# data[].attributes.body
I make students feel comfortable with the magic of music. They both sing the music they like in their own language and realize the diversity of languages ​​by listening to music in different languages.

# data[].attributes.body
Our Erasmus Days poster. This year we tackled the topic of diversity and I think that the message exposed here can be used to create a classroom environment that embraces linguistic diversity.

# data[].attributes.body
When you first teach a group of students from different cultural backgrounds who speak different languages apart from the target language, you must enhance  and develop a love for languages.
It's unavoidable that certain students who share the same language are going to speak in their mother tongue, mainly when one of them with a better knowledge tries to explain. I usually ask some of them to say the same linguistic expresions in their mother tongue for the others to listen and learn.

# data[].attributes.body
Bringing diversity in our classes, working interdisciplinary.

# data[].attributes.body
In my class I have this.

# data[].attributes.body
The ingredients useful in creating a classroom environment that embrace linguistic diversity should be: using humour, state-of-the-art technology and other strategies to support students in their learning style.

# data[].attributes.body
An action based on languages in class develops another involving actions. Kids like to be together, to share what they know.

# data[].attributes.body
The most important thing is to create environment where the students and the teacher will feel comfortable. In my classes I tend to create mutual trust and confidence, raise awareness that we are all unique with different abilities and preferencies and that mistakes are normal, that everything should be clarified and that asking questions, no matter which or what about, is a normal way of communication and cooperation. This approach made me closer to my students and they became more motivated for learning if they know that it is OK if they do as much as they can , not as much as they are expected to do.

# data[].attributes.body
Creating a calm atmosphere where mistakes can be made and not be a problem. A place where they feel comfortable because they feel safe.

# data[].attributes.body
I agree with Nell’s ideas and it would be interesting to organize a lab class this way.

# data[].attributes.body
Some of the ingredients for creating a classroom environment  that embrace linguistic diveristy: - Build positive relationships with students; Use humor, tech, or other strategies to get on students level; let the students make decisions;  trust in technology; trust yourself.

# data[].attributes.body
Although there are language differences in younger age groups, the common point is this. Play...Students learn languages spontaneously to play games.

# data[].attributes.body
If we set rules about how and what we talk about in class, then it wouldn’t be a problem for me for students to communicate with each other in a language I don’t understand because I’ll believe they talk about the topic we’re dealing with. Otherwise it would be very inconvenient for them to talk, and I don’t understand what. Children need to be prepared and made clear what is expected of them, then there will be no problems.

# data[].attributes.body
I have never had the opportunity of teaching students of different nationalities. My students are all Portuguese. But I agree with Nell. Of course I want all my students to learn English and I want this to be the main language in the classroom. However if I ask students to work in pairs to do a given task, I think it's only natural if they use their own language while they are working together to tell each other their ideas. Then they use English to present their work.
When someone doesn'tunderstand I ask those who understood to explain to their partners and sometimes to translate whatthe have just listened to.

# data[].attributes.body
I've never seen a language banned at school. On the contrary, we encourage senior foreign students to interact with new Romanian students, so that they feel better received. However, in my opinion, it was not used in the most useful way. As I see it after listening to Nell's suggestions, my technology sessions could probably be more useful for Arabic-speaking students than they are now. For example, it might be more useful for them to work with vocabulary related to tools and materials in English and Romanian,

# data[].attributes.body
In order to be able to integrate more easily, I think he has to speak the official language of the country where he is! It is discrimination against other children and me for them to speak in a language we do not understand. I think we need to be fair to all students and give them equal opportunities!

# data[].attributes.body
when you establish the limits and make the rules of using L1 in the classroom as an educational tool, it will be beneficial rather than scary.

# data[].attributes.body
In my case (I'm a teacher of English in 2 primary schools) the use of other languages during class is not sth helpful; we actually use the mother tongue of the pupils when it's absolutely necessary, but we need to make use of speaking the target language for any single moment in order to practise in a regular and meaningful way. What I usually do when I have to give a chance to a non English speaking pupil, is to allow them speaking in their mother tongue when I and the rest of the class have the mediating assistance of a third party, mainly a pupil who speaks their language. In that way we all benefit; the newcomers don't spend 6-12 months in silence, boredom and isolation with no appreciation of their former knowledge, the mediators practise their mother tongue and the target language taking up a new responsibility, the class learns, shares, embraces a multilingual approach, the teacher finally gains a more active and progressive role.

