Schools that are successful in building an inclusive environment for immigrant students and their families spend time building trust with students', establishing expectations for, and methods of engagement in the students' learning (Kreider, Caspe, Kennedy, & Weiss, 2007; Arias & Morillo-Campbell, 2008; Castellón et al., 2015). These schools regularly communicate with families to address challenges and opportunities. Immigrant families also need specific information on how to support their children’s learning and development as the families adapt to a new culture and/or a new language (Castellón et al., 2015).

As per the USDE Newcomer Tool Kit, creating an environment for immigrant families to become active participants in the education of their children may, at times, be difficult due to cultural disconnects and linguistic barriers within the school community. Cultural and linguistic barriers are present when immigrant students and families from non-U.S. backgrounds encounter an unfamiliar educational system with expectations of family and parental outreach and language variances.

Immigrant families with school-aged children may experience the following:

• Feelings of distrust or being unwelcome
• Confusion when trying to navigate the Texas educational system

Accepting immigrant students in Texas schools is a responsibility shared among the school staff, community, and the families to ensure immigrant students are academically successful. Establishing an accepting school community requires empathy and understanding for immigrant students and their families. Texas schools must create a school environment that is inclusive and informative—one that promotes full participation and academic success for immigrant students.

To accept immigrant students and their families, a school must have an effective, integrated approach where the school staff, community-based organizations, families, and immigrant students collaborate to share this responsibility. An example of a welcoming experience might be when an immigrant student and his/her family are greeted by school representatives who are culturally competent and communicate in a language the students and parents understand, whether in spoken or written form (USDE, 2016).

LEA/Campus Activities

The following are examples of activities an LEA/campus should implement to create an accepting school community.

• Create a world map to visualize global cultural connections for all students.
• Label school environment with signage in different languages welcoming students.
• Create welcome bags or baskets for new immigrant students as they enroll.
• Increase communication and support between immigrant families and the school community by incorporating home “welcome” visits.
• Provide multicultural guest speakers to present about their personal experiences and culture.
• Display diverse pictures that represent the members of the school community.
• Create a welcome mat for the school entrance with a message welcoming all students and families (consider all languages).

The following are examples of LEA/campus-hosted events that cultivate an understanding of diversity:

• International fairs
• Heritage fairs
• International community gardens
• Community picnic/cultural dinners
• Book clubs to explore immigration-related themes

(The Advocates for Human Rights, 2012).

Title III, Part A immigrant funds are required to be used to enhance instructional opportunities by assisting principals and teachers (including preschool teachers) to

• develop and enhance their capacity to provide effective instructional programs; and
• establish, implement, and sustain effective language instructional programs.

It is essential for instructional programs to be designed to meet the needs of both immigrant students and their families, so families become active participants in the education of their children.

Successful language instructional programs are designed to teach EL immigrant children who via second language acquisition methods. Second language acquisition is the process involved when learning a new language in addition to the native language. The instruction should address the history and cultural heritage associated with both the student and the United States of America.

A few recommendations to enhance instructional opportunities for immigrant children and youth are to provide planned activities for gaining

• basic concepts of the school environment;
• confidence and self-assurance; and
• a positive identity with their cultural heritage.

Each of these ideas will be explained and expanded on below.

Basic Concepts of the School Environment

Color consciousness
Determine the possibility of using nontraditional colors on campus and in the classroom, such as investigating the cultures represented by students in the classroom, and determining which colors might promote a healthy learning environment. For example, colors should be inviting and invoke the presence of kindness, acceptance, friendliness, and an excitement for learning (Hollie, 2012). This may require some research and the administration of family questionnaires to determine colors associated with a positive cultural identity and even those colors which may possiby stir up negative emotions due to challenges or conflict in the students' native countries. Always remain educated regarding the background of immigrant students to ensure the environment is safe for learning.

Layout
The way materials are arranged on a campus and in the classroom should be conducive to the learning of the students. Think about how instructional activities can best take place in order to meet the needs of all students. Classroom configurations, especially, must set the tone for students’ relationship building (Hollie, 2012). Keep cultural preferences in mind when placing immigrant children and youth in a position to communicate with yourself and others. Consider, for example, personal space, wait time, ways of agreeing and disagreeing, and social and academic norms when planning lessons. "Many cultures have many different mores and folkways. Teachers must be open to what the students are doing and find out why they do what they do" (Fish, 2018, para. 2). The goal of the instructional arrangement is to promote a classroom that is "understanding, and culturally fluent" (Fish, 2018, para. 2). 

