Exploring the Needs of Newcomers for Effective Transitions to U.S. Schools

Abstract

The thesis capstone project explores the question of how educators can effectively support newcomer students in adapting to U.S./English speaking schools. A professional development was developed to aid educators with this challenge. A review of the existing literature reveals that fostering newcomers’ sense of belonging facilitates an effective and positive transition. Several factors contribute to a newcomer’s sense of belonging including awareness of school expectations, perceptions of newcomers/teachers, school environment, and teacher preparation. These factors are categorized into internal factors such as perceptions of newcomers and external factors such as teacher preparation. These factors have been found to affect the newcomers’ second language acquisition (SLA) and reflect on their sense of belonging. The professional development model for educators of newcomer students focuses on engaging educators in the transition of newcomers from the outset and maintaining ongoing communication. Further research could explore the perspectives of newcomers during their transition phases.