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Have students perform scenes but each say all their character's lines in their own language, whether the mother tongue of the students sharing a scene is different or the same. This can help the students bring more authenticity into their role by getting to play it in the language they are the strongest at.

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In my HPE class last year, we learned a variety of Indigenous games that can be used in the classroom to support diverse pedagogical practices. While learning the games, we learned how to communicate in the language that the game was designed in, where the ball was called a 'skittle' and when you scored a point you would have to shout 'Kul-chee'. It was really fun learning to play games that come from different cultures and communicat in a different language, as culture and language are closeley tied together, as with game and play. It can be a really rewarding and inclusive practice to integrate into HPE classes and play more games that come from a variety of cultures and communicate in these languages.

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You can use composition software within classroom and allow students to use this software in their own language as well as compose songs or other pieces in their home language rather than in English. You can also use Google translate to translate songs that you are using in class to help those students gain a deeper understanding of the song. This can be translating from English to the students home language or from another language to English.

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I think in the English classroom it is really important to use texts that are not originally written in English. It allows for students to learn more about cultures and communities around the world. It can also be a great way to talk about language structure and to break down the different parts in a sentence in English and another language and talk about what parts are the same.

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Allow students to bring, share, perform and even teach songs in their home language within the classroom.

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Teaching students a song in another language through reading the music and words can help them practice the pronunciation of that language. Also, having the English translation of the text on the side/end of the page can help them find meaning to what they are singing and hence learn how the language translates to English.

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Mentimeter Minds-On Word Puzzle:

At the beginning of a unit of study and class, I can use Mentimeter to present new concept/terminology, this can be followed by having students using their device (computer or phone) to generate words/short definition to the terminologies in their home language. This will activate any prior knowledge and connections which can help with learning.

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Incorporating Dual Language Books into History classroom:

For history courses like world studies, I could incorporate primary sources (ex. religious documents, literatures/writing) into the classroom. These primary sources are in its original format & language, at the same time, I will also provide a English version (ex. translation of book excerpts). By doing so, I invite students to consider how interpretation of history and perspectives are similar and different depending on the language it is presented in. Furthermore, students with knowledge about the primary sources that are not in English could also showcase their expertise and teach others in the classroom (if comfortable) a little bit about a new culture, place and language/expression.

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There are platforms such as Mentimeter that that translate interactive activities so that all students, regardless of their English fluency, can participate and feel included. As well, when showing videos in class, turning on subtitles in another language would help to incorporate other languages in the classroom.

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Studying Shakespeare can be quite intimidating to many students. However, it is probable that translations of Shakespeare's plays are widely available. Providing the student with a copy of the work being studied in the student's home language so that they can compare it side by side with the English version would make it far less intimidating and much more accessible.

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If there are students in the class that share a common home language, these students can be encouraged to create a buddy system where they can discuss course work and activities in their home language. For example, when a lesson calls for breakout work or for students to join a discussion group, students with the same home language can be encouraged to express themselves in their home language with each other. This increases engagement and hopefully allows the student to feel that their home language is valued. Students are likely to more easily express themselves in their home language. The teacher can use translanguaging modalities to assist the student to map their thoughts from their home language to English.

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Multilingual books are more accessible than ever and now with the advent of the internet and computers, it can be easy to make your own dual language books or standard instruction material as the instructor. Furthermore, key geographical concepts and terms can be hyperlinked to sites of authority on the topic which also have a multilingual function built in so that the material on the websites can be translated in a preferred language with the click of a button.

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Although I have yet to use this application, Scribjab seems like a useful application for an English class. As outlined in the required reading for Week 2, students can input their story into Scribjab using their preferred language.

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Python is a useful coding language for many applications and physics is no exception! It can be set to a variety of different languages and is a powerful tool in any STEM student's arsenal!

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Hey beautiful people! How to include the use of a student's home language in the classroom is an interesting idea that seems quite important! For physics I thought about presenting the student with the variables and knowns for a question alongside the wanted variable, and ask the students to design their own question in their preferred language based off of this. I'm sure this strategy would fit well in a maths classroom as well.

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Tools such as Binogi (Westernoff et al., 2021) can help students to understand math and science concepts in different languages. This can help students to understand the concepts in class without falling too behind.

