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Welcoming Week is a special time of year. Communities across the country will come together to celebrate and raise awareness of immigrants, refugees and new Americans of all kinds. Whether it’s an event at your local art gallery or showing support on social media, the goal is to let anyone new to America know just how much they are valued and welcomed during what is likely a big transition.

And the biggest transitions are happening for the littlest people.

A new country, a new home, maybe even a new language — that would be enough for any kid — but a new school, too? That subject is exactly what author Anne Sibley O’Brien addresses in her book I’m New Here, new to the First Book Marketplace.

Marissa Wasseluk and Roxana Barillas of the First Book team had the pleasure of speaking with Anne about I’m New Here, the experiences of kids new to America, and what kids can do to help create a welcoming atmosphere.

Marissa: So, and I am sure you get this question all the time, but I’m curious — what inspired or motivated you to create I’m New Here?

It’s funny, it’s such a, “where would you start?” kind of question, but I don’t remember if anyone has ever asked me that point blank because I don’t recall ever putting together this answer before. Over the years of working in schools — especially working with Margy Burns Knight with our nonfiction books: Talking Walls; Who Belongs Here and other multi-racial, multicultural, global nonfiction books — I had a lot of encounters, a lot of discussions, a lot of experiences with immigrant students and I was very aware of the kinds of cross-cultural challenges that children and teachers can experience. For instance, Cambodian children show respect by keeping their eyes down and not looking in the eyes of an adult, especially a teacher. In Cambodian culture adults don’t ever touch children’s heads. So you can immediately imagine how those kinds of things would be quite challenging when a Cambodian child comes into a U.S. classroom and suddenly two of those cultural markers are not only gone, but the opposite is what they need to learn.

Somebody might put their hand on your head — it being out of concern and wanting to make a connection — or they might say “I need you to look at me now” and not recognize that that’s cultural inappropriate for a Cambodian child. So growing that kind of awareness of the challenges that immigrant children face — that was the original impetus for the book. Just collecting some of those stories and raising awareness of how many obstacles immigrant children face. From climate to traditions in speaking and in body language, to food, to learning a new language. Not just learning a new language in terms of how you speak and read and write, but also how you interact with people, how social norms work — they just face such enormous challenges. And there were originally six characters so it was trying to cover everything.

Marissa: The characters that are in the book, they cover a child from Guatemala, a child from Korea, and a child from Somalia — did you work with these specific immigrant communities when you were creating this book?

I spoke to individual experts, such as several Somali interpreters and family liaison experts who work for the multi-lingual, multicultural office of the Portland, ME public schools. So I had that kind of expert advice to respond to what I was writing. But the original ideas mostly came from my observations, my interactions with Somali students in the classrooms that I visited. And then with Korean students I met many, many Korean students here in the US and I had my own background to draw on there.

Marissa: Can you tell me a little bit more about these classrooms that you’ve visited? We talk with a lot of educators who work with Title I schools and they often talk about how reserved the English as a second language students can be. There is a silent phase that a lot of kids go through. Have you observed that and have you shared your book with any of these first generation immigrants?

It’s certainly been shared with many. I actually just shared it with a group of students in a summer school program — about seventy students from third to fifth grade who were from East African countries and some Middle Eastern countries. Most of the group were immigrants and I read the book and then we had a discussion about being new and being welcoming. Of all the student groups that I’ve worked with, they were actually the most effusive and had the most to share in that discussion about what it feels like to be new and what you can do to welcome someone.

Marissa: What were some of the suggestions?

They had all kinds of ideas about what you could say and do to make somebody feel like they were at home. You could take them around, go through a list and say, “this is your classroom, this is your teacher, this is your playground, this is your classmate.”

Roxana: You’re taking me back – a few years back I came to the United States when I was twelve from El Salvador, speaking no English. It hits close to home in terms of the importance of the work you are doing, not just for kids who may not always feel like they belong, but also for the kids who can actually help that process be an easier one.

