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Educators should be comfortable with the definitions of first, second, and additional languages

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Students learning an L2 before adolescence can learn the language within 1-2 year; after adolescence it may take five or more years

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Many ELLs are newcomers to Canada but most are actually Canadian-born

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Students need plenty of opportunities to practice their oral language skills

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Children learn to talk before they learn who to read and write an L2

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Have students interview the teacher and one another about the languages they speak - this is an opportunity for oral language practice

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Create a class chart to record all languages spoken - this can become an audit for the linguistic diversity in the class

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Use lots of models, sentence starters, gestures, facial expressions, and mime

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Use models, toys, pictures, charts, flashcards, vocabulary lists, posters, banners, demonstrations, and hands-on activities

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Review pronunciation and keywords ahead of time and provide time to practice

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Use co-operative learning groups with specific roles; keep groups very small to allow maximum opportunity for speech for all students and mix group members' language abilities

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Students first learning a language will negotiate meaning - this means a learner will speak, ask questions, rethink, and self-correct if there are any learner errors

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Educators need to allow for L1 to be in the classroom

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The silent period is extremely important - students are still absorbing receptive language

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Make the learning relatable - use prior knowledge to help students associate new vocabulary to knowledge they already have

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Always MODEL - model your own use of language, in terms of word choice, sentence structure, pronunciation, etc.

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What is the linguistic diversity in my class and how can I accommodate where necessary?

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At which language acquisition levels are my students at? Which students are at the earlier stages and which students are more proficient?

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Do my students know how to work in groups?

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How do I assess my students appropriately?

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Which sentence starters will be of most value to my students?

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What are my students' backgrounds so that I can make relatable lessons?

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How do we ensure cultural sensitivity when we discuss "real word" problems in the class?

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How do we teach group work skills when students have limited vocabulary?

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Does the silent period conflict with group work? What are some ways we can include students in the silent period to actively participate in group discussions?

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What are some positive ways that we can continue to encourage students during the silent period?

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What type of feedback should I provide my students to ensure I am modelling the correct use of the language?