to point out that while there are some parallels, her path to America was smoother than many of those she sees in her day-to-day work. Sylvia is deeply aware of the privilege that comes with choice, with a previous knowledge of the English language, and even her appearance. Nonetheless, she does have an understanding of just how complex and overwhelming the immgration process can be. This awareness adds an additional layer of humanity to her interactions.

Sylivia came on board with the APS Welcome Center program in its inaugural season. She and her team built the organization from the bones up. The visual orientation handbook is among the group’s creative, solution-seeking efforts.

The handbook is a non-consumable resource with a permanent home in Sylvia’s office. It is composed of full-page photos and illustrations, slid into sheet protectors and organized into a three-ring binder. Each image is captioned with a simple explanation, which is (or can be) easily translated into a preferred language. Sylvia or another APS staff member reads the book alongside incoming families (and a translator, if requested). Page by page, the tool lays out the expectations for a typical school day.

For example, one picture shows a group of students sitting on the ground listening to a read-aloud. The caption reads, “Sometimes, students sit on the carpet during the school day.”

This was an important inclusion, Sylvia assured me. “Many times our parents cannot believe that their child would sit on the floor to learn anything. In some of their own countries, that would be very strange and maybe make a parent very angry.” She points out that often these seemingly “everyday” aspects of the school day can be overlooked. But in the context of welcoming families from culturally diverse backgrounds, taking the time to explicitly detail various aspects of the school experience can go a long way.

Here are some other situations included in the APS visual orientation handbook:

Kids receiving lunch on a tray (many recently arrived learners would have gone home for lunch or packed their own meal)
Young adults putting their supplies in lockers (this may be a first-time experience for many)
Students arriving for school at or before the scheduled time (concepts of time and urgency around timeliness varies greatly from one culture and context to another)
Photos of co-ed teaching staff (learners and their families may have culturally influenced expectations about the appearance of those in teacher and leadership roles).

There are plenty more great ideas. Check them out in the Aurora Welcome Center’s comprehensive list below!

Could you duplicate this resource at your site? As long as you have a camera and a few hours to spare, of course! (Just be sure to send out a thank you to the APS Welcome Center for the idea. Find them here: http://welcomecenter.aurorak12.org)

This version was created by staff. But other great options might include:

Inviting former Newcomers to take this on as a project (a modernized “buddy” system)
Creating a digital and/or interactive version of the handbook
Engaging teacher teams in creating grade-level welcoming handbooks

And here are a few examples of what that might look like in actuality!

(Adapted with permission from Aurora Welcome Center: Refugee, Immigrant and Community Integration. Photos copyright @DiversifiED Consulting)

Louise El Yaafouri 10/26/19 Louise El Yaafouri 10/26/19

Newcomer / Recent Arriver Classroom Reminders

We’re into the thick of the year. It’s a great place to pause and reflect on our practice so far this school year and how we will grow our students in the remainder of our time together. It’s a great time for Newcomer/Recent Arriver classroom reminders! Here, we’ll look at the non-negotiables.

What would you add? Be sure to share your thoughts below.

FOUNDATION

Classroom culture drives learning. Newcomer students thrive in classrooms that are safe, structured and predictable. In fact, predictability is a cornerstone of positive school engagement. Predictability breeds trust, trust lends itself to safety, and safety opens students up to entertain curiosity, absorb content and practice positive risk-taking in the classroom.

DIRECTION

It is important to lead with a plan and to ensure that the plan supports equitable participation for all students, including students who are new to the English language. Content–Language Objectives (CLOs) are an effective tool for creating a specific language focus (with the purpose of enhancing content accessibility for ELLs). They are widely flexible and can be implemented across all grades/subjects and for any number of ELs in a class. Content–Language Objectives guide lesson planning and ground student understanding throughout the lesson.

PLANNING

In preparing for English Language instruction, there is a tendency to over plan. When it comes to lesson planning, aim for relevance and quality, not quantity. Return to the Content-Language Objectives. Ask: 1. What one strategy will be most useful to my learners in making the key content more digestible? 2. What one strategy will my students use to demonstrate the language objective within the target language domain (reading, writing, speaking, listening)?

