Students with Limited or Interrupted Formal Education (SLIFE)

The Maine DOE and the Office of English Speakers of Other Languages (ESOL) have defined the term "Students with Limited or Interrupted Formal Education" (SLIFE) as:

• Is a multilingual learner;
• Has an English language proficiency level (as measured by WIDA assessments) of level 2.0 or below for students in grades 2-3 or level 2.5 or below for students in grades 4-12;
• Is at least eight years old; and
• Has experienced at least one of the following:
  • No formal schooling
  • Interruptions in formal schooling (defined as two or more re-enrollments or two years or more less schooling than typical peers)
  • Consistent but limited formal schooling outside the United States; and/or
  • Functions at two or more years below expected grade level in native language literacy and/or math skills relative to typical peers

Explore effective strategies for supporting newcomers in your classroom with the Newcomer Toolkit. This comprehensive resource offers guidance on engaging students and fostering an inclusive environment for multilingual learners from the National Clearinghouse for English Language Acquisition (NCELA).

Tips for Engaging Newcomers in the Classroom

As a multilingual educator, fostering engagement with newcomers is crucial for their successful integration into the school community. Here are some effective strategies to enhance their experience:

• Build Trust Through Personal Connection: Take time to get to know your newcomer personally. Ask about their interests, culture, and experiences while sharing a bit about yourself to create a comfortable environment. Establishing trust will help them feel more at ease and open to engagement.
• Use Visual Aids and Multimodal Resources: Incorporate visual aids, gestures, and other multimodal resources in your lessons. Pictures, diagrams, and videos can bridge language gaps and make content more accessible, sparking curiosity and encouraging participation.
• Incorporate Culturally Relevant Materials: Use materials that reflect the newcomer’s culture and background, such as literature, music, or examples from their home country. This connection fosters a sense of belonging and relevance in their learning experience.
• Create Collaborative Learning Opportunities: Encourage teamwork by pairing the newcomer with a buddy or small group. This promotes peer support and provides opportunities for language practice in a safe, supportive setting.
• Establish Clear Routines and Expectations: Clearly communicate classroom routines, rules, and expectations. Using visual schedules or charts can help newcomers understand what to expect and navigate the classroom, reducing anxiety and promoting stability.
• Encourage Family Involvement: Actively invite the newcomer’s family to engage with the school community. Provide information in their preferred language and organize family events to create opportunities for connection. This involvement enhances communication and support for the student, fostering a more inclusive environment.

Maine DOE Recorded Trainings

Support Ed provided four webinars on SLIFE characteristics and general needs, resources and strategies for serving SLIFE, graduation and post-secondary education guidance and opportunities, and a wealth of resources for educators to refer to. Check out the archived recordings & webinars

A padlet of SLIFE resources can be found here: https://padlet.com/diane30/maine-department-of-education-supporting-students-with-limit-a2eouyixynryahtm?utm_source=Padlet.

• Culturally Responsive Teaching & Social-Emotional Learning for SLIFE
• Effective Instruction of SLIFE
• Supporting SLIFE Family & Community Engagement
• Engaging Multilingual Newcomers: Social & Emotional Supports
• Engaging Multilingual Newcomers: Collegial Collaboration
• Engaging Multilingual Learner Newcomers
• Welcoming Newcomers into our Schools
• Supporting Graduation & Post-Secondary SLIFE