Students with Limited or Interrupted Formal Education (SLIFE) come from a variety of educational backgrounds. According to Calderón (2008), some SLIFE are Newcomers with two or more years of education interrupted in their native country; multilingual learners (MLs) who have attended school in the US, left for a period of time, then returned again; or MLs who have attended school in one location for a few months then moved to another location for a few months, and had some weeks in between when they did not attend school. Whatever their background, SLIFE have their own stories, diverse situations, and, most importantly, assets and abilities to be capitalized upon as they transition to a new academic setting. However, some SLIFE may feel overwhelmed by the new environment and language. School can be frustrating because they are accustomed to different ways of learning. Consequently, they may experience cultural dissonance with feelings of alienation and confusion (Ibarra, 2001). These challenges are difficult for those who enter US schools as adolescents and have limited time to earn a high school diploma (DeCapua & Marshall, 2015). Many SLIFE come to the US with the goal of working and financially assisting or supporting their families (Spaulding, 2004). Some SLIFE may not be literate in their home language, which can contribute to academic gaps. Other SLIFE may have had limited exposure to speaking, reading, and writing in academic settings. Still other SLIFE are literate in their home language. Connect has carefully chosen texts that speak to the large themes of diverse students’ lives. The thematic connections may surface SLIFE experiences. The Teacher’s Guide offers questions and general supports. References Calderón, M. (2008). “Innovative Policies and Practices for Developing Teachers to Work with English Language Learners.” Presentation at Educational Testing Service’s English Language Learners Symposium. Available at http://www.ets.org/Media/Conferences_and_Events/ pdf/ELLsympsium/Calderon.pdf DeCapua, A. & Marshall, H. (2015). “Reframing the Conversation About Students With Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance.” NASSP Bulletin. 99. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: University of Wisconsin Press. Spaulding, Carolino, & Kali-Ahset. (2004). “Immigrant Students and Secondary School Reform: Compendium of Best Practices.” Written on behalf of The Council of Chief State School Officers (CCSSO). Available at: http:// www.ccsso.org/content/pdfs/BestPractices.pdf Instructional routine • Explore and learn At the beginning of each activity, take time to access prior knowledge and/ or build background knowledge. Capitalize on opportunities to address the knowledge SLIFE possess so they can be seen by peers as equally resourceful members of the classroom community. • Practice Preview each unit’s questions and activities and consider them using a SLIFE lens. • Communicate Many SLIFE come from oral cultures. They may come from environments where there is a focus on working together. As a result, SLIFE may feel more comfortable doing the unit activities with a partner or small group. • Assess Monitor students’ ability to engage in each activity. Check frequently for understanding. Provide adaptations as needed using both oral and written modes. Offer one-on-one assistance and reteach or explain unit tasks and themes again. Repeated exposure can augment SLIFE success. SUPPORTING SLIFE Txvii
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