# data[].attributes.body
The best idea is the fact of creating a powerful learning environment and as she explains favour the support among students. It seems difficult if you are working with a large group and too many languages. However, when there is a will, there is a way. Therefore, I believe that the best method is to plan an activity together where embracing linguistic diversity could be involved.

# data[].attributes.body
I guess when you establish the limits and make the rules of using L1 in the classroom as an educational tool, it will be beneficial rather than scary. Students should feel comfortable in class in order to get ready to speak in the target language. So using a little L1 will make more help than harm. Just you need to make sure that students are using to cater for the aims of your planned lesson.

# data[].attributes.body
I am OK with students speaking a language I don't understand, but in our country it is usually not supported (especially if Russian speaking students speak Russian in the Estonian school, it has a historical background. Sometimes teachers even forbid the parents speak their mother tongues to students on the school's territory)

# data[].attributes.body
I think it depends a lot on the environment we are teaching. For example, if it is a large group, honestly I don't think it is a good idea, but, on the other hand, if the class is small, we should use it as a way to promote interculturality and create some sort of international dictionary of expressions, in which students teach each other how to communicate in their mother languages.

# data[].attributes.body
I feel uncomfortable to have my students interract in a language I cannot understand in hte classroom. I'd rather they spoke in a language I can grasp. But I'm ready to consider the possibility to try implementing an activity which entails letting students interact in languages incomprehensible to me and wai to see the results!

# data[].attributes.body
As a teacher, it is the hardest to let the control slip or give it to the students because we all have planned our lessons and we want to know clearly what happens next, so letting the pupils use their language without understanding them is the hardest step but if our children see that we dare to jump off that cliff and dive right into the ocean then coming back to the surface with a huge smile on our face..well then it could help to create that powerful learning environment.

# data[].attributes.body
Depending on which course we are talking about, Nell's ideas can be easier to implement or not. Fortunately, here in Spain, different languages at school are not banned.
One of the ideas that came up to my mind after listening to Nell is that maybe students with a different mother tongue can prepare different readings/ stories that Spanish speakers might know. that means, easy stories such as typical short stories as snowwhite, little red riding hood. This way, foreign students can relate the stories and as the content is known by the Spanish speakers (in my case). we can work on vocabulary.

# data[].attributes.body
In my class, in kindergarten I have a child of Bulgarian citizenship. At first I didn't understand what she was saying, she called me "lady" in Bulgarian. She used the name of certain objects in Bulgarian. The students had also started to pronounce how they heard the boy.

# data[].attributes.body
Easy as it may seem it can be quite tricky, still it gives you a feeling of how others feel when they cannot comprehend you.

# data[].attributes.body
I think we can take advantage of the language diversity but we have to plan well how it will be used or allowed in the classroom. The use of this diversity should be logical and useful and not just random and without reason. I mean, for example, creating activities where this diversity is useful, such as translating poems, famous sentences, creating a dictionary of words in a lexical field, a language map, etc

# data[].attributes.body
We can do this through pre-planned and directed activities aimed at introducing other students to different languages

# data[].attributes.body
Sometimes a do not feel comfortable allowing a group of students to talk in their own language during a lesson because I do not understand what they are saying and they can lie to you. Sometimes, it is difficult to have full control of this communicational situation. I remember two Rumanian students who instead of being doing the activity I proposed they were talking about other students of the class making fun of them and insulting them in Rumanian.

# data[].attributes.body
Nell's ideas are easy to implement - for example, students can read a world known fairytale like Cindarella in their language and the language of school - it will help them feel more comfortable with their own language in the school environment and also learn school language better. I love the idea of group work among students who speak same language - I would surely allow that in my classroom because I believe it would help students do the task easier and they would feel better expressing themselves in their native language.

# data[].attributes.attachment_caption
The use of modern technology to help facilitate linguistic diversity in a twenty-first century classroom.

# data[].attributes.headline
Establishing Linguistic Diversity in Today's Classrooms 

# data[].attributes.subject
Establishing Linguistic Diversity in Today's Classrooms 

# data[].attributes.body
Establishing a classroom environment that embraces linguistic diversity can be very challenging, knowing there will be times where a non-English-speaking student might be speaking a language that is not closely related to the English language. But with the help of modern technology, certain pedagogical methods and practices that would be hard to implement in linguistically-diverse classrooms in the past can now—if not entirely—reduce the stress associated with allowing students to speak their native language while learning the English language. Microsoft Translator is one example, where live individual and group conversations can be conducted using the digital tool. Although it takes some time to set up the platform and the rules a school might have regarding live transcription could be listed as a privacy issue, with proper planning and support from colleagues and co-workers, making use of technology can lighten the burden educators experience when allowing students to utilize their native language.