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When explaining concepts regarding biology such as the amino acids in the biochemistry unit, creating a book or a package of the lesson with translations in the student's language can be really helpful.

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Incorporate the student's language when discussing concepts. In a Biology class encourage students to share terminology in their home language. For instance, in the Animals: Structure and Function unit, while describing organ systems encourage students to share words in another language.

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Throughout history there have been physicists from all different backgrounds that have been tremendously influential. Having a project where students can explore physicists that speak their own language and give a summary on a paper that was written by said physicist would be not only a great way to expand their scientific knowledge, but also a way to make the students feel a sense of pride towards a scientist from their own culture/linguistic background

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One of the primary books implemented in the science classroom is the course official textbook. Most frequently, these books are only available in English. In order to increase accessibility, I think that educators should take advantage of the technological resources we have access to. For instance, school boards could look into purchasing translated copies of a given text (even if they are digital rather than physical copies), so that students have access to a variety of languages. Teachers could also implement readings from online textbook sources, where various translations are available. This idea is one that I have not yet seen employed in the classroom, but am looking forward to exploring in my future teaching practices.

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When performing monologues, have student's perform a piece based on their first language (i.e., French, Spanish, Korean, Arabic). Have student's and the teacher evaluate the monologue, based on the ways that the student was able to apply various methods to their piece through another language (i.e., inflection, tempo, pace, movement).

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Kahoot! has different types of settings to help assist learners whose first language is not English ("What languages does Kahoot! support?," n.d.). Kahoot! is an online platform that uses multiple forms of games to test students knowledge ("What is Kahoot!?," n.d.). In the settings section, a function will be located that enables you to change the questions to any chosen language ("What languages does Kahoot! support?," n.d.). I have seen firsthand how Kahoot! can be used to study for tests, as I witnessed in my Grade 7/8 practicum placement. Thus, the same can be applied for ELL learners. While tests can be provided for English speakers, they can also be provided for learners whose first language is not English. Thus, Kahoot! can provide a good opportunity for ELL students to study the same content as their peers, without feeling left behind.

References

What is Kahoot!: How to play Kahoot!. Kahoot! (2022, September 16). https://kahoot.com/what-is-kahoot/

(n.d.). What languages does Kahoot! support? [Review of What languages does Kahoot! support?]. Kahoot! https://support.kahoot.com/hc/en-us/articles/360015801953-What-languages-does-Kahoot-support-

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Have students in a drama class study a play in another language. In addition, provide students a translation of the text in order for them to understand the specifics of the story (i.e., characters, plot, rising action). Research should also be conducted thoroughly on the time period, cultural practices of that country where the play takes place, and the significance of the piece through its relation to themes generally discussed in English culture (i.e., socioeconomics, race, gender, sexuality).

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Have students find a word (in English or another language) and learn the history of it. They can then see if the word has rooted history in another language. From there they can create a small short story, in their mother tongue, about the word they chose.

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Research an article about Francophone countries in different languages.

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The graphing calculator interface language can be changed to a student's primary/home language for easier access and use!

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Khan Academy (Jack) - Literally any subject

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Khan Academy (Jack) - Literally any subject

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Not only is Khan Academy a rich resource for supplemental lessons and extra practice, it is also an institution that promotes mastery learning, something a lot of classrooms could do more of. Mastery learning prioritizes moving through content at a pace that facilitates individual mastery over content before proceeding through a unit, as opposed to moving at a predetermined pace, which often leaves many students with gaps in their understanding at the end of a course of study.

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When shifting units in science, teachers can also put up relevant posters in different languages and from different cultural communities to make the classroom a more inclusive space (e.g., key content, the periodic table, important contributors to science).

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Reading Texts in Multiple Languages (Jack) - Social Sciences

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Reading Texts in Multiple Languages (Jack) - Social Sciences

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Social science theory draws on authors from a diverse linguistic landscape, and investigating primary sources in their original language can be a rich avenue for discussing the multitude of interpretations that can apply to such texts. I also just generally enjoy trying to pronounce things in other languages, regardless of comprehension. It also presents a unique opportunity for students who speak a given language to correct their instructor and exercise some agency in the classroom as an authoritative source on pronunciation, grammatical structure, and translational interpretation.

