Last week, we published an article about the challenges schools face that often result in failed English language programs. Starting this week, and for the next ten weeks, we will explore each of these challenges in detail and provide actionable solutions to proactively mitigate potential difficulties for students.
No Clear Onboarding Process for Newcomers in Your English Language Program
The best welcome I have ever seen in an English language program was in a midsize high school in Texas. The parents, the student, the ESL teacher, the principal, the counselor, and another administrator all sat around a table and discussed expectations, resources, intentions, and aspirations. It was a wonderful first step that, in my understanding, that almost every time, led to a positive educational experience. The conversation was organic and honest, always centered on what the student needed to be successful.
In a perfect world, every school would implement such a comprehensive welcome process. However, the reality is that schools with large numbers of English learners often lack the capacity for multiple staff members to spare 15 minutes for every new student who arrives mid-year. So, how do we ensure every student is welcomed into a school with open arms and a smiling face? What obstacles do we need to anticipate? What information and support systems do students need to navigate high school successfully?
Here’s how to build an effective onboarding process that fosters a sense of belonging and sets students up for success.
1. Establish a Structured Newcomer Intake Process in your English Language Program
Many secondary ESL programs lack a structured intake process, leaving students and their families confused about the support available. A successful intake process should include:
Language assessment: Ensuring students are placed in the correct classes for their proficiency level (Thomas & Collier, 1997).
Legally, there needs to be a language test for all English learners when they walk in the door. This is very necessary and establishes a benchmark to measure future standardized tests against. This is also, often not practically helpful. To get a clearer perspective on studnet ability, have students write and have conversations with you in English. As you examine the following, be sure to ask yourself how each student will do in the contexts they are about to enter:
Penmanship
What types of errors students are making in their writing and their speech
The ability to use the past tense. (If they can, it represents that these students have had a considerable amount of linguistic input.
Paragraph structure
School tour: Helping students familiarize themselves with the school layout and key locations (ESL classrooms, counselors' office, library, etc.).
Peer mentor program: Pairing newcomers with a buddy who can guide them through their first few weeks (Hersi & Watkinson, 2012).
Parent meeting: Providing parents with a clear understanding of school policies, academic expectations, and available support services.
2. Provide Multilingual Welcome Materials
A lack of clarity at the outset can lead to disengagement and frustration. Schools should prepare welcome packets in multiple languages that outline:
School policies and expectations (Gándara & Contreras, 2009).
Available ESL services and academic pathways
Extracurricular opportunities
Key contacts for students and parents
By offering these resources in a language parents and students understand, schools can bridge the initial communication gap and create a more welcoming environment.
3. Consider Language Level When Scheduling Classes
Placing newcomers in classes that align with their language proficiency is crucial for their academic success. Schools should:
Avoid placing students with low language proficiency in high-failure-rate classes like Biology unless absolutely necessary.
Provide sheltered instruction or co-teaching models to support language development in core subjects (Echevarria, Vogt, & Short, 2017).
Allow flexibility in course selection to ensure students build confidence while acquiring language skills.
Placing newcomers in classes that align with their language proficiency is crucial for their academic success. Schools should:
Avoid placing students with low language proficiency in high-failure-rate classes like Biology unless absolutely necessary.
Provide sheltered instruction or co-teaching models to support language development in core subjects.
Allow flexibility in course selection to ensure students build confidence while acquiring language skills.
4. Allow for Extended Graduation Timelines When Necessary
Some students who arrive far behind in academic credits may need additional time to graduate. While many schools discourage extending graduation beyond the traditional timeline, it might be in the best interest of some students. Schools should:
Consider the long-term benefits of an extra semester or year for language acquisition and academic mastery (Callahan & Shifrer, 2016).
Provide clear communication to students and families about the possibility of a flexible graduation plan.
Offer summer school or credit recovery options to support students in catching up without overwhelming them.
Recognize that overloading students too early often results in higher failure rates and increased dropout risks. A structured, gradual academic progression can significantly improve long-term success (Menken, 2013).
5. Assign a non EL Teacher Staff Advocate (preferably one of thier teachers)
Navigating a new school system can be overwhelming, especially for students learning a new language. Assigning each newcomer a designated staff advocate (such as an ESL teacher, counselor, or administrator) can provide much-needed support. This advocate should:
Check in periodically to monitor academic and social adjustment.
Serve as a point of contact for students and their families.
Offer guidance on available resources, clubs, and language support services.
6. Distribute Resource Packets at Registration
Providing students and parents with resource packets during enrollment ensures that they have access to essential information from day one. These packets should include:
A checklist of important steps for new students (meeting with an ESL teacher, obtaining school supplies, etc.).
A school map highlighting essential locations.
Contact information for ESL staff and other key personnel.
A guide to community resources such as tutoring centers, cultural organizations, and translation services.
7. Encourage Independent Reading from Day One
One often overlooked but crucial aspect of onboarding is emphasizing independent reading. Research shows that reading plays a fundamental role in language acquisition, yet many students and parents do not fully realize its importance. Schools should:
Provide a list of recommended books at various proficiency levels (Krashen, 2004).
Encourage students to use the school library and check out books regularly.
Partner with parents to reinforce daily reading habits at home.
Introduce students to reading platforms that support English learners.
If regular independent reading sounds like something you might want to implement into your English language program, try out AIR Language for free for up to 30 students. If you want to peruse our library, you can click below to create an account,
Creating a structured onboarding process does not require an overwhelming amount of additional work, but it does require intentionality. By implementing these steps, schools can significantly improve the newcomer experience, leading to better engagement, higher academic success, and stronger family-school partnerships.
📌 Sources:
Short & Boyson (2012) highlight the importance of structured newcomer programs in their research on effective secondary ESL models.
Thomas, W. P., & Collier, V. P. (1997). School effectiveness for language minority students.
Hersi, A. A., & Watkinson, J. S. (2012). Supporting immigrant students in secondary school settings: A case study.
Gándara, P., & Contreras, F. (2009). The Latino Education Crisis: The Consequences of Failed Social Policies.
Krashen, S. D. (2004). The Power of Reading: Insights from the Research.
Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible for English learners: The SIOP model.
Callahan, R., & Shifrer, D. (2016). Equity and access in education for immigrant and language-minority students.
Menken, K. (2013). Negotiating language policies in schools: Educators as policymakers.
Next week, we will continue this series by discussing another major challenge in high school English language programs, aan how to fix it: how to involve parents into your EL program.
Stay tuned!
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