Tips for Teachers

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 Tips for Teachers:

1.      The teacher can ask students about their language(s). 

2.      The teacher can strive to understand student’s family backgrounds and current living situations. This is because students who are learning new languages use everything in their life in this acquisition.

3.      Teachers should use environmental print with different languages throughout the classroom. This can include: posters, alphabets, names, phrases, signs, etc.

4.      Incorporate items that are found in the community into the classroom. This can include foods, printed materials and literature, pictures of churches and businesses with various languages, etc.

5.      Use other people in the community to teach languages. Use teachers, support staff, students, parents, siblings, elders, clergy, and other community members.

6.      Teachers can develop a multiliterate classroom library for silent reading.

7.      Encourage people in the multiliterate community to bring other language print to the classroom, this includes: newspapers, magazines, coupons, food and drink items, etc.

8.      Assess students for reading fluency in their home language(s). If a student pauses, struggles with pronunciations, or reads in monotone, then they are more than likely not fluent readers in their native language(s).

9.      Employ members of the multiliterate community to help students with reading in their native language.

10. Have student’s participate in a multiliterate project. These could be: journals, translation projects or letters with community members.

11. Have student’s share their cultural/language backgrounds throughout the year. This could be on multicultural days, near holidays and festivals, or at set times each week.

12. Use audio resources in the classroom. This could be through YouTube, parents/siblings audio recordings, or other resources available at the school.

13. Teachers can show an interest in their own home languages by research. Then construct a list or language family tree. (Schwarzer, 2001).

14. Teachers can strive to learn phrases in the student’s home languages.

15. The teacher can create daily rituals with the different languages. Examples include: calendars, how to say hello or good morning, certain songs (possibly a clean up song).

16. Teachers can remember that second language acquisition is a journey, not an event.