Starting over in a new school, in a new country, with a new language is one of the most courageous things a student can do.
As educators, we have the power to shape how that transition feels, whether it’s isolating or affirming, overwhelming or hopeful.
That’s why we’re proud to share a powerful book pairing designed to help K–12 educators create welcoming, inclusive spaces for all learners, and especially students identified as newcomers.
The Books: Real Stories and Representational Mirrors
Take Me Home by Andrea Bitner is a collection of true stories told through the voices of former English learners who reflect on their journeys entering U.S. schools. With honesty, heartbreak, and hope, these students share what it felt like to navigate unfamiliar hallways, language barriers, and moments of connection. Ideal for middle and high school classrooms, professional learning communities, or teacher preparation programs, the book gives voice to the lived experiences of multilingual learners.
Everything is Different Here. Again. Welcoming Gustavo, published by Tumbao Bilingual Books, is a fully bilingual picture book in Spanish and English. It follows Gustavo, a newcomer student starting over after moving countries for the second time. His story reflects the emotional layers of transition, loss, language learning, and belonging told through accessible language and evocative illustrations. Though written as a picture book, Gustavo’s story resonates powerfully with readers of all ages, especially when used as a conversation starter or reflective prompt.
How K–12 Educators Can Use These Books
Elementary Educators
- Read Welcoming Gustavo aloud to introduce the concept of welcoming new students.
- Use it as a writing or art prompt: “What would help a new student feel at home in our classroom?”
- Create a classroom “Welcome Wall” in multiple languages after reading.
Middle School Educators
- Pair excerpts from Take Me Home with a reading of Welcoming Gustavo to discuss shared emotions across age groups.
- Have students write short personal narratives about a time they were new to something.
- Use both texts during advisory or SEL time to foster empathy.
High School Educators
- Use Take Me Home as part of a unit on identity, immigration, or language.
- Integrate Welcoming Gustavo as a mentor text for multilingual creative writing or to spark cross-age peer outreach projects.
- Facilitate classroom discussions on how school culture can become more inclusive, starting with these stories.
Why This Pairing Matters
Together, these two books offer a bridge between personal storytelling and community-building. One centers students’ lived experiences, and the other invites empathy and reflection in a bilingual, accessible format.
This pairing:
- Validates the emotional and cultural realities of newcomer students
- Supports social-emotional learning and multilingual conversations
- Encourages empathy and peer understanding
- Equips teachers with practical tools to start the year with intention
Giveaway Alert!
To celebrate this collaboration, we’re giving away two prize bundles—each including a free copy of Take Me Home and Everything is Different Here. Again. Welcoming Gustavo.
Here’s how to enter:
1. Leave a comment below sharing one way you plan to create a welcoming classroom this year!
2. Follow both of us on Instagram:
📣 Winners will be announced Tuesday, September 2, 2025 on both Instagram pages!
3. Tag a fellow educator in the comments of Andrea’s most recent Instagram post.
Entries close Thursday, August 29, 2025
Let’s start the year by building bridges AND bulletin boards. Every student deserves to be seen, supported, and welcomed—especially when everything feels new!
11 thoughts on “Welcoming Newcomers with Heart: A K–12 Back-to-School Book Pairing to Support Multilingual Students”
I will try to make a welcoming environment by setting expectations of acceptable behavior and having the consistency to follow through when students aren’t being kind
One way I will try to make a welcoming environment is to learn more about my individual students from the beginning as I go through the year. With this knowledge, I will continue to find ways to build in ways they can see their own lives, cultures, languages, experiences, interests, etc. reflected in the journey of their own learning. The welcoming will be a continuous experience that extends beyond just the first days.
I would share a copy of the book with an ESL teacher who can read it to teachers in grade-level PLCs, during teacher planning times, to model how the teachers can check it out and use it in their classrooms with students.
I would also hold a session during our county-wide Professional Development day to model the read aloud for teachers and, with ESL teacher guidance, create a plan for the book to be used in classrooms by the teachers attending the conference.
I will create a welcoming environment by greeting students with a smile and wave as they walk into the classroom. I will also use their language and cultures in my lessons and the classroom to make them feel seen, validated, and a member of their new space.
I will create a welcoming environment by greeting students with a smile and wave as they walk into the classroom. I will also use their language and cultures in my lessons and the classroom.
I’ll create a welcoming environment by seeing my students as individuals and celebrating their growth and milestones throughout the year.
I will create a welcoming environment by seeing/meeting everyone on Day 1 (I cover 2 schools and grades K-8)!
I will create a welcoming space for my students by representing their culture through books and through smiles and laughs every day. ♥️
I make sure to have a welcome poster in my room in different languages, you matter posters, have bilingual books, smile at them and greet them by name everyday when they get here off the bus or by car. Ask genuine questions about how they are doing and about things that are important to them.
I push into classrooms but plan to use what I know and learn to help inspire the teachers who panic when students become part of their classroom family who come in speaking mostly or entirely L1. I want them to know it is all about the relationship and connecting, just like every other student.
I am planning to display the flags of the countries represented by the students/families and staff, and invite students to take pics with the flag that is closest to their heart.