Anna-Marie shared research showing
that this process takes about 25
seconds—by then, the teacher typically
has moved on and left language learners
in the dust. Narapati repeated solemnly,
“I need teacher to wait extra time for my
answer.”
A dark-eyed girl from Afghanistan in
a white head scarf spoke next. She said,
I want all new teacher to say to new
student, “Stay after class and talk.” This is
most helpful, makes you see teacher care
about you and want you to do well. Meet
with the teacher after class is very good.
A confident young woman from
Somalia spoke next. Najma wanted
teachers to introduce new students to
the class so these newcomers could con-
nect with peers more easily. She spoke
of coming to school for the first time,
walking into the classroom, and taking
her seat. She said it was difficult to get
to know other students:
Some teachers say work in a group. No
one picks me. I like teacher to put me
with partner. I can learn and know this
student well. This is very good for teacher
to do.
Ram and Damanta from Nepal
explained that they wanted teachers and
classmates to have more empathy for
new American students. Another Nepal-
ese, Shiva, agreed and said that “people
laugh at me when I try speak English
and hurt how I feel.”
Finally, a tall young man from Congo
added, “I think teacher must say to me
when speaking not good.” He clearly
struggled to be understood and added
emphatically, “I want teacher to make
correct me. I want to learn. Not just
teacher say nothing.” He looked a bit
angry, and Anna-Marie gently ques-
tioned him, trying to clarify his meaning.
“Are you saying that when you make a
mistake in English, you like it when the
teacher takes the time to correct you?”
“Yes!” he said with a big smile.
These new American students became
increasingly confident as the 90 min-
utes slipped by. They began to speak
more freely and comfortably to the
future teachers, who started to ask them
questions: When did you arrive in New
Hampshire? Why did you choose to
come to New Hampshire? Do you have
brothers and sisters?
Showing new Americans that you know
something about their native countries is
one of the best ways to show you care.
out loud when they realized that no one
had a clue what they were talking about.
The preservice teachers instantly saw
just how challenging school can be for a
student when everything is taught, spoken, and written in a different language.
It was a moment of intellectual humility and empathy (Paul & Elder, 2009)
that we hope will stay with our students
throughout their teaching careers.
What the Future
Teachers Learned . . .
After all the new Americans had spoken,
the preservice teachers thanked them by
identifying one important lesson they
had learned. One future teacher pointed
out how important it is to remember
that new American students often speak
several languages beside English. She
said,
It’s really wrong to call this English as a
second language, when it’s more like Eng-
lish as a fourth language! When you know
that, it gives you a whole different impres-
sion of and respect for these people!
Other preservice teachers mentioned
that they would remember to immediately pair a new student with another
student so that he or she could make a
new friend and get extra help right away
if needed. Others said that they learned
that teachers need to check in often
with their new American students to
And What They Need to Learn
Shortly after the students’ departure,
when the preservice teachers were
asked, “How many of you can locate
the countries that these students came
from on a map?” almost no hands went
up. They were then asked, “How many
of you know why these students had
to leave their counties to come to the
United States?” Again, almost no hands
went up.
Teachers can show respect for new
American students by learning the
geography of their region of origin and
understanding the politics and current
events behind the immigration of these
groups to the United States. Showing
new Americans that you’re familiar with
their personal story, that you know
something about their native country
and why they might have emigrated, is
one of the best ways to show you care.
One preservice teacher added rather
timidly at the end of class:
I went to that high school that they all
come from. I saw some of those kids in
the hallways and the cafeteria, but I never
once approached them or tried to speak
to them or even thought much about
them. I’m glad I got to know them better
today.
Students Teaching Students
As a result of their teaching experience at New England College, many
