1. Working with Refugee and SIFE students
An Overview
By Mary Mitchell
Summer 2012

2. What is a SIFE?
SIFE stands for “student with interrupted formal education.”
These students come to us at all literacy and ability levels.
Many of these students attended school in a refugee camp, but some did not attend school at all.
Many SIFE children can read in their first language, but some cannot or do not even have a written form of their first language.

3. Take note and remember…
Many of these students have recently come from refugee camps- EVERYTHING here is new to them. This can be very overwhelming.
Basic things we take for granted, they may have never seen or used before coming to this country. For example: flushing toilets, coloring books, books, crayons, playgrounds, pizza, beaches, etc… DON’T assume they know the basics.
Some students may appear greedy or not want to share or leave their belongings. REMEMBER: They may have come from a place where necessary supplies were scarce. Gently teach them that there is enough to go around.
Some students may appear very shy. This could be for several reasons:
1, they ARE shy!
2, in many of these students’ home countries it is common for teachers to use corporal punishment so they are afraid to make a mistake.
3, It is a natural part of the language acquisition process to go through a “silent period.”

4. Do’s and Don’ts for working with refugee students
Have high standards
Use pictures, gestures, etc
Use simple and explicit language
Be flexible and patient
Ask student questions about past, home countries, etc.
Research student's homeland (politics, educational system, language, etc.)
Incorporate student's experiences
Read picture books to class (based on your lesson vocabulary and discussion).
Use a variety of groupings and seating patterns to encourage conversation
Do Not
Assume literacy in the student's native language
Assume student is monolingual
Assume students from the same country will automatically befriend each other or act the same way
Assume students will quickly share personal stories into lessons
Speak extra loud and close

5. Building Background Knowledge Don’t assume students can relate to typical American experiences. Help them build background!
Allow and encourage students to use L1 when they can.
Show pictures and teach important functional words.
Have students share what they know about a topic.
Give students a copy of what you are showing whenever possible and explicitly show them that they have the same paper you have.

6. Making a Language and Content Goal work together
1. Students will be able to name and identify school nouns in English
Language –
1. Students will be able to read, write, and say cardinal numbers 1-10 in English.
2. Students will be able to tell how many of something there is in English using “There is” and “There are.”
3. Students will be able to use the plural -s when speaking, reading, and writing in English.
By the end of this lesson, students will understand and be able to say: There is one crayon. –OR- There are five crayons.

7. School Vocabulary 1. Teach new words orally first.
2. Use realia and/or pictures to provide a visual of the word.
3. Show learners the word in print.
4. Read the new word to them and have them repeat it.
5. Finally have them copy and spell the new word and if they can, have them write the word in their L1 as well.
Recycle vocabulary in future lessons.
Encourage learners to use the new words in speaking and eventually in reading and writing.

8. Encourage speaking Mixed language groupings Repetition
Memorizing poems or chants, etc
Games (go fish, Simon says, match game, spiders and candy, Bingo)

9. School Words students student teacher chair table desk book books pen
computer
pencil
crayons
notebook
folder

10. Plural -s
In English, we use an –s at the end of a word to show more than 1.
1 crayon
1 folder
8 crayons
5 folders

11. You Try! -s OR no –s? chairs pencil notebooks pens desks table pencils
computer

12. How many ? In English “how many?” asks for a number.
4 chairs
4 notebooks
1 pencil
5 pens
2 desks
1 table
5 pencils
1 computer

13. There is/There are
In English we use “There is” to tell how many when we only have 1 item.
We use “There are” to tell how many when we have more than 1 item.
There is 1 desk.
There are 3 desks.

14. You try! How many are there/is there?
There are 5 pens.
There are 4 chairs.
There is 1 pencil.
There are 4 notebooks.
There are 2 desks.
There are 5 pencils.
There is 1 table.
There is 1 computer.

15. Wrap up and review!
I always end my lessons with a game to review the grammar, content, and/or the vocabulary.
Examples include:
I Have/Who Has?
Go Fish
Spiders and Candy
Review vocabulary and concepts the next day before continuing on with your lessons! Repeat the same activities using different words, numbers, etc. REPEAT, REPEAT, REPEAT!

16. Ways you can help these kids prepare for school in the fall:
Help them build confidence by teaching them how to ask and answer these simple questions in English:
What’s your name?
Where are you from?
How old are you?
What is your address?
What is your phone number?
Make sure students know the following verbs:
Look, Listen, Say, Draw, Write, Read, Play, Go, Sit
Make sure students know the following nouns:
Book, workbook, notebook, pencil, folder, paper, sharpener, bathroom, teacher, nurse, water

17. Have fun!

18. School Words

19. You Try! -s OR no –s?

20. How many ? In English “how many?” asks for a number

21. You try! How many are there/is there ?