That is wonderful to hear. I was just struck that they had more suggestions than any group I’d worked with, they could hardly be contained. They had so much they wanted to say and I think it’s very fresh in their minds what welcoming looks like and maybe what did or what didn’t happen for them. So the list that they wrote: welcome to my class, say hi, wave, smile, hello, say this is my classroom, these are my friends, do you want to become friends? these are my parents, this is my family, show them around, this is my chair, this is my house, this is your school, this is my teacher, can you read with me? how’s it going? I live here, where do you live? do you need help? welcome to my school.

It was the specificity of it that I just loved.

And they said what it felt like to be new. These kids went beyond with the details so they said: scared, nervous, confused, happy, sad, lonely, shy, surprised. Which is what I get with any group that I talk to — but then they wrote: don’t know how to write, don’t know everybody, don’t know what to do, don’t know what they’re saying, don’t know what to say, don’t think you fit in, embarrassed, don’t know how to read books, don’t know what to think, don’t know how to play games, don’t know how to respond, don’t know how to use the computer. So that is a really rich, concrete list.

Marissa: What about educators, how have educators responded to your book?

It’s been pretty phenomenal. The book is in its third printing and it’s just a year old. Actually, it went into its third print run in June. That is by far the fastest that any book of mine has taken off, so there seemed to really be a hunger. There are quite a number of books about an individual immigrant’s story, but I think what people are responding to, what they found useful, is that this book is different because it’s a concept book about the experience of being new and being welcoming, and in that way it works. A particular story can make a deep connection even if your experience is quite different, you recognize things that are similar. But to have one book that outlines what the experience is like, it is very good for discussions. I’ve done more teacher conferences and appearances, especially in the TESOL community, than I did before. Normally I do a lot of schools where I talk to students, but in the past year the majority of my appearances have been for teacher conferences.

Marissa: Have any of them come up to you and told you how it’s resonated with them? Have you met any educators who are immigrants themselves?

Yes, definitely! The TESOL community is full of people who have immigrant backgrounds. I shouldn’t say full, but there is quite a healthy percentage of the TESOL community who come from that background themselves. Partly because schools often recruit someone who’s bilingual, so you tend to get a lot of wonderful richness of people’s life experiences. They might be second generation or they might not have come as a child but they definitely make a strong connection to children who have that experience. I remember, in particular, some very moving statements that people made standing in line waiting to have a book signed. Talking about how it was “their story” or people talking about and being reminded of their own students. When I talked about the book they were in tears thinking about their own students.

Marissa: Ideally, how would you like to see your book being used in a classroom or a child’s home?

I think I see it in two ways. First, for a child who has just arrived and who is in a situation where things are strange; to be able to recognize themselves and see that their experience is reflected in something that makes them feel less lonely and that there is hope. Many, many people have gone through this experience and it can be so difficult but you can get through.

And to the children who are not recent immigrants, who have been part of a community for generations; that it would spark empathy for children,  for them to imagine what it would be like if they had that experience. Starting with that universal experience of somehow being new somewhere and to recognize, “oh, I remember what that felt like” and imagine if it was not only a new school, but a new country and a new language and a new culture and new food and new religions and on and on and on. Particularly for them to imagine what they could do, concretely, to examine what the new children are doing and to see how hard they are working, the effort that they are making. And also how their classmates are responding so that the outcome is the whole group building a community together.

To learn more about I’m New Here and Anne’s perspective, watch and listen as she discusses the book and her insights into the experiences of immigrant children.

The post Welcoming Week: Q&A with Author Anne Sibley O’Brien appeared first on First Book Blog.

By Fiona Copland and Sue Garton

Did you know that the introduction of languages into primary schools has been dubbed the world’s biggest development in education? And, of course, overwhelmingly, the language taught is English. Already the world’s most popular second language, the desire for English continues apace, at least in the short term, and with this desire has come a rapid decrease in the age at which early language learning (ELL) starts. From the kindergartens of South Korea to classes of 70+ in Tanzania, very young children are now being taught English. So is it a good idea to learn English from an early age? Many people believe that in terms of learning language, the younger the better. However, this notion is based on children learning in bilingual environments in which they get a great deal of input in two or more languages. Adults see children seemingly soaking up language and speaking in native-like accents and think that language learning for children is easy. However, most children do not learn English in this kind of bilingual environment. Instead, they learn in formal school settings where they are lucky if they get one or two hours of English tuition a week. In these contexts, there is little or no evidence that an early start benefits language learning. Indeed, it has been argued that the time spent teaching English is better spent on literacy, which has been shown to develop children’s language learning potential.

