What systems are in place to support the language development and social emotional needs of newcomer students in monolingual schools? What systems still need to be developed?

A Multifaceted Analysis of the Factors Affecting English Learning and Social and Emotional Learning of Monolingual Newcomer Students: A Descriptive Study Your Name Subject and Section Professor’s name Date Research Overview This paper investigates the multifaceted factors impacting newcomer student success in language acquisition and social and emotional learning (SEL). The paper analyzes various research papers, exploring the significant role of educators in improving SEL, the effectiveness of some strategic approaches, and the effect of socioeconomic status, traumatic experiences, and immigrant or refugee status on SEL and language development. Furthermore, this paper examines the quality of educational instruction being implemented and pinpoints prejudices in school districts that discriminate against newcomer students. This paper shall provide a comprehensive analysis of the said subjects to stress the role of the newcomer students’ environment and the policies that contribute to their SEL success and language proficiency. Introduction Supporting newcomer monolingual students in schools by engaging them into learning the second language and addressing their social and emotional needs is part of education. It demonstrates a core perspective which is also associated with the successful adaptation of their mental and physical growth to the new linguistic and cultural environment. Through the understanding of their language learning and emotional needs, the educators can help them have a smooth transition into the educational system and boost their overall growth. Lastly, a holistic approach in helping newcomer students with their needs assists in creating a classroom where each student, no matter what their situation or background is, is given appreciation and assistance in a way for them to achieve higher status (Alvarez et al. 2023). In line with this, this research aims to investigate the following: Firstly, this study will assess the existing hindrances monolingual immigrants face in the development of language. The current language system shall be investigated to identify the specific language barriers which are critical because the later ones are the main causes of the early ones' failure to achieve their education goals. Moreover, it will study what affects newcomer students’ chances of academic success in the school system considering language proficiency, socioeconomic conditions, traumatic experience and refugee status, and financial constraints. Also, the research will investigate the effectiveness of current educational programs, including approaches of programming pull-out, sink or swim, and English as a second language (ELD). Additionally, the effort will be directed toward implementing the customary programs in the educational system of the US which intend to negate the biases at the school level. Thirdly, the study focuses on school district prepared to accept newcomer students and the US government's budget to schools to reduce the biases against newcomer students. Particularly, the study will focus on the impact of funds and districts' salary and benefit level on programs development as well as the success of project implementation to provide appropriate language learning chances for newcomer students. Lastly, this study presents perspectives on the challenges and benefits of supporting newcomers in monolingual schools. This will delve into the parent-child relationships, family support, and conditions where the newcomer students' families reside shall be emphasized. Barriers to Language Development The study by Toppelberg & Collins (2010) revealed diverse linguistic barriers observed in monolingual newcomers in their journey to master two different languages. Native language speakers struggle because of limited secondary language exposure and support. Second language exposure is limited at home, where the parents of these students are also not native speakers. Furthermore, societal and school pressures and linguistic marginality create an atmosphere where people cease to use their home language and opt for English. This leads to the lack of mastery of the second language due to the lack of complete understanding since the media used for instructions was mainly the second language. Additionally, subtractive bilingualism is a common phenomenon in which learning a second language causes the loss of the first language competence due to a lack of adequate support for the native language in schools. Furthermore, most of the time, the differentiation between communicative skills acquired through contextualized interpersonal activities and academic language competence through decontextualized encounters is a failure, making children succeed in using only one language excellently and struggle with the other. Finally, when language skills are less proficient in one language, engagement with the new culture and natives, successful academic performance, and emotional stability become significantly affected. These barriers highlight the importance of providing supportive environments and policies to enhance additive bilingualism and bicultural competence to produce competent language speakers and improve psychosocial adaptation. Factors Implied in the Success of Newcomer Students in Language Proficiency and Enhancing SEL The Teacher's Role Nakhaie et al. (2022) explained that educators are the key players in enhancing the SEL of newcomer students by providing support and motivation. This support is not limited to providing instructional strategies. However, it is also about providing an amicable environment where students find it comfortable to seek help, ask questions, be part of the learning process, and relay their difficulties while learning in an environment where their second language is primarily used. Teachers create a positive classroom environment, thus building students' self-assurance and resilience, which play pivotal roles in learning outcomes. In addition, educators are considered a social capital for newcomer students. Through earning trust and establishing a close teacher-student relationship, teachers become essential partners of the students who can help the students build upon their cultural capital and capabilities. Culturally responsive teaching methods, particularly involving historical and modern-day cultures as part of the curriculum and teaching strategies, make learning for these students applicable to their daily lives, and these encourage better performance at school by creating a sense of belongingness among the newcomers in the learning environment (Nakhaie et al., 2022). Furthermore, the study elucidated the role of teachers in nurturing cultural humility and connection to a classroom of multicultural students. Educators need to understand the experiences and triumphs of the newcomer students, as this will create an atmosphere that brings respect and love of differences. In this way, the students will be invited to create interactions, and most importantly, they will feel welcomed. In addition to language mastery, this strategy employs a sense of empathy, helping students become more accepted in a relatively novel environment, which, in turn, helps them develop their newly acquired language skills (Nakhaie et al., 2022). The Role of Balancing the Use of Primary Language and Targeted Language Acquisition The balance between the target language, also known as translanguaging, and students' native languages cannot be neglected as it is of great significance for the language growth of students and raising their language awareness, especially in contexts where students come with different linguistic competencies. Brevik & Rindal (2020) examined this via video-observed English lessons given in lower secondary classrooms in Norway and through surveys regarding student experiences. The researchers recommended a balanced teaching strategy for the primary and the target language. Consequently, translanguaging is also critical in the SEL of newcomer students. In multilingual classrooms in the U.S., teachers have used mixed language approaches to raise student attendance of the academic content and improve their personality. For instance, teachers have been using multilingual writing checklists and explaining literary terms in student's native language, showing that education is a vertical process, not a one-way street. Implementing these strategies facilitates the acquisition of knowledge and academic excellence and promotes students' self-confidence, teamwork, and feelings of belonging. Through translanguaging, teachers support the use of the full array of languages being spoken by their students, and so, as a result, their social, emotional, and academic development is enhanced. This implies that the strategies for teacher training should imply translanguaging as the foundation for supporting multilingual learners (Song et al., 2022). The Role of Socioeconomic Statuses, Traumatic Experiences, and Immigrant or Refugee Statuses of Students Effects of Socioeconomic Status Through a mixed-method study found 407 students and taking advantage of Abric's model of social representations to explore the picture in which students build of learning international languages, Cruz Arcila et al. (2022) discovered that socioeconomic status usually ...