Can more than one strategy be implemented? Of course! Just be sure to aim for clarity. If things start feeling jumbled or unclear, return to your one original focus for each question. Our students will always perform better when they know exactly what is expected of them.

COMMUNICATION

It’s important to keep in mind the amount of fo language that students encounter in a given school day. Beyond the conversational language that must be learned to navigate the bus, playground or lunchroom, learners encounter languages within the language throughout the entire school day.

Let me explain. If conversational English (with its slang, reduced speech and media influences) is a tongue, so is the Language of Mathematics. Isosceles, divisor, and equation are not words students are likely to pick up in their informal conversations. This type of (academic) vocabulary must be explicitly taught. And if Math is a tongue, then so is the Language of Social Studies, the Language of Music, the Language of English Literature, and so on.

Our students encounter thousands of words in a day. For ELLs, this can be especially overwhelming. To reduce the language load, we can be intentional about listening to ourselves. How might we describe the rate and complexity of our speech? How can it be modified for clarity?

In short, here’s what we’re aiming for: Speech should be clear, deliberate and unrushed. (Side note: Louder or painfully elongated speech is not helpful.)

EXPRESSION

Language encompasses so much more than just vocabulary. Tone, register, slang, cultural cues, humor, sarcasm, reduced speech, body language, facial expressions, and gestures must all be negotiated in the context of learning a new spoken language. Gestures, or the motions and movements Gestures can be used to enforce an idea but should become less exaggerated with time, as understanding grows. Where possible, normalized conversational gestures are optimal.

PACING

ELLs often require a longer “wait-time” to produce a response. After questioning, allow up to two minutes of unprompted thinking time. If a student is not yet ready, offer cooperative opportunities for production. Partner-Pair-Share, Numbered Heads, or Rally Table are great approaches; and sentence starters can be embedded into any of these strategies. Just be sure that the student who was originally asked does, ultimately, have the opportunity to share his or her response with the class.

APPROACH

Labeling, visuals, realia, manipulatives, graphic organizers, sentence frames and hands-on exploration are essential to the ELL classroom experience. Each is a language-building path toward content accessibility. Additionally, we can be especially mindful that our curriculum and class reading materials reflect the diverse nature of our classrooms. Where do our students recognize themselves in the school day? How are students invited to express themselves using the four language domains?

PROCESS

Students, including English learners, should have guided agency over their own learning. Work with students to set goals, create viable paths toward these aims, and to monitor their success along the way. Cooperative structures are an important part of this process, as they encourage language development, enhance positive classroom culture and put students in the drivers’ seats of their own learning. Yes, our ELLs CAN meaningfully participate in student-led instruction and Project-Based Learning (PBL). Learn to establish supports… and then get out of the way!

CONSIDERATIONS

Newcomer students may be working through trauma, shock or other stressors. Monitor external stimuli to help mitigate significant stress. Learn to recognize symptoms and know when to ask for help. Work to recognize, celebrate and practice Socio-Emotional Learning (SEL) skills throughout the school day and school year. To build background on newcomer Trauma start HERE. For more tips on trauma-informed care for ELLs (and all students) take a peek at an RC article for Edutopia, found HERE.

INVITATION

You may be a child’s first teacher of their school career, their first teacher in America, or the first teacher to breakthrough. Smile. Show welcoming. Be an example of the possibility that exists for them.

Louise El Yaafouri 9/11/19 Louise El Yaafouri 9/11/19

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

Louise El Yaafouri 7/11/19 Louise El Yaafouri 7/11/19

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

Louise El Yaafouri 6/18/19 Louise El Yaafouri 6/18/19

Custom & Cultural Nuance in the Classroom Setting

Karen-Burmese family at International Night, Place Bridge Academy, Denver. May 2016. Photo: Louise El Yaafouri. The following is an excerpt from The Newcomer Student: An Educator’s Guide to Aid Transition (Rowman & Littlefield, 2016). — Karen-Burmese family at International Night, Place Bridge Academy, Denver. May 2016. Photo: Louise El Yaafouri. The following is an excerpt from *The Newcomer Student: An Educator’s Guide to Aid Transition* (Rowman & Littlefield, 2016).