Using applications that can translate documents into other languages and making a copy of the translated document can help non-English-speaking students feel included, where they will be able to learn the same lesson in their own language while being provided a copy of the same document in its original language to help them learn another language simultaneously. With Immersive Reader built into Office Lens, students will be able to access the feature to translate the entire document in their native language, along with being able to adjust their reading preferences such as highlighting syllables and other aspects of grammar when text is being reading internally or aloud.

As a disclaimer, all that has been mentioned should not replace the role of an educator to be supportive with non-English-speaking and English-Language Learners (ELLs), where an effort should—at least—be made to learn the students' native language to the best extent possible while helping them learn the language used in school.

—Austin Nicholas Dragoș [United States of America]

# data[].attributes.attachment_link.description
Microsoft Translator live is a free translation and transcription service that lets you have translated conversations across multiple devices on iOS, Android, Windows, PowerPoint and web for 1:1 conversations or larger group interactions.

# data[].attributes.body
I have never seen a language being banned at school. On the contrary, we encourage senior arabic pupils to interact with the new arabic pupils so that they could feel more welcomed. However, to my mind it has not  been used in the most useful way. As I see it after listening to Nell's proposals, my Technologies sessions could probably be more useful for those pupils which are arabic speakers than they are now. For example, they could find it more useful to work with the vocabulary related to tools and materials in Spanish and Arabic rather than in Spanish and English, even when we are not much competent to revise the result.

# data[].attributes.body
I would never restrain students from using their language in class when they can't express themselves in the language of the host country. However, if they used it constantly in the classroom, peers would not understand what they want to communicate and they would be left out.
Thus, I find it difficult to implement Nell's ideas in my daily teaching.

# data[].attributes.body
In my opinion, if students are allowed to speak their language in the classroom, it has to be useful not only for them but also for their mates. I mean, if they speak and work and read in their language individually, it might be perceived like discriminating activities more than including ones. I think that a big challenge for teachers who want to open their scenarios is to set lessons that can teach something about other languages and cultures also to the "national" students. For instance, create glossaries semplify the communication between classmates, or little dialogues, or collection of recipes...
I think it's basic to create a confident context, where students and teachers can feel safe and trust each other.

# data[].attributes.body
Of course I would allowed my students to use their home language at school. Although our Curriculum does not cover things like this, I find rare opportunities to use different languages in my classroom. My students like it a lot. I am a language teacher so maybe it is easier for me to do it than for the teachers of other subjects. But it seems an interesting thing to do for any subject :)

# data[].attributes.body
As a teacher for mechanical engineering, I see another big problem. In my classes, there are a lot of students with migration background. Technical terms they quite often do not know (neither in German nor in their mother tongue). So the scenario must integrate also to get to know their mother tongue....an interesting experiment...

# data[].attributes.body
It would be interesting to organize a math class this way. The math itself is almost universal, I’m sure we would all be able to grasp certain parts, only the concentration would have to be at an exceptional level.

# data[].attributes.body
For me, the most important point of Nell´s ideas is her approach to start using home languages as a learning resource, instead of reducing their use only to home situation. This must not necessarily mean that in every lesson pupils will speak in their home languages, these languages might as well (and maybe better with older students) serve as a linguistic (and/or cultural) base to develop classroom content. Students woud then rather read, write or listen to texts in their home language and, what I consider very important, always share the content with the class.  (= mediation activity).

# data[].attributes.body
When I started the video and listened to what Nell had to say, I just started to think: "OMG, this is so amazing, this was something I would ratherly love to do!"
Of course, there are some pros and con about it, but it would be interested to organize the lessons where you would integrate different language materials on the same topic, and let students read it. This also could be a good opportunity for learning the basis of different languages, such as letters and pronounciation. And it is definitely a good way of recognizing the importance of each student.

# data[].attributes.body
I don't think I would feel comfortable not knowing what my students are saying. I work with very young children and it is necessary to understand them in order to be able to help them when they need it. Working with young children, I find it difficult to effectively implement language diversity

# data[].attributes.body
Nell's ideas are very interesting and I am more then willing to try them! However, some of them don't seem to be very practical for my own classroom since most of my students are very young.
However, as I have said, I'm very intrigued by Nell's suggestions and ideas and I will try to implement some of them in my own way and see how it goes.