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Useful tool for finding the French conjugations of any verb. You can search the un conjugated verb and receive the conjugated forms for every verb tense.

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For a class like psychology or family studies, I want to start a new unit/chapter/topic by. providing students with a brief list of key terms. Before we dive into the content, I will invite learners to share what the key terms would be when translated into their home language (students can write it out on our master list of the key terms and teach it to the class). This will help students make more personal connections to the topic in which we will discuss. As the lesson progresses, we can all refer back to the list of terminologies that is now translated into many different home languages, as a class we could use the new terminologies in our lesson and throughout the unit! For example, in both psychology and family studies class, we talk about construction of relationships and types of relationships. Students can tell the class if they have similar definitions or terminologies that they would use in their home languages.

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Students Writing Their Own Dual Language Lexicon (Nico and Tyler) 

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Students Writing Their Own Dual Language Lexicon (Nico and Tyler) 

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In French, sutdents are usually translating on sheets from english to french, or french to english. Our idea is to have students develop their own dual language lexicon by having a translation book that they create by translating from french into other languages that are relevant to student's native languages.

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Primary sources tend to be translated for the English- speaking audience. When possible, the teacher can play an audio recording of a primary source in the native language.

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I have found Reverso.net to be an excellent resource for classes in which the language of instruction was French. There are conjugation and translation functions in addition to a function that puts a given word into context. It is magically practical

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devoir - Translation into French - examples English | Reverso Context

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Translations in context of "devoir" in English-French from Reverso Context: le devoir, compagnons du devoir

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When considering the biological naming of organisms, I could encourage students to consider naming processes beyond the scientific ones. For instance, students could explore the Indigenous names and uses of various plant sources, and how this is relates to or differs from the modern scientific names.

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Mentimeter was mentioned in this week's reading as a tech platform that can be used in multiple languages of the user's choice (Westernoff et al., 2021). I actually completed a tech demo for this platform during the summer term and found it has multiple functions to suit students' distinct learning needs. For example, there are exit tickets, word clouds, and survey options where students can type answers in their preferred language. The teacher can also pose questions to students in different languages.

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audiobooks and recordings of readings in multiple languages can help students gain a better understanding of the content in their first language - they can consider their analysis and abstract concepts in a more familiar way before expressing their ideas in English

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Turning on CC in Other Languages for Video Presentations (Jack) (All subjects)

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Turning on CC in Other Languages for Video Presentations (Jack) (All subjects)

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Not only does this allow students to potentially learn something in another language, it’s also an incredibly easy way to demonstrate significant and ongoing commitment to meaningfully representing diverse languages in the classroom. I think some students (especially older ones), might find brief, simple practices like “Words of the Day” to be sort of minimally symbolic or perfunctory. This is not to say that they don’t have value, but when such a practice only makes a brief appearance before the subsequent 95% of the lesson proceeds in unaccompanied English, it’s understandable that many students will simply tune it out (much like rote recitations of land acknowledgements). Closed captions are (in most cases) extremely easy to implement, and have a broad temporal presence. They aren’t comprehensive in their depth, but they approach comprehensive in their potential breadth.

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Before each class, the teacher can write the name of an artifact/ historical monument in the native language, and the students can informally guess where the artifact originates. Then, the teacher will show the class a picture of the artifact/historical monument while explaining the function of the object.

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While print books are kind of dying due to emergence of technology in classrooms, I would encourage students to listen to podcasts or YouTube videos in their home language with respect to the topic we're discussing in class. Ideally, there are visuals that go along with the audio to aid understanding. Students can take notes on important ideas discussed, and these can be in their home language and eventually translated to English.

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As a science teacher, I recognize that many concepts can be quite abstract and challenging to learn. Implementing various online sources that describe these concepts in new and diverse ways can help give learners choice and gives them the opportunity to take initiative of their own learning. These sources should have a diverse range of language options, so that students can learn in a language that works best for them. Some examples are Youtube (closed captioning), Binogi Canada, Khan Academy, etc.

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In science classes where students are asked to explore scholarly literature in scientific journals, students are often asked to find articles written in English. This can exclude the perspectives of non-English speaking communities.  In the nature of dual language books, teachers can also encourage and provide students with access to non-English science literature and journals that have translations.

