"Go to's" for Newcomers

Newcomer EL's are a specialty area for me. Not just because I have worked with EL's for several years, but because I have adopted 4 boys from Taiwan (each came with a various degree of English Language Development).

Newcomer EL's have a very personalized set of "go to's" both in behavior and language, that can often be mistaken for misbehavior, rudeness, lack of understanding of non-compliance.

Edward, my 13 year old son, has been with us now in the U.S. for 5 weeks and 3 days. With a very short list of fully comprehensible words, he has had to rely on his new big brother (18 yrs old) and Google translate installed on his kindle.

We are still in the short phrase listening and speaking level of understanding, with a growing list of vocabulary.
As I said, behavior and language "go to's" with vary from learner to learner, I believe sharing Edward's will shed some light on what you may see with EL newcomers you encounter. Let's start with the more theoretical one: 
                                                                Language "go to's"

1. "I don't know"

While at first this was uttered only in Mandarin, it soon became accompanied with the English phrase. Literally, there are plenty of things he doesn't know, yet this has also become a way to escape from a task that proves to be initially too difficult. It can also be used as "I don't understand", "I don't want to".

As he continues to use this phrase, we continue to introduce new ways for him to gain understanding, and not elude the task; but also to express a response more appropriate to the situation.
For example:
extensions can be used:
"I don't know, show me"
"I don't know, help me"
or substitutions:
"I don't understand".
"Here" - usually in response to  - "where is _____"
I can also tell by tone of voice, that when this is said in pure exasperation, that there we have reached a level of needing native language support or a very complex game of charades to get the point across.

When we continue to repeat the same phrase, or request over and over, the affective filter can begin building a permanent wall. Be empathetic at all times! Take time to learn how to read your students responses and expressions.

2. "Why?"

This one is probably the most frustrating for me right now as a parent, as it comes across rather curtly in response to statements, as well as questions like:
"Time for shower"
"Put on shoes"
"Papa is working"
"Where is Michael?"

(can you tell my phrases on not grammatically correct. They are intentionally shortened so that the newcomer listener can hear the target words - in stead of deciphering what's important in a sentence like: "It's time for you to go shower".
All of those other words are not forgotten and will be added in  - in time.

Behavior "go to's"

1. Physical versus verbal

Observing Edward in every situation possible has allowed me to know when he is trying to get attention versus showing anger or frustration. Imagine yourself in a middle school setting with all input incomprehensible. A familiar face (classmate, desk partner, sports team member) doesn't respond to you verbally as you don't have words to say - 'how are you today?" or "can I use your calculator". So what do you do? You tap, poke, possibly even trip - to get a laugh, or hide their _____ to engage in a game of sorts. Harmless, not malicious, but very easily misconstrued or misread as misbehavior. 

The partnering with students who would not respond negatively or encourage this unwanted behavior is critical. I have had to encourage Edward countless times, that he has to be patient, and that punching team mates in the arm will not gain friendship. He will become that "annoying guy" very fast, and they will dismiss future attempts at friendship. These are teenagers we are talking about.

2. Giving up versus pushing through.

Walking away when something is uncomfortable or unsuccessful is something I think even adults battle with. Having to leave the physical space is not uncommon. Edward has refused to enter classrooms, has walked away from teachers, and has even walked away from batting practice - when the rigor exceeds his performance. Finding alternatives sounds like a simple solution, however mental endurance is something to consider. Brain breaks are critical when we are combining task complexity and linguistic demand. Also understanding that Newcomer EL's don't come to us as "clean slates", allows us as educators to find ways to tap into their cultural/linguistic capital.  

Ask yourself:

a)  what do they know in this situation? What can I use to build on their current background or make a transference of knowledge?

b) what is the new learning?

c) what about the new learning is presenting the challenge?

We installed a batting tunnel with pitching machine in our backyard this weekend. After a few minutes, Edward said "bye bye" to his father and brothers and went inside. I found him suspiciously close to his kindle (although closed when I was spotted). When I asked him "why no baseball?" - he showed me that his hand was sore. Yet 2 minutes later, he was outside playing basketball, with said 'sore hand'. He knew he could remove himself from the situation, with a feasible response. What he didn't communicate with us - was WHY his hand hurt. Papa was able to talk with him and show him how to tighten his grip - so that he could build up his batting endurance - and so next time, he would consider pushing through.

What "go to's" have you seen?