Community Resources That Support English Acquisition for Immigrant Families

Immigrant Students and English Language Learners

Advocates for Children of New York (AFC)'s Immigrant Students' Rights Project combines our distinctive leadership in the field of public instruction advancement with our in-depth cognition of the needs of immigrant students, students learning English language, and their families to improve educational opportunities for this population.

We stand for immigrant students and parents in school authoritative hearings, assist parents enroll their children in effective English Language Learner (ELL) programs, and help older immigrant youth in finding appropriate school placements. In addition, we provide tools and information to parents on how to address problems in their children'southward schools.We likewise work closely with immigrant-serving community-based organizations to strengthen their ability to assist families as they navigate the public school system.

AFC does not consider immigration status when deciding whether to help you.

Guides & Resource

Note: The following resources are in PDF format and will open in a new window. To view PDF files, download the post-obit free software: Get Adobe® Reader®.

For fifty-fifty more guides and resource, please visit ourresource library.

Know Your Rights: A Guide to Legal Rights of Immigrant Families in NYC Public Schools
(As well available in Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish, Urdu)
This comprehensive guide explains the rights of immigrant parents and students with regard to enrolling in school, services for students learning English, special educational activity services, and translation and interpretation.

Translation and Interpretation Services in New York Urban center Public Schools
(Also available in Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish, Urdu)
This fact sheet explains the right of parents who do not speak English language to free translation and estimation services in social club to participate in their children's education.

Program Options for English Linguistic communication Learners
(Likewise available in Bengali, Chinese, Haitian Creole, and Castilian)
A brief overview of the three master English language language learning programs in New York Urban center'southward public schools: English as a New Language (ENL), Transitional Bilingual Educational activity (TBE), and Dual Linguistic communication.

Enrollment in New York City Public Schools for Immigrant Families
(Too available in Bengali, Chinese, Haitian Creole, and Spanish)
This fact sail explains how to enroll in a New York City public school and answers questions immigrant families may have most enrollment.

English Language Learners and Special Pedagogy
(also available in Arabic,Bengali,Chinese,French,Haitian Creole,Russian,Spanish, andUrdu )
Students who receive services to help them learn English and who also have special education needs accept the right to receive both types of services. This fact sheet answers oft asked questions about bilingual special pedagogy.

Promotion Policy in New York City Public Schools for English Language Learners (ELLs) in Grades Thou-viii (Also available in Bengali, Chinese, Haitian Creole, and Castilian)
This fact sheet explains the different promotion criteria for ELLs based on their class and the number of years they have been enrolled in a U.S. school.

High School Promotion and Graduation Policy in New York City Public Schools for English Linguistic communication Learners (ELLs) (Also available in Bengali, Chinese, Haitian Creole, and Spanish)
This fact sheet explains high schoolhouse promotion and graduation requirements for ELLs and available accomodations.

State Testing and Accommodations for English Linguistic communication Learners
(Also available in Bengali, Chinese, Haitian Creole, and Spanish)
This fact sheet explains standardized testing requirements in New York State every bit they apply to ELLs.

Bullying, Harassment, and Discrimination of Immigrant Students in NYC Schools
(Also available in Arabic, Bengali, Chinese, French, Haitian Creole, Russian, Spanish, Urdu)
This fact sheet explains New York City Section of Educational activity (DOE) policy and what parents tin can exercise if their children experience bullying or discrimination based on race, national origin, clearing condition, or religion.

Policy Work

Through our piece of work with families and communities, we place troubling trends and system-broad barriers that we address through our policy work. A cornerstone of this aspect of our work has been collaboration with other immigrant and education advancement organizations. Our advancement has spurred a number of major reforms, including the creation of culling loftier schools specifically for ELLs, initiatives to reverse the citywide decline in bilingual programming, and comeback to translation and estimation services for immigrant parents. Recent reports and initiatives include:

Missed Potential: English Language Learners Under-Represented in New York City Career and Technical Education Programs
On July 24, 2017, Advocates for Children released this data cursory analyzing city and state information showing that English Language Learners (ELLs) are under-represented in career and technical teaching (CTE) programs at New York City high schools. The brief examines ELL enrollment at schools that offer CTE, as well as their participation and completion rates in the CTE programs at those schools. The also paper offers a list of recommended steps the New York City Department of Didactics can have to begin to address barriers for ELLs, including resolving recruitment and enrollment issues, offering extra training for CTE instructors in serving ELLs, and providing classroom supports in CTE schools.

Safe Havens: Protecting and Supporting New York Land'due south Immigrant Students
This May 2017 report, released by the Teaching Trust–New York, Advocates for Children of New York, the New York Immigration Coalition, and the Commission for Hispanic Children and Families, urges New York schoolhouse districts to better protect and support immigrant students and families. While the State Didactics Department (SED), the Attorney Full general's Function, and the NYC Department of Teaching have taken a number of important steps, at that place is much more than to do; recommendations include that SED reiterate that questions near national origin should non be asked during the student registration procedure; encourage schoolhouse districts to adopt — and in some cases, strengthen — their protocols for how to reply to whatsoever request for access by ICE; and reinforce the importance of providing social-emotional back up.

AFC and NYLPI File Complaint Against the DOE to Cease Discrimination Against Limited English language Proficient Parents
In June 2012, AFC and New York Lawyers for the Public Involvement (NYLPI) filed a complaint with the Part for Civil Rights (OCR) of the U.s.a. Department of Education confronting the DOE for its systemic failure to provide translation and interpretation services to tens of thousands of limited English good (LEP) parents, in violation of local, country, and federal ceremonious rights laws. Read the complaint [PDF], the press release [PDF], and a supplemental letter [PDF] sent to OCR in December 2014. All exhibits, including parent affidavits, are available on file with AFC.

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Source: https://www.advocatesforchildren.org/who_we_serve/immigrant_students_and_ells

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