Most of the world is multilingual and linguistic diversity is a tremendous asset in preparing all of our children for their participation in a global society. Below are resources for promoting success for our newest English speakers.
- Common Core State Standards ELA learning progressions by grade level – from EngageNY.
- English Language Learners Video Series – from Teaching Channel.
- “How did you come through?” – Oral histories conducted by ELL students at Deering High School. (Word Version)
- “How did you come through?” – Oral histories conducted by ELL students at Deering High School. (PDF)
- Multilingual Mainers – a learning partnership and program in Maine promoting multilingualism for young children.
- New Mainers Speak
The mission of New Mainers Speak is threefold:
Witness: To listen to the stories of individuals who have had unique journeys on their way to Maine.
Connect: To raise awareness throughout Maine about the lives/hopes/dreams of some of our newest residents.
Welcome: To invite New Mainers to be active contributors to community radio at WMPG.
- The Somali Bantu Experience – photo exhibit, family stories, and teaching resources at Colby College.
- Supporting Culturally & Linguistically Diverse Students in Schools – Recommendations from students in the ELL program at Deering High School (Word Version)
- Supporting Culturally & Linguistically Diverse Students in Schools – Recommendations from students in the ELL program at Deering High School (PDF Version)
- Traveling Library for “I’m Your Neighbor” project – children’s books for welcoming New Mainers and immigrant students.
- U.S. Department of Education English Learner Toolkit
- WIDA Can Do Descriptors – by grade levels to align learning objectives with students’ ACCESS proficiency levels.
- Maine Department of Education English Learner Data Dashboard – Displays state data collected on students who are English Learners.
- Maine Department of Education English Learner Resources – Program guide and resource contacts.
- Northern New England Teaching Speakers of Other Languages (NNETESO)
- “We All Belong Here: Eliminating Inequity in Education for Immigrants and Students of Color in Maine” : Report on experiences of immigrants in schools from 115 interviews conducted by the ACLU with descriptions of successful programs some school shave implemented to address inequalities.
- New Americans: Child Care Decision Making of Refugee and Immigrant Parents of English Language Learners by Muskie School of Public Policy at USM.
- Parent and Family Engagement Manifesto
- Portland Public Schools Multilingual and Multicultural Center
- School and Family Partnership Policy – Portland Public School
- Strategies for Engaging Immigrant Youth and Families – Report featuring home visits for parenting and literacy supports in Lewiston, ME.
- Definitions according to Homeland Security
- Asylee – An alien in the United States or at a port of entry who is found to be unable or unwilling to return to his or her country of nationality, or to seek the protection of that country because of persecution or a well-founded fear of persecution. Persecution or the fear thereof must be based on the alien’s race, religion, nationality, membership in a particular social group, or political opinion. For persons with no nationality, the country of nationality is considered to be the country in which the alien last habitually resided. Asylees are eligible to adjust to lawful permanent resident status after one year of continuous presence in the United States. These immigrants are limited to 10,000 adjustments per fiscal year.
- Derivative Citizenship – Citizenship conveyed to children through the naturalization of parents or, under certain circumstances, to foreign-born children adopted by U.S. citizen parents, provided certain conditions are met.
- Naturalization – The conferring, by any means, of citizenship upon a person after birth.
- Refugee – Any person who is outside his or her country of nationality who is unable or unwilling to return to that country because of persecution or a well-founded fear of persecution. Persecution or the fear thereof must be based on the alien’s race, religion, nationality, membership in a particular social group, or political opinion. People with no nationality must generally be outside their country of last habitual residence to qualify as a refugee. Refugees are subject to ceilings by geographic area set annually by the President in consultation with Congress and are eligible to adjust to lawful permanent resident status after one year of continuous presence in the United States.
- Temporary Protected Status (TPS) – Establishes a legislative basis for allowing a group of persons temporary refuge in the United States. Under a provision of the Immigration Act of 1990, the Attorney General may designate nationals of a foreign state to be eligible for TPS with a finding that conditions in that country pose a danger to personal safety due to ongoing armed conflict or an environmental disaster. Grants of TPS are initially made for periods of 6 to 18 months and may be extended depending on the situation. Removal proceedings are suspended against aliens while they are in Temporary Protected Status.
- Temporary Worker – An alien coming to the United States to work for a temporary period of time. The Immigration Reform and Control Act of 1986 and the Immigration Act of 1990, as well as other legislation, revised existing classes and created new classes of nonimmigrant admission.