Traditionally, it is believed that members of immigrant families learn English as a foreign language. Linked to this approach is the difference in cultural codes between students and teachers — what is characteristic of immigrant culture may not be shared with the people of the target country. Therefore, it is essential to recognize that culture must influence learning styles, academic techniques, and language and writing skills (Wahlig, n.d.). To facilitate communication and achieve positive learning outcomes, education centers employ strategies to incorporate cultural specificities into everyday school practice. For example, teachers can use traditions, histories, or myths known to immigrants to discuss them in English.
Several important socio-cultural factors influence learning success. It is known that age differences among school-age children are significant, and specific methodologies should be used at different stages. Moreover, group composition, immigrant cultural background, and language learning experience have an impact on the education process (Gonzales, 2017). A professional teacher offer ELLs intercultural interactions, organizes games, and analyses students’ work.
The proven methodology for teaching immigrant family members includes a harmonious combination of two languages throughout the day. Bilingual models can be used when studying historical documents, folk tales, or traditional literature to combine their native language skills with English (Pascoppela, 2011). An example of such activity for students who have migrated from Japan would be reading Japanese legends and further discussing the material in English. On the other hand, a useful strategy for students is to learn the language using the SIOP model: with this option, teachers of different subjects discuss the topic of the lesson with the children in two languages at once, which stimulates a broader perception of information.