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Since Vocaroo can be used to generate a QR code to translate audio recordings to any language, students can use it to learn certain phrases in English, translate from English to a foreign language to learn the language of a peer.

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Google Docs Translation Feature (Borair)

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Google Docs Translation Feature (Borair)

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Google documents has included a feature/tool that allows users to translate their texts into a different language of their choice. This can include: typed texts, texts that have been been copy and pasted as well as spoken words through an audio feature.

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Labels on Classroom Items (Tyler and Nico)

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Labels on Classroom Items (Tyler and Nico)

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We can label commonly used objects in the class in French, English, and the ELL’s mother tongue to help students pick up common vocabulary

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I've used word reference in a French classroom as it has a more accurate understanding of a word compared to Google translate. Using wordreference would help students understand the meaning of a word in both languages for either themselves or a classmate.

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Having text resources that can cross-translate terminology and foundational CALP (like for Gr9 Science) can have students connect what the concepts mean for themselves and bridge their understanding.

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Invite/encourage students to translate key terms in their mother tongue. Such connections in one's mother tongue may tap into a deeper web of connections which can then be related to the concept in the language of instruction. Ie. scale, distribution, climate et cetera.

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Many books/documents are translated in multiple languages, thus it is important for me as the teacher to incorporate multiple language texts in the classroom. This may involve encouraging students to translate or make connections to their culture through storytelling.

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Using new languages and cultures as the introduction to the class. Ie. Non-English music

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An assignment in which students create art inspired by a piece of writing (of their choice) can include works written in any language.

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Bringing bilingual books into an English class can help bring student home languages to the forefront of their learning as well as make it easier for them to engage with the literature; allowing them to learning new vocabulary through engagement with their home language.

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Linguistics is a huge component of anthropology in the Anthro, Psych & Sociology course in Grade 11. I would love to invite students to share with the class languages they/their families speak or know, some phrases that are unique to this culture, and how to greet themselves. Then, as a class, we can compare how similar or different these languages may be, and this can tie into course content about language development across history.

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Many graphing software, such as Desmos, are available in many languages

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Having students communicate data and mathematical figures/graphing/number representations in their own language they are comfortable with, and providing comparative resources in English can help bridge the learning of the math content with their own understanding in the language they are comfortable with.

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For primary sources, make sure the text is transcribed so it can be easily translated to a student's preferred language

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For concepts with difficult vocabulary and content, have short translations of key words and ideas

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Media Articles for Social Sciences (Emily)

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Media Articles for Social Sciences (Emily)

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Encourage students to research a recent news article (may be a news article of the day) in their language and share this source with the class. The teacher may take this opportunity to ask students what certain phrases or title translates to in the students; language.

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Create word problems that utilize language and culture from ELL’s background.

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In an English course, it is really easy to implement books from other languages which emphasizes a student's home language(s), cultures, and identities

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In creative writing, students can have the option to create their own dual language writing booklets/short works.

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Threshold greetings are simple yet meaningful ways to include student home languages in the classroom. As the teacher,  all you have to do is greet students in their home languages at the start of class. It's a great way to make them and their identity feel seen and acknowledged; setting the stage for higher levels of student engagement.

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The article writes about Binogi Canada (www.binogi.ca), which delivers math and science lessons in a variety of languages. I think this can be extremely helpful in overcoming language barriers in STEM.

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Plant identification and cultural uses in home language is a great way to integrate a student's connection with learning ecology.

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The learning community (students and teacher) identify a word of the day that could be used authentically and practically in the classroom. Ask students to write the word in their language and then provide a transliteration (how you would say it) as a guide to pronunciation. Put the word
on the board each day for easy reference.

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Rough Draft in Preferred Language (Lorelei)

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Rough Draft in Preferred Language (Lorelei)

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Have students write their first draft or an outline of an assignment (written or oral) in a preferred language so they can organize their thoughts before working in English.

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Khan Academy is available in many different languages and can be used as a tool to supplement in-class learning.

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Dual Language Book in Place-Based Learning (Lorelei)

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Dual Language Book in Place-Based Learning (Lorelei)

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A book such as "Pocket Ojibwe for Kids and Parents" can be used to encourage students to learn vocabulary in other languages and understand their significance. For instance, students may engage in place-based learning in ecological studies and can identify plants or animals using simple phrases or words.