# data[].attributes.body
In my opinion integrating a diversity of languages may be rather difficult to implement effectively.
As foreign language teacher, sts are supposed to learn and use L2, which most times is already a problem in itself.

# data[].attributes.body
Nell's suggestions are very interesting and challenging for any teacher. I'm going to implement some, i'm sure.

# data[].attributes.body
Well, I think that given a specific task to be performed within a specific limit of time will be a possible way to deal with my comfort zone. Meaning that I normally have no reason not to trust students of whatever age to be responsible and apt to perform a task I ask them to do. Of course I wouldn't be able to control the kind of language they are using, but the benefit of having them working in their own language to show others how it works and having to explain everything later on in English gives not a lot of room for naughtiness.

# data[].attributes.body
Honestly, I don’t think I would feel comfortable allowing a group of students to talk in their own language during a lesson if I couldn’t understand what they were saying. I think that for that to happen I would have to know the group of students and trust them to do an honest work. Sometimes, when students aren’t mature enough, this could be a risk.

# data[].attributes.body
Students must feel comfortable in order to be able to learn new things, socialize and make friends. I will take Nell's ideas into consiferation.

# data[].attributes.body
This suggestions seem challenging and require teacher to prepare activities in which can encourage pupils to speak their language. But can be very interesting and have positive outcome. Also is required to prepare other students.

# data[].attributes.body
Nell's ideas are very interesting but it is not easy if I have students from diferent countries and I don't undertand them. I can use games, for exemple, and the foreign students can use words and images to comunicate.

# data[].attributes.headline
Thomas, France  EUtopia or Tower of Babel?

# data[].attributes.subject
Thomas, France  EUtopia or Tower of Babel?

# data[].attributes.body
"Are you comfortable allowing a group of students to talk in their own language during a lesson, even though you have no understanding of what they say?"

Even if there are groups of students that teachers can trust with such daunting proposition, teachers have a safeguarding duty inside the school which implies - as far as possible - an understanding of what is said in the classroom (for example, there are certain types of speech that cannot be allowed, and so teachers would need to deal with it if those inadequate speeches are made during the class)

Still there's a place for judgment and teachers should be able to appreciate if a group of students can or cannot be trusted with this "liberty of speech" in a language the teacher doesn't understand as part of the class and learning approach.

In a word, teacher must maintain a necessary control over what is said and what happens in the classroom, which unfortunately can be a limit to some interesting teaching and learning experiences.

# data[].attributes.body
Developing communication skills among students of different languages ​​will be challenging in the verbal domains, but I thought of choosing lessons based on symbols such as mathematics. Gradual application of certain rules from simple to difficult will increase students' courage and self-confidence and will benefit students. I think that shapes, symbols and graphics will facilitate the transfer of information and content through interactive communication in different languages.

# data[].attributes.body
Students must feel at easy to show who they are.

# data[].attributes.body
As some of the reflections I have read here, I'm surprised about this mindset/ approach.
I haven't dealt with large groups of foreign students so I guess I will take these ideias in account when the time comes.

# data[].attributes.body
when you establish the limits and make the rules of using L1 in the classroom as an educational tool, it will be beneficial rather than scary.

# data[].attributes.body
Applied linguistics has banned the use of the mother tongue in formal foreign language learning settings. Several generations of FL teachers cannot even conceive the idea of using L1 as a learning and teaching resource.
Nevertheless, cognitive constructivism has demonstrated that all prior knowledge is the foundation of learning new things. Therefore, we should not be taken aback by the recommendation to allow the home languages of our migrant pupils to surface and scaffold their acquisition of the foreign and the schooling language. Of course, this needs to be understood in the light of the fading scaffolding theory.
When it comes to my practice, I teach English as a foreign language at an upper-secondary school in Greece with about 50% of the pupils speaking Greek as their mother tongue, 40% being bilingual (Greek/Albanian) and 10% being new arriving refugees speaking Arabic or Farsi and very little English. Unless I embrace their home languages, I condemn them to exclusion. So, I systematically enforce the mediation rule with the most competent students in English interpreting in the other languages and implement inclusive activities in three languages (English, Greek and the language of each migrant group). And it works!

# data[].attributes.body
In language teaching and learning, decades of research and pratice have instilled the common accepted idea that, the greater the exposure to target language (TL) would be, the better the acquisition of it would be made by students (more input would help with better output) On the contrary, the actual guideline to multilingual approach in foreign language class suggests now to allow communication in other languages than TL, which apparently decreases the proportional exposure to each one of those languages, especially TL, reduces potential input in TL and therefore the whole TL acquisition.

