NEWCOMER FAMILIES 4
Newcomer families find themselves in new and unfamiliar territorieswhere they face numerous issues while trying to adapt to the newcultural aspects. Most families who immigrate to the U.S. or Canadaface the challenge of language as most of them cannot speak English.Equally, the families are mostly of different races, and they areconsidered as “the others.” Newcomer families face manychallenges while attempting to find employment, housing orunderstanding the geography and climate of their new home countries(Deckard & Bornstein, 2015). School-going children are severelyaffected by their new environment and culture, and this makeslearning extremely hard for them. They experience bullying due totheir race, discrimination, and language difficulties hence cannotkeep up with the other children.
Children from newcomer families must be accorded the relevantsupport to make sure they succeed in their learning. It is essentialto English remedial classes for immigrant children in order toimprove their English speaking and hearing skills. Further, theeducation system must control and manage bullying in schools(Gullotta & Comer, 2017). This can be done through havingprograms where learners are taught on the need to accommodate peoplefrom every race. Even though there are government andnon-governmental agencies that help immigrants to adapt to theforeign culture, it is clear that they do not exhaust the issues thatnewcomer families. This is an area that must be addressed to help thechildren of newcomer families cope.
Many teaching methods do not incorporate cultural aspects. This isbecause, in many classrooms, it is only one culture that isprominent. However, in recent years, classrooms have experienced anincrease in the number of learners from different culturalbackgrounds. Therefore, there is need to consider culturaldifferences while teaching. It is important for teachers toappreciate children from all cultural backgrounds (Deckard &Bornstein, 2015). Further, the teacher must organize his learnersinto groups where the members are from different culturalbackgrounds. Last but not least, it is essential to make sure thatthe questions given to learners are not cultural oriented and theyappear neither to favor nor demean any culture.
Deckard, K. D., & Bornstein, M. H. (2015). Immigrantfamilies in contemporary society. New York: Guilford Press.
Gullotta, T. P., & Comer, J. P. (2017). Handbook ofSocial and Emotional Learning: Research and Practice.New York: Guilford Press.