EXAMINING CUSTOM & CULTURAL NUANCES

Authentic cultural tolerance and understanding is a fundamental basis for success in the Newcomer classroom. A willingness to maintain awareness and open-mindedness in culturally divergent settings can promote positive exchange and individual growth. When we are able to engage with our students from bases of respect, tolerance, and attempted understanding, we also foster reciprocation of these same traits back onto ourselves, and also toward classroom peers. If, on the other hand, we develop habits of projecting fear, misinterpretation, and bias onto our pupils, then we have also contaminated the entire sanctity of the learning environment.

We know that the ways in which we view and interact with our students can tremendously influence students’ classroom and learning success. With regard to tolerance and cultural respect, every lesson begins with ourselves. Our behaviors will be modeled long before, and long after, our words have an opportunity to make an impression.

Realistically, however, and despite our best efforts, it can still be difficult, confusing, or unsettling to come into contact with cultural tendencies that are unfamiliar to us. For example, acceptable distances of physical proximity, vocal volume norms, pleasantry tactics and privacy stipulations can dramatically swing from one cultural demographic to another. It is impossible to notice and make sense of all of our students’ culturally divergent tendencies.

We will face many challenges in recognizing, interpreting, and accepting our students’ many cultural qualities. No one approach to living or learning necessarily trumps another. Each is simply different. Indeed, our Newcomer students may prove among the richest, most experienced cultural guides that we will know.

In the end, it is not a student’s sole responsibility to change to suit the teacher’s needs. Unquestionably, our Newcomers will be required to learn and adopt many westernized customs in order to successfully integrate into our culture. As educators, we can also allow ourselves some room for adjustment. These small personal transformations are reflected in the positive and tolerant ways that we choose to interact with students and plan for their optimal learning in each school day.

EYE CONTACT

One specific conundrum is the eye contact issue. In the Newcomer setting, it is very common to encounter students who stoutly refuse to look an adult in the eye when they are being spoken to. This behavior may be especially evident if a child is being pointed out or reprimanded. In the West, direct eye contact with an adult or elder is typically equated with respect and obedience. Therefore, a dismissive look signals defiance and disinterest. This is our truth.

However, direct eye contact between a child and an adult is considered atypical behavior in many of the world’s cultures. Throughout East and North Africa, for example, direct eye contact between a child and elder is considered a sign of intense disrespect on the part of the youth. Resettled persons from these regions will very likely instruct their own children to look down when speaking to anyone older or of greater perceived importance, as this is what is considered the honorable thing to do.

Aha! Our eye contact-avoiding students, whom we may have perceived as acting disrespectfully, have been demonstrating utmost respect all along. These individuals exhibit respect via their truths, and according to personal experiences and relative social norms. There you have it. The teacher is just not always right.

LOSING FACE

Other cultural nuances are also evidenced in the classroom. For instance, many East Asian and Arab students are noticeably consumed with the notion of losing face. That is, they strive to avoid even the slightest run-in with public humiliation, especially that which would bring shame to the greater family unit.

This phenomenon surrounding fear of failure typically prevents risk taking, volunteering, and sometimes even trying in the classroom. Educators who come from a background of outspoken Western idealism may experience frustration at recurrent student episodes of superfluous caution. We might expect or wish that our learners would simply take a chance; to speak out, speak up, and care just a little less about peer judgment and evaluation.

From a culturally mindful perspective, meanwhile, we see that for most Newcomers, family and community comprise the very heart of a meaningful life. To embarrass or shame the family name could result in shunning either of the individual by the family, or the family by the community. Both fates equate to social death. Excellence and recognition, on the other hand, can bring respect and glory to an entire family and community.

In terms of social cohesiveness and support in the post-resettlement con- text, there are certain advantages to the saving face mentality. This inherent code of honor serves as a binding agent for resettled ethnic populations -and it may also serve as a cohesive strand between culturally diverse ethnic populations.

