Abstract
Students with interrupted formal education (SIFE) can be defined as English language learners (ELLs) who have had at least two years less schooling than their peers, function at least two years below grade level, and may be preliterate in their native language (NYSED, 2011). These students have significant gaps in their educational backgrounds, often need additional time to become accustomed to school routines and expectations, and some may also be designated as refugees (Short & Boyson, 2012). SIFE have needs that the traditional English as a second language (ESL) or bilingual programs often provided to ELLs are not designed to address. A lack of clear guidelines and standards for SIFE programming can result in ineffective program development and may not address the social or emotional needs of SIFE. Considerations of second language acquisition (SLA) and classroom management as specific to SIFE, if not sufficiently integrated into the schools’ programming, may prove to be inappropriate for SIFE. The purpose of this study, therefore, was to design the beginnings of a newcomer program that may help to address the needs of SIFE. Topics within this four unit curriculum include: school orientation; survival skills; school procedures and routines; and community resources. With the use of the Sheltered Instruction Observation Protocol (SIOP) model and concepts from effective classroom management and SLA, the development of this program was supported. The completed project has accomplished the goal of creating a flexible curriculum that can be used within any district with a population of SIFE students.