The main challenge for any foreign language teacher is above all to find a way to deal with this seemingly paradoxical prescription.

# data[].attributes.body
Maybe we could try to find common cultural/linguistic topics or use mimic, games and pictures. But all that reach into a level of basic knowledge of vocabulary. How can we teach/understand more abstract notions or grammar rules?

# data[].attributes.body
Alowing a group of students to talk in their own language during a lesson can be unsettling and challenging, but sometimes it is their only way to be able to really express themselves, especially their emotions.

# data[].attributes.body
It is important to encourage students using their concepts of culture and linguistic of their mother tongues. The task for the teacher should be to give places in class for those multicultural activities because concerning language lessons itself my focus go always on a monolingual approach where students are allowed in some time spaces to work with their mother tongues, in writing, speaking or in comparison of different languages. I give students the chance to learn something about the other cultures and languages, too. This approach helps to an/a better identification in class and often open the curiosity for " the other" in and out of class.

# data[].attributes.body
Nell's ideas are interesting and I really appreciate her sustained work towards valuing all linguistic backgrounds.
Challenges appear though.
Working with teenagers could be tricky on an uncontrollable language environment, where crude words might occur. Allowing students to speak a language the teacher does not understand could be useful in well prepared activities, such as in translating the words of a song, singing a birthday song, expressing the name of an emotion or providing the opportunity to come up with "special" or "favourite" words in their native language. But, when learning a foreign language, students should progressively come out of their comfort zone, and sometimes allowing them to speak their native language could result in stagnation.
Last, but not least, communication needs a common ground, and prolonging the use of a native language, instead of a common one (even at a basic level) could prevent effective communication.
Ideally, the teacher should at least partially know the native language of students, or as a minimum, understand it implicitly (for example, with languages of the same origin, English-German, or Italian-Romanian, or Spanish-Portuguese, etc.) But, when the students speak an Asian language and I don't understand a word, I find it difficult to deal with it, outside an organised scheme.

# data[].attributes.body
It could be difficult but it is important to recognize the differencies and similarities of the new language with the one we are teaching. It could be possible to encourage the possibilities to compare the English language I teach, with the language we speak in our country and the language of foreign students... this could be a start...

# data[].attributes.body
I don't totally agree with Nell Foster  as it seems to be rather difficult to put in practise.
If you are teaching English, the objective of the lesson is for you to interact with the students in this language so that they can enlarge their knowledge on it. However, a strategy that I normally use is to give newcomers the chance to give a word, a text in their own language but we have English as a reference. I know that to have many languages under one's belt is an asset for every student and mostly for those who want to be very active in this globalised world; nevertheless I find that Nell's idea/perspective is a little bit utopian. Perhaps once in a while to give students a voice to show that what they know is a weapon and that they show preserve their roots but it would be chaotic in a global sense of the world.

# data[].attributes.headline
Although I agree with Nell Foster, I think in the educational context I have now( a small High School in a small city in Spain) I would find it difficult to put it into practice thoroughly. My goal is to do some activities for the few students I have who speak Arabic and Romanian, involving all the students in their group. As they are new at school I would really like them to be comfortable at school and to feel welcome and happy. My main aim, after that, is to improve everybody´s level and knowledge of the language I am teaching them, English. 

# data[].attributes.subject
Although I agree with Nell Foster, I think in the educational context I have now( a small High School in a small city in Spain) I would find it difficult to put it into practice thoroughly. My goal is to do some activities for the few students I have who speak Arabic and Romanian, involving all the students in their group. As they are new at school I would really like them to be comfortable at school and to feel welcome and happy. My main aim, after that, is to improve everybody´s level and knowledge of the language I am teaching them, English. 

# data[].attributes.body
The ideas suggested are interesting and can easily be implemented in the classroom.
I agree with Nell’s ideas.
Games and activities enrich the diversity and language differences.

# data[].attributes.body
I try to encourage my students to express themselves in their native language, even if I don't understand what they say.
Through games and non-verbal language (gestures, mime, drawings) and with the help of the translator, together we try to interact and understand each other.

# data[].attributes.body
I agree with Neil but I have a lot of questions: how to explain this to the class? The teacher needs at least to have a knowledge about the languages they speak... it's a wonderful plan but I can't imagine how the teacher could have the general idea of what children are doing and experiencing...