In the classroom, students who had been taught to adhere to saving face principals are very frequently self-driven learners who diligently applied themselves to their studies in an extended effort to bring happiness and honor to the home. They are likely to hesitate in answering questions, unless they can be absolutely certain that they have the correct response, and they may strive to please the teacher in every possible way. We can guide these students toward classroom chance taking by providing a nurturing classroom environment and celebrating mistakes as opportunities for continued growth.

LEFT HAND AS ABOMINATION

In many non-westernized cultures, the use of the left hand is considered unclean and is strictly avoided in any social setting. Eating, passing objects, hand holding, patting, or greeting with the left hand may be considered taboo.

It is wise to be cognizant of this when presenting children or parents with pencils, paper, or treats with the left hand; the act may be received as inauspicious or as an outright abomination. Also, children who may be naturally left-handed go to great lengths to avoid using this hand for writing or other activities in the classroom, and quality of work may be impacted as a result.

ASKING FOR AID

Asking for help is not encouraged in most East Asian school settings. This may occur for several reasons. The first has to do with the concept of saving face, in which an individual may feel personal shame or greater family shame for not understanding. Second, asking questions often denotes individualism, which is rarely a prized value in Eastern cultures. Finally, in many countries, the teacher is considered the expert and authority in all matters relating to education, and therefore, it may be perceived as disrespectful to ask a teacher for clarification on a subject. As a potential result of heritage customs, the concept of asking for aid may require explicit modeling in the host setting.

WANDER-AND-EXPLORE TENDENCIES

Many cultures place great emphasis on the need for children to learn through exploration and experience. Even the very young are encouraged to experiment, play, and seek answers in a very tangible sense, often apart from direct adult supervision. In some communities, practical education is regarded with as much or more reverence than structured book learning. The tools, ingenuity, and skill sets that children gather during this adventurous time often enable future work and survival success, thus serving as an asset to the community as a whole.4

This is in direct conflict with traditional Western Sit-Up-Straight-And-Tall methodology. As a result, students who are more accustomed to wander- and-explore learning may have a very challenging time adjusting to certain classroom norms in the host setting. We’re talking about that child who seems entirely allergic to a desk chair. The one who stands as he or she writes, whose shoes have a habit of magically evading his or her actual feet, and whose desk is a nesting place for pen caps, twigs, puffballs, marbles, and origami triangles—that just might be your Wander-And-Explore student.

And it’s ok. These students are still learning, after all! Typically, these harmless classroom behaviors will dissipate with time. Again, they are not wrong; they are just different than what we have been trained to be used to. Best practices call for us to provide explicit learning opportunities for wander-and-explore learners that accentuate their problem-solving strengths, such as manipulative learning techniques. Meanwhile, we can promote positive behaviors that will lend to their future success in westernized schooling environments.

PERSONAL SPACE AND PRIVACY CONSIDERATIONS

In many countries and cultures, personal space is not valued as a commodity. In these settings, spatial boundaries may be nonexistent. It will be very natural for students from these regions to position themselves extremely close to other individuals throughout the school day. Custom may encourage students to push right up to another student while standing in line, or think little of physical contact such as touching elbows or knees at a desk. Talking may occur at close range.

These behaviors are a routine part of life in many African and Middle Eastern countries. They are, in their essence, innocent reflections of human nature, in contexts where many people share a limited space. However, privacy considerations can become problematic in the classroom when someone with contrasting personal space values encounters them. Spatial consideration may require explicit teaching and modeling within the classroom.

ADHERENCE TO TIME

Time is not regarded with the same level of importance in all parts of the world. In the westernized sense, timeliness is considered a virtue, and adherence to time is the common norm. In many cultures, however, timeliness may be out-valued by social interaction and other obligations.

In most African countries and many regions of East Asia and Central and South America, for example, it is considered extremely rude to cut greetings or exchanges short in an effort to make an appointment deadline, or for any other reason. Thus, meetings and other professional or social engagements can run far behind schedule. Lateness, in most cases, is not considered rude or irresponsible. Loose adherence to time is merely a reflection of cultural values. Therefore, punctual behavior may need to be overtly encouraged in the Western setting.

