Newcomers are students who have recently immigrated to a new country, may be learning English as an additional language, and may have varying levels of English proficiency. This guide introduces five key areas of consideration when planning instruction to meet the unique social-emotional, linguistic, cultural, academic, and programming needs of multilingual learners of English who are newcomers. It includes strategies and best practices for language assessment and academic instruction through the proficiency levels, and guidance on how to advocate for effective newcomer education.**This title also includes a companion website with online resources.**

About the Author

Adrienne M. Johnson, PhD, is TESOL associate professor and chair in the Department of Education, Missouri Western State University, Missouri, USA. Jan Edwards Dormer, EdD, is director and professor of TESOL at Taylor University, Indiana and Messiah University, Pennsylvania, USA. Melissa Hauke, MEd, is an TESOL support teacher in the West Potomac Academy, Fairfax Public Schools, Fairfax, Virginia, USA. Ying Hui-Michael, PhD, is professor and director of the Urban Multicultural Special Education Graduate Program, ESL Certification Program for Special Education Teachers, Rhode Island College, Rhode Island, USA. Amber N. Warren, PhD, is associate professor at Vanderbilt University, Tennessee, USA.

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