Flashcards
If grade appropriate, create flashcards with visuals of places around the campus and areas in the classroom. Have peer students go through the flashcards with new students, sharing not only the visuals but also the peers' personal experience of those areas. This can help familiarize the new students with their surroundings, and help them have some feeling of ownership.

Field trips
If grade appropriate, take classroom field trips across the campus so that new students become familiar with the different areas of the campus. A peer might assist during the student’s initial days of attendance. However, it is crucial for the teacher to model a sense of support by having the entire class engage in such field trips to establish a student's sense of confidence and trust in the teacher.

Animated visuals
Similar to the flashcards, these cards should be made up of visuals that can possibly animate the purpose of various areas of the classroom environment. For example, a label for a library station should include more than a visual of a book. Possible additions may include step-by-step graphics of a student retrieving a book and then sitting to read individually.

Confidence and Self-assurance

Cultural consciousness
Investigate the cultures that are represented in the classroom in order to proceed with instruction that is culturally relevant. For example, prior to teaching about the American Civil War, ask students to research possible similar wars in representative countries in the classroom to support students' understanding of connections. Linking these ideas to the American Civil War validates not only the new student's cultural history, but it also helps all students view civil strife within a connected framework, helping to bridge cultural differences in the classroom.

Cultural chants
If grade appropriate, seek out sayings or chants from other cultures that may relate to typical classroom instances, such as transitioning into another subject or leaving the classroom (Hollie, 2012). Teach these to all students and use them consistently in the classroom. Rather than focus on one culture, which might make some students uncomfortable, use a variety of cultures.

Scripting
Have premade index cards detailing scripts for responding to certain routine occurrences, such as receiving a classroom visitor, taking another student to the nurse, or asking a peer for assistance. Such scripts may include visuals to better support early English language proficiency levels of students (Herrell & Jordan, 2016).

Powerful questions
On cards, create questions to which new immigrant students may typically know the responses. Sporadically pass out these cards, one card to each student, such as during a transition to another subject or activity, or at any other moment that presents itself. Ask students to mingle while music is played. They will find a partner when the music stops. Have partners read their question to each other and provide the response. New students should be able to develop a confidence in their ownership of their English language proficiency. Examples of questions include, "What colors can an apple be?" "What is your teacher’s name?" "What grade are you in?" "How old are you?" Hold the high expectation of speaking in complete sentences.

Celebrations
When celebrating in the classroom in ways that are traditional or customary in the U.S., make sure that other cultures' celebrations and traditions are represented in the classroom.

Positive Identity with Cultural Heritage

Role models
Investigate possible role models from the countries represented in the classroom. Relate how these individuals are similar to the individuals covered in the content being taught and how such individuals also contributed to a cause (Burnett, 2015).

Content links
Relate the content concepts being taught in class to how these concepts may develop or manifest themselves in other cultures being represented in the classroom.

Literature links
Choose culturally-relevant texts that show a respect for the cultures being represented in the classroom. For example, where Little Red Riding Hood may be selected during a study of fairy tales, one may include a review of Lon Po Po, the tale’s Chinese counterpart.

Story time
Allow stories from all students to be shared at appropriate times where the content concepts are relevant to the students’ experiences. Hold high expectations for a structured story-tell to focus on the relevancy between the story and the content.

Picture file cards
Create cards with items, celebrations, and/or activities. In groups, have students select a card that represents their culture and one that does not. After each student in the groups has selected a card, each will take a turn discussing the justification for the selection of each card, taking turns speaking through a teacher-selected structured conversation (Troute, n.d.).

LEAs must evaluate the services provided to immigrant children and youth who are ELs to ensure enhanced instructional opportunities and the development of high levels of academic achievement in English are in place. Continuously offer comprehensive inclusive services and implement research-based methods on effective instruction to create a successful academic experience for linguistically and culturally diverse immigrant students.

Immigrant students may not always be ELs, just as ELs may not necessarily be immigrant students. An LEA must meet the specific needs of immigrant students who are also ELs.

In order for immigrants who are ELs to fully comprehend and develop a second language, it is essential to remember that the progression of skills in the four language domains of listening, speaking, reading, and writing are developed simultaneously and at varying levels.

Jim Cummins, researcher and professor of linguistics, differentiates between two categories of language proficiency:

• Basic interpersonal communicative skills (BICS)
• Cognitive academic language proficiency (CALP)

Immigrant students who are ELs first develop their BICS, the conversational language which is used for interpersonal interactions and oral communication. The development of CALP, or cognitively-demanding academic language used in a classroom setting, occurs thereafter.