VOLUME AND TONE

Normative values for conversational volume can vary drastically between cultures. Vocal registers that may be customary to many Middle Eastern or African cultures may feel harsh or alarming, at least according to Western expectations. In many regions, verbal exchange is an animated and lively process, and volume considerations may not be as esteemed as they are in the host setting. Meanwhile, Latin American or East Asian volume norms may be seem diminutive in contrast to host values, as soft speech and inwardness are considered virtuous character traits. In the classroom context, we need to work with our learners in establishing volume norms that are conducive to social and learning success.

UNIFORMITY

Individualism is a trend that is largely exclusive to Western cultures. Most other countries celebrate collectivism, which encourages viewing the self as inherently and wholly linked to surrounding bands of community, beginning with the family. This whole-group perspective serves to motivate decision making that will positively influence not only the self, but also the entire social dynamic.

Learners who are accustomed to uniformity value systems may find little appeal in standing out in the classroom setting. They may have limited desire to be the best, or to ask for help or clarification. Blending into the overall group dynamic is seen as a definitive honor and benefit to the family and cultural group.

We can guide our students and families to enjoy some of the benefits that individualism can provide in the new environment. Ultimately, we hope for a balance. Students will need to exercise some elements of independence in order to fully thrive in the twenty-first-century learning environment; and they may also be compelled to retain certain heritage values. We can do our best as educators by honoring both avenues, as well as all the gray areas in between!

TEACHER AS EXPERT

In most non-Western cultures, educators are highly regarded as essential pillars of the community. The teacher, in these societies, is considered a sole authority in terms of all learners’ academic welfare. Thus, education is considered the singular responsibility of the teacher. As a matter of trust and respect, parents are socially deterred from interfering with this process. Newcomer parents who are accustomed to this scenario will be highly unlikely to question the role or actions of a teacher, as such infringements would be considered offensive and disrespectful.

Complications occur when this behavior, as viewed in the West, may resemble a “lack” of parental involvement or disinterest in a child’s learning. We may become frustrated or affronted. However, the families themselves probably believe they are doing the right thing. Indeed, the concept of parent involvement in education is almost exclusively a North American one.

In effort to counter this, and other misconceptions, we must share in the responsibility of opening healthy lines of communication between the home and the school. In doing so, we make room for understanding, cooperation, and collaboration. When we, as host educators, are better informed, we’re less likely to react out of confusion or insult. Instead, we might be more inclined to respond with compassion, understanding, and careful planning.

By cultivating our own mindfulness of the cultural distinctions that exist in our classrooms and schools, we can enjoy more meaningful and impacting relationships with our students and their families. As a holistic outcome of cultural tolerance, trust can be established. From a place of trust, we can wholly access our students’ learning capabilities. This is the place where magic happens.

Sources:

Virtue, David C. (2009). Serving the Needs of Immigrant and Refugee Adolescents. Principal, VA. Vol. 89, No. 1, 64–65 S/O

Moore, Dennis (2004). Conceptual Policy Issues. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children (p. 93). London: RoutledgeFalmer.

Loewen, Shawn (2004). Second Language Concerns for Refugee Children. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children (pp. 35–52). London: RoutledgeFalmer.

Charny, Joel (2008). World Refugee Day: Where are the World’s Hidden Refugees? Refugees International. Located at www.refugeesinternational.org/blog/world- refugee-day-where-are-the-worlds-hidden-refugees. Retrieved Feb. 2014.

Meyer, Erin (2014). The Culture Map: Breaking Through the Invisible Bound- aries of Global Business. PublicAffairs Publishing.

Morrison, Terry & Wayne A. Conaway (2006). Kiss, Bow, or Shake Hands, Adams Media.

Lustig, Myron W. & Jolene Koester (2009). International Competence: Interpersonal Communication Across Cultures (6th Edition). Pearson Publishing.

Lewis, Richard D. (2005). When Cultures Collide: Leading Across Cultures (3rd Edition). Nicholas Brealey Publishing.

Storti, Craig (2007). The Art of Crossing Cultures (2nd Edition). International Press.

