Why empathy, patience, and a welcoming school environment matter.
When a newcomer multilingual learner enters an American classroom for the first time, our attention often turns immediately to the language barrier. We wonder how the student will understand instruction, participate in classroom discussions, complete assignments, and develop English proficiency.
However, there is something equally important that we must recognize: A newcomer multilingual learner is not simply entering a new school. That student is entering an entirely new world.
Imagine leaving your home country, your family, your friends, your familiar surroundings, and everything you have known. Suddenly, you find yourself in a school where people speak a language you may not understand, where expectations are unfamiliar, and where even the simplest interactions can become overwhelming.
This experience is much more than transferring from one school to another. It involves adjusting to a different culture, a different educational system, new social expectations, and an unfamiliar language.
As an ESL educator, I have witnessed how deeply these changes can affect students emotionally, socially, and academically.
While some newcomers may experience excitement and curiosity about their new environment, many of the students I have worked with have experienced sadness, anxiety, homesickness, loneliness, and difficulty adjusting.
Understanding these experiences is essential for every educator who works with multilingual learners.
More Than a New School: Understanding Culture Shock
The concept of culture shock, discussed by anthropologist Kalervo Oberg (1960), helps explain some of the emotional and psychological challenges individuals may experience when entering an unfamiliar cultural environment.
Culture shock is often described through stages such as the honeymoon stage, crisis or culture shock, adjustment, and adaptation. However, these stages should not be viewed as a fixed sequence that every newcomer experiences in the same way.
In my years of teaching multilingual learners, I have not consistently witnessed the excitement commonly associated with the honeymoon stage.
Instead, I have encountered students who arrive carrying an emotional burden that may not be immediately visible to others.
Some students cry frequently. Others withdraw from classroom interactions. Some appear distracted, uninterested, or unwilling to participate. A student may seem perfectly fine one moment and suddenly become emotional the next.
These behaviors can sometimes be misunderstood.
A student who appears disengaged may actually be struggling with homesickness. A student who avoids participating may be experiencing anxiety or fear. A student who cries unexpectedly may be remembering family members, friends, or a life left behind.
Of course, not every behavior should automatically be attributed to culture shock. However, understanding the possibility of emotional and cultural adjustment allows us to respond with greater empathy rather than making immediate assumptions.
Before labeling a student’s behavior, we should make an effort to understand what that student may be experiencing.
The Silent Period: Silence Does Not Mean a Lack of Learning
Another important experience that educators should understand is the silent period, often associated with the early stages of second-language acquisition.
Stephen Krashen and Tracy Terrell’s work on language acquisition emphasizes the importance of comprehensible input and recognizes that learners may develop understanding before they are ready to produce language.
During this period, some multilingual learners listen, observe, process information, and gradually develop their understanding of English without speaking much.
Their silence does not necessarily mean they are not learning.
In my experience, I have worked with students who remained quiet for several weeks, others who began communicating after a few months, and some who spoke very little throughout an entire school year.
There is no universal timeline.
Each learner brings different experiences, personalities, educational backgrounds, levels of confidence, and emotional needs.
Some students may communicate comfortably in their home language but hesitate to speak English. Others may remain quiet even when someone approaches them in a familiar language.
It is important to understand that silence can have different causes. Language development, emotional adjustment, personality, and classroom conditions can all influence a student’s willingness to communicate.
One common misunderstanding occurs when a quiet student is perceived as refusing to participate or not making an effort.
Imagine being asked to repeat unfamiliar words in front of classmates when you are still trying to understand their meaning and pronunciation.
For some students, this experience may feel intimidating or even frightening.
Repeatedly insisting, “Repeat after me,” does not necessarily create confidence. In some cases, it can increase anxiety and make students even more reluctant to participate.
This does not mean we should stop encouraging language development. Rather, we should provide meaningful opportunities for students to communicate without placing unnecessary pressure on them.
Students can demonstrate understanding through gestures, pictures, written responses, matching activities, pointing, drawing, and other forms of participation.
They can also practice language privately, with a trusted partner, or in small groups before speaking in front of an entire class.
A student does not have to speak English aloud to demonstrate that learning is taking place.
Building Trust Before Expecting Participation
One of the most important responsibilities we share as educators is creating a classroom environment where multilingual learners feel safe, respected, welcomed, and valued.
We do not have to speak a student’s home language to establish a meaningful connection.
