Kassan, AnushaNathoo, Jasmine Alia2017-09-062017-09-0620172017http://hdl.handle.net/11023/4080Newcomer youth arriving in Canada face academic, cultural, and language barriers as they navigate the school system (Rossiter & Rossiter, 2009). Students have identified teachers as their main source of support throughout the process of school integration (Gallucci, 2016). However, research has demonstrated that teachers feel unprepared to meet the unique needs of newcomer students (Gándara, Maxwell-Jolly, & Driscoll, 2005). The current study explores the phenomenon of school integration, from the perspectives of pre-service teachers. Employing a descriptive phenomenological methodology, interviews were conducted with ten pre-service teachers. The research question addressed was: How do pre-service teachers perceive and describe their experiences of working with newcomers who are integrating into high school in Canada? Data analysis revealed five general structures, (a) understanding culture and background, (b) supporting language transition, (c) adapting/modifying teaching style, (d) teacher preparation, and (e) roles additional to teaching. Implications for teachers and service providers are presented, and directions for future research are explored.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.EducationEducation--Bilingual and MulticulturalEducational PsychologyEducation--Guidance and CounselingEducationImmigrationYoutheducationNewcomersPre-service teachersSchoolsTeachingmaster thesis10.11575/PRISM/26645