So why are children learning from so young an age? One answer is parent power. Parents see the value of English for getting ahead in the global world and put pressure on governments to ensure children receive language tuition from an early age. Another answer is inequality. Governments are aware that many parents pay for their children to have private tuition in English and they see this as disadvantaging children who come from poorer backgrounds. In an attempt to level the playing field, they introduce formal English language learning in primary schools. While this is admirable, research shows that school English is not generally effective, particularly in developing countries, and in fact tends to advantage those who are also having private lessons. Another argument for sticking to literacy teaching?

Of course, government policy eventually translates into classroom reality and in very many countries the introduction of English has been less than successful. One mammoth problem is the lack of qualified teachers. Contrary to popular belief, and despite representations in film and television programmes, being able to speak English does not equate to an ability to teach English, particularly to very young children. Yet in many places unqualified native English speaking teachers are drafted into schools to make good the shortfall in teacher provision. In other countries, local homeroom teachers take up the burden but may not have any English language skills or may have no training in language teaching. Other problems include a lack of resources, large classes and lack of motivation leading to poor discipline. Watch out Mr Gove — similar problems lie in store for England in September 2014! (When the new national curriculum for primary schools launches, maintained primary schools will have to teach languages to children, and yet preparation for the curriculum change has been woefully inadequate.)

Why should we be in interested in this area of English language teaching when most of it happens in countries far away from our own? David Graddol, our leading expert on the economy of English language teaching, suggests that the English language teaching industry directly contributes 1.3 billion pounds annually to the British economy and up to 10 billion pounds indirectly through English language education related activities. This sector is a huge beneficiary to the British economy, yet its importance is widely unacknowledged. For example, in terms of investigating English language teaching, it is extremely difficult in England to get substantial funding, particularly when the focus is on countries overseas.

From the perspective of academics interested in this topic, which we are, the general view that English language teaching is not a serious contender for research funding is galling. However, the research funding agencies are not alone. Academic journals rarely publish work on teaching English to young learners, which has become something of a Cinderella subject in research into English language teaching. There are numerous studies on adults learning English in journals of education and applied linguistics, but ELL is hardly represented. This might be because there is little empirical research or because the area is not considered important. Yet as we suggest, there are huge questions to be asked (and answered). For example, in what contexts are children advantaged and disadvantaged by learning English in primary schools? What are the most effective methods for teaching languages to children in particular contexts? What kind of training in teaching languages do primary teachers need and what should their level of English be? The list of questions, like the field, is growing and the answers would support both the UK English language industry and also our own approach to language learning in primary schools, where there is very little expertise.

ELT Journal is a quarterly publication for all those involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, psychology, and sociology. A Special Issue of the ELT Journal, entitled “Teaching English to young learners” is available now. It showcases papers from around the world that address a number of key topics in ELL, including learning through online gaming, using heritage languages to teach English, and the metaphors children use to explain their language learning.

Fiona Copland is Senior Lecturer in TESOL in the School of Languages and Social Sciences at Aston University, Birmingham, UK, where she is Course Director of distance learning MSc programmes in TESOL. With colleagues at Aston, Sue Garton and Anne Burns, she carried out a global research project titled Investigating Global Practices in Teaching English to Young Learners which led to the production of a book of language learning activities called Crazy Animals and Other Activities for Teaching English to Young Learners. She is currently working on a project investigating native-speaker teacher projects. Sue Garton is a Senior Lecturer in TESOL and Director of Postgraduate Programmes in English at Aston University. She worked for many years as an English language teacher in Italy before joining Aston as a teacher educator on distance learning TESOL programmes. As well as leading the British Council funded project on investigating global practices in teaching English to young learners, she has also worked on two other British Council projects, one looking at the transition from primary to secondary school and the other, led by Fiona Copland, on investigating native-speaker teacher schemes. They are editors of the ELT Journal Special Issue on “Teaching English to young learners.“

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Image: Student teacher in China by Rex Pe. CC-BY-2.0 via Wikimedia Commons.

The post Children learning English: an educational revolution appeared first on OUPblog.

        

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