A warm greeting, a welcoming smile, a patient explanation, or simply taking the time to learn about a student’s background can make a significant difference.
Building trust requires consistency.
Students need to know that making mistakes is part of learning and that their efforts will be recognized, even when they cannot yet express themselves in English.
When students begin to feel emotionally secure, they may become more willing to take linguistic risks.
However, confidence cannot be forced, and trust cannot be established overnight.
It develops through daily interactions, understanding, encouragement, and patience.
For students experiencing significant emotional distress, classroom support alone may not be enough.
If a student frequently cries, appears persistently distressed, or struggles to function during the school day, educators should collaborate with school counselors and other appropriate support personnel.
We should never assume that we must handle every emotional challenge independently.
Supporting newcomer multilingual learners requires a collaborative approach that considers their academic, linguistic, social, and emotional needs.
Adjustment Takes Time, and Every Student Is Different
As newcomers become more familiar with their school environment, many gradually develop a greater sense of belonging.
They may begin forming friendships, understanding classroom routines, recognizing familiar expressions, and participating more confidently.
Some may start communicating through individual words or short phrases. Others may become more comfortable expressing themselves in their home language before using English more frequently.
These changes represent meaningful progress.
Nevertheless, adjustment is not always a straightforward process.
A student who appears confident one day may feel overwhelmed the next. A student who has begun participating may suddenly become withdrawn.
Progress may be gradual, uneven, and influenced by circumstances beyond the classroom.
We must resist the temptation to establish a timeline for when a newcomer should feel comfortable, begin speaking, or fully adjust to the school environment.
Every student’s journey is different.
Our responsibility is not to rush that journey but to provide the support necessary for students to move forward.
Creating a Welcoming Environment Is Everyone’s Responsibility
Supporting newcomer multilingual learners should never be viewed as the responsibility of ESL teachers alone.
Although language specialists bring important knowledge about language acquisition, cultural adjustment, and instructional scaffolding, every educator plays a meaningful role in helping newcomers feel that they belong.
Classroom teachers, administrators, counselors, instructional assistants, and other school staff all contribute to a student’s daily experience.
We may not always recognize the emotional challenges a newcomer is experiencing, particularly when the student cannot yet communicate those feelings in English.
That is why collaboration and awareness are essential.
We need to ask ourselves:
- Are we creating opportunities for newcomers to participate without fear of embarrassment?
- Are we allowing students sufficient time to process language and respond?
- Are we recognizing that silence does not necessarily indicate a lack of understanding or effort?
- Are we making an effort to learn about our students’ cultural and educational backgrounds?
- Are we collaborating with ESL teachers and school counselors when students need additional support?
These questions are not intended to criticize educators.
Teaching students with diverse linguistic and cultural backgrounds can be challenging, especially when teachers are balancing curriculum expectations, academic standards, assessments, and the needs of an entire classroom.
However, developing a deeper understanding of the newcomer experience can help us become more responsive and supportive educators.
We do not need to have every answer. We do need to remain willing to learn, collaborate, and approach our students with empathy.
Final Reflection: See the Child Beyond the Language Barrier
Throughout my teaching career, I have learned that multilingual learners bring far more into our classrooms than language needs.
They bring personal histories, cultural identities, family experiences, memories, hopes, and sometimes emotional struggles that we may never fully understand.
A newcomer who remains silent is not necessarily refusing to learn.
A student who cries may be expressing feelings that words cannot yet communicate.
A student who appears disengaged may be navigating an unfamiliar world while trying to find a place within it.
Before interpreting these behaviors, we should consider the experiences behind them.
We must remember that learning a new language is only one part of the newcomer’s journey.
Before we expect students to feel confident speaking a new language, we must help them feel safe, welcomed, respected, and valued.
Because ultimately, our responsibility as educators extends beyond teaching academic content or developing English proficiency.
It includes helping students feel that they belong.
And sometimes, the most meaningful progress begins not with a spoken word, but with a student who finally feels comfortable enough to smile, participate, or simply walk into the classroom without fear.
Theoretical Foundations
- Oberg, K. (1960). Cultural shock: Adjustment to new cultural environments. Practical Anthropology, 7(4), 177–182.
- Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach: Language Acquisition in the Classroom. Alemany Press.
- Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
These works provide theoretical context for cultural adjustment, language acquisition, and multilingual education. The classroom observations and reflections expressed in this article represent my own professional experiences as an ESL educator.