Louise El Yaafouri 6/2/19 Louise El Yaafouri 6/2/19

Refugee 101, Part 5: Refugees as Assets

“Refugees are mothers, fathers, sisters, brothers, children, with the same hopes and ambitions as us—except that a twist of fate has bound their lives to a global refugee crisis on an unprecedented scale..jpg

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.

_As research shows, refugees contribute to building our economy and our nation..jpg

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

Louise El Yaafouri 6/2/19 Louise El Yaafouri 6/2/19

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.

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.

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.

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.

Louise El Yaafouri 6/1/19 Louise El Yaafouri 6/1/19

Refugee 101, Part 3: Pre-Resettlement

Syrian youth in in an English class in Saida, Lebanon. Not all displaced Syrians in Lebanon are eligible to attend school. Those that do have access to formal education attend classes in the afternoons, after the traditional Lebanese school day has … — Photo credit: Louise El Yaafouri. Syrian youth in an English class in Saida, Lebanon. The stories that these students shared with me continue to resonate with me and inform my global perspetive. Not all displaced Syrians in Lebanon are eligible to attend school. Those that do have access to formal education attend classes in the afternoons, after the traditional Lebanese school day has finished. Many students, like most of those in this class, work as day laborers outside of their three hour learning window.

EXPLORING THE PRE-RESETTLEMENT PROCESS

“En route to a place on our classroom rosters, the resettled refugee child will have coursed through an intricate system of relocation mechanisms and endured innumerable transformations. Refugee families often endure multiple relocations, endless interviews, and a myriad of mental and physical assessments on the path to resettlement. They might have also experienced unimaginable distress: loss, sacrifice, hunger, human atrocity, and an exceptional scarcity of basic needs.

Resettlement histories are the ballads of a conflicted mankind, and testimonies of human migration are rarely uncomplicated. Rather, they are elaborate, winding, uncomfortable testaments to the greatness of character and spirit.

A very small percentage of those roads lead directly into our classrooms.” – The Newcomer Student: An educator’s Guide to Aid Transition, Louise El Yaafouri, (Kreuzer)

Let’s explore refugee resettlement from three stages: International, National and Local. We’ll begin with the international piece. This is where refugee identification and pre-resettlement considerations begin.

The path to resettlement is complex and extensive. Ultimately, it is the United Nations High Commissioner for Refugees, or UNHCR, who is responsible for determining eligibility for refugee status. UNHCR agents are positioned in various international regions with the central purpose of screening, interviewing, and preparing candidates for asylum. Generally, whole families are referred at once. Incredibly, less than one percent of the world’s refugees will be referred for facilitated resettlement.

In making referrals for refugee status, the United Nations ensures four critical checkpoints. A person must:

· Experience a well-founded fear of persecution.

· Be outside of the country of nationality.

· Be unable to access protection from the home country

· Not be a national of another country.

Image is part of a learning video created for Colorado Refugee Connect. View the full video and get involved at corefugeeconnect.org.

Once Refugee Status has been established, the UNHCR considers three durable solutions:

1. Voluntary repatriation back into country of origination

2. Localized integration into a neighboring country

3. Resettlement to an agreeing third party country.

From The Newcomer Student:

“In considering possible outcomes for displaced persons, voluntary repatriation into the country of origin is always the primary objective. In situations where this is not an immediate or long-term possibility, localized resettlement options will be considered. When this occurs, the temporary host country (typically the refugee camp sponsor of the displaced persons) will agree to absorb its refugee-status guests into its own country as free-moving individuals with national rights.

Localized resettlement (or local integration) countries are generally proximal to the zone of distress. Frequently, receiving countries are similarly affected by turmoil and instability, even while the circumstances of distress may differ. Therefore, it is not uncommon for nations in war-torn regions of the world to “flip-flop” their national citizens; as people leave one country to seek safety in another, others may be seeking haven from persecution in the reverse direction.

Third-party resettlement is the least desirable and least attempted solution. Only a minuscule fraction of the world’s refugees will become eligible for relocation to a third-party host nation. A few make it through.

They become our students.”