Welcoming Families from Around the World: El Salvador

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For this assignment, I chose the country of El Salvador. This small Central American country suffered devastating earthquakes and continues to be plagued with violence. The Families have come for the last several years gaining temporary protected status (TPS) as a result of the destruction in their own country (Terrazas, 2010). Although President Trump is ending that designation, the people are continuing to enter the country seeking a better life for their children. In order to welcome a child from an El Salvadorian family into our classroom, I would need to prepare in several ways.

1.      Study the language and learn key phrases. The people of El Salvador speak Spanish, and I know none. I need to learn basic phrases that would help the child throughout the day. However, just as with the dialects in the United State, there will be differences in pronunciation, so I can consult with the family to modify phrases as necessary.
2.      Assess the structure of the classroom. Are there nonverbal cues for transitions, and are routines established well with the current students so they would be clear to a newcomer? If not, it is time to brush up on those routines and procedures, and also possibly add nonverbal cues, signs, and signals.
3.      Speak with the class directly. Be clear that a new student is coming, and that the expectation is inclusion. This means ensuring there are representations in the classroom of people from Central America and students have a basic understanding about the culture of El Salvador. In addition, I would involve the students as buddies that would help the new child through the day.
4.      Study the home country. El Salvador has struggled with a combination of violence and natural disasters (Terrazas, 2010). This means there is a chance these children may come with trauma experiences that can be compounded by transitioning to a new home and school. Once the new family arrives, I can meet with them ad
5.      Make plans for culture sharing, including parents from various families. This helps the new family feel included and gives them a chance to share artifacts or foods from their home country.

Reference:
Terrazas, A. (2010). Salvadorian Immigrants in the United States.
Retrieved from https://www.migrationpolicy.org/article/salvadoran-immigrants-united-states/

These preparations benefit not just me but the class by increasing their ownership and engagement in the community of the classroom. The new family feels listened to, included, and supported. Welcoming a new family from a place new to me means learning from the student, helping the other students learn from one another, and broadening each person’s development of identity. We all benefit when we learn together.

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