The changing diversity of immigrant students and their various academic needs require teachers to consistently deliver second language acquisition support by providing linguistically accommodated instruction. Linguistically accommodated instruction can take many forms and is used to communicate content and language structures across language proficiency levels. As indicated in the ELPS Linguistic Instructional Alignment Guide, or LIAG, linguistically accommodated instruction involves a careful consideration of instructional materials and tasks based on proficiency levels provided in a sequence that will be comprehensible for ELs (TEA, 2012). Supplementary materials, instructional delivery, and levels of language proficiency are three focal points from which to begin a linguistically accommodated lesson.

• Supplementary materials are used to promote comprehension and support students with acquiring new concepts. Some supplementary materials might include illustrations, charts, manipulatives, and realia (real life objects).
• Instructional delivery is the way we choose to deliver the lesson. For example, before presenting new content, a teacher might activate prior knowledge, identify misconceptions, or review previously taught content (e.g. pre-teach vocabulary, review word walls, identify cognates, and provide modeling/demonstration).
• The current levels of language proficiency are used in order to change the approach needed to complete tasks while maintaining grade level content. Being cognizant of students’ language proficiency levels and selecting the process for which to arrive at the final product through specific linguistic accommodations are needed to ensure success.

Sample Instructional Preparation Using Suggested Methods

What differences did you observe? How will you linguistically accommodate your instruction?

A positive and inclusive classroom environment can be created by providing opportunities in class in which students have the time to share their personal cultural experiences along with those the teacher may share. The following activities engage an immigrant student in using his/her listening, speaking, reading, and writing skills, as well as cultivate a positive classroom environment that allows the student to feel at ease and build a connection with his/her peers.

Note: Immigrant students who are ELs may have already developed CALP in their native language, which will assist in the transition to acquiring English.

Instructional materials valuing the culture and traditions of students

Instructional materials with added linguistic support (sentence starter) for providing oral language practice with regard to personal interests

Immigrant students must have access to academically rigorous coursework and high expectations. Teachers can integrate the use of sheltered instruction strategies and implement research-based methods on effective instruction for linguistically and culturally diverse student populations. Sheltered instruction is an instructional approach that uses various strategies to ensure that grade-level instruction provided in English addresses both content and language objectives. Through sheltered instruction, students master the required essential knowledge and skills and become proficient in the English language.

In order to meet the needs of immigrant students who are ELs, the appropriate staff at LEAs/campuses should receive sheltered instruction training in all content areas (language arts, mathematics, science, and social studies), as well as using second language acquisition methods. Below are some examples of strategies used during the delivery of sheltered instruction.

• Cooperative learning activities structured to create a diverse small team of students with diverse levels of ability and proficiency
• More processing time in order to comprehend what is being stated and/or read in English
• Visual processing, such as offering pictures; realia; and total physical response (TPR), such as gestures, acting out, etc.

In order for immigrant students who are ELs to be successful, they must acquire social and emotional competencies along with social and academic English language proficiency. Social and emotional competence is the process through which children obtain and successfully apply the information, attitudes, and skills necessary to understand and manage 

• emotions,
• the setting and achievement of positive goals,
• feelings and showing empathy for others,
• the establishment and maintenance of positive relationships, and
• responsible decision making (CASEL, 2017).

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five interrelated sets of cognitive, affective, and behavioral competencies. The definitions of the five competency clusters for students are:

Source: Collaborative for Academic, Social, and Emotional Learning (2017)

The five CASEL competencies reflect the intrapersonal and interpersonal domains. Self-awareness and self-management are consistent with the intrapersonal domain, whereas social awareness and relationship skills represent dimensions within the interpersonal domain. Responsible decision-making is both an individual and a social process, and therefore represents both domains (CASEL, 2017). Ensuring intrapersonal and interpersonal skills are considered and developed among immigrant students sets the stage for the social awareness needed to communicate academically and apply new information learned. 

LEAs receiving funding for immigrant children and youth under ESSA, Title III, Part A Section 3115(e), are required to create an informative and outlined plan to identify ongoing professional development based on the LEA’s need.  LEAs must recruit, support, and train all stakeholders to provide enhanced instructional services to immigrant children and youth.

Professional development refers to specialized training that is targeted and aligned to the identified needs. Specialized training should be provided to support district- and campus-based personnel, along with community-based organizational personnel. The training is meant to build capacity and improve their professional knowledge base, skill set, and effectiveness in providing instructional support specific to immigrant children and youth.  Enhanced instructional practices that ensure successful participation of immigrant students in the classroom and at home can be supported by six areas of professional development. Educators receiving professional development in these areas can develop the necessary skills to effectively meet the instructional needs of immigrant students while validating their social, emotional, and cultural needs. 

(Council of Chief State School Officers, 2004)

LEA/Campus Planning Tool