# data[].attributes.body
This sounds rather complex to put into practice. Moreover, I find it confusing as it is contrary to previous methodologies which stand on using the language being learnt as the main means of communication in the classroom. Moreover, they used to recommend keeping translation to the minimum possible.
So, I confess, I am astonished, and I cannot see it plausible at least at secondary education or higher levels.
I need further explanation about this innovative theory and specific ways to deal with it, please.

# data[].attributes.body
Again, I partially agree with Neil.Teachers can make matters as visual as possible by writing on the board, diagraming, using pictures…Besides, teachers should be supportive and realize that each student carries unique capabilities, assets, and mindsets to the classroom and this diversity may enhance learning. Practices such as  project-based learning or  blended learning, for example,  let teachers support learners with distinctive needs and build up possibilities for all students to give their contribution.

# data[].attributes.body
I partially agree with Neil. Incorporating students’ home cultures, family practices, and first languages into everyday practises when doing things such as greeting, for example, is doable. However, we need to communicate using the same language when it comes to check students’ learning progress. There should be a balance between things. Using multilingual methods to enlarge visions and broaden horizons is attainable and motivating. A table of contents, setting goals….can be done in different languages, taking advantage of students’ participation and help. Teaching and assessing what is taught must be done using what we can call “the school mother tongue”.

# data[].attributes.body
Firstly, I would like to say that it will be difficult for a teacher to say ''You're welcomed with your language.'' Because she/he needs to provide extra activities, resources for those students and also these activities and resources should be in their own language. If the teacher doesn't know the native languages of their students, what are going to be?
To be honest, I will not let my students to do the activities in their native language, because I can not monitor mystudents, check their levels, abilities, progress, understanding of the topic. If I have to let them, I would apply a controlled pratice.

# data[].attributes.body
I lets to used own native languge

# data[].attributes.body
To be honest it would be difficult for me to let them speak their own language but I'm sure I'll find a way as language diversity is a plus

# data[].attributes.body
Diversity in class is a plus, but sometimes it is difficult to deal with it. If you permit a student to talk in their own language and you don't know too much about it, communication is complicated. It is true that you need to look for the best ways to embrace diversity but, you need a plan beforehand in order to reach the success.

# data[].attributes.body
I like Nell's ideas. She is looking for solutions which should enable all pupils to use their mother tongue equally.
After some talks with Maths, CS and Physics teachers i have come to the conclusion that these subjects don't demand that students/pupils speak the language of teaching. As teachers say "the language of figures and codes". So, I believe that pupils/students could feel themselves more comfortable speaking their languages during these lessons. I know, that my colleagues have implemented such an approach as a "spot" speaking. It means, that the student/pupil is able to explain the algorithm/way of his/her thinking/calculating, ect speaking their mother tongue and inserting some (well-known for him/her) words in English.
With Maths teachers we've created the vocabulary with some terms which students need to implement (and understand) step by step and which are required in two years of high school when they switch to IB system.
As to my lessons, sometimes students speak their mother tongue when they work in pairs or small groups but i understand because I speak 4 languages myself. I teach high school students and the language of IB education is English. Students are from different countries so when I mix them for group or pair work, they speak just English to fulfill the task.
I have had situations when the student/pupil from another country as Japan or Philippines didn't have anyone in the class or even at school to talk with. Their level of English was low and it was quite difficult even to understand basic needs of the pupil. It was really sad but I involved students' parents in the process of communication and it had positively changed the situation.
To be creative, implement diverse lessons and be aware that language is just the tool have to help us to involve pupils in the education process and teach us new aspects of the modern world.

# data[].attributes.body
The ideas suggested are interesting and can easily be implemented in the classroom.

# data[].attributes.body
I agree with Nell`s ideas.
I would allow the use of their own, native language but we would translate word for word. I claim that we should get to know the culture and customs of the country from which the student comes because some cultures do not recognize women as equals, unfortunately. In that case, online translation is really necessary not to get into an awkward situation. The more interesting teaching (games), the more easier learning!The teacher must be aware of his power and his possibilities.

# data[].attributes.body
I agree with Nell especially as she embraces language diversity when the context is meaningful. Besides it can teach other students how people can feel when they don't understand a language.

# data[].attributes.body
Well, in my class I do not have students that do not know the main language: some of them are bilingual, because they speak that language at home,i.e., Bulgarian, Polish, or Romanian and teaching them English is easier. I take them as examples of how important it is to know a differnt language, to widen their world, and thanks to that some students find a challenge to learn a different language

# data[].attributes.body
Games and activities enrich the diversity and language differences, I agree with Nell’s ideas

# data[].attributes.body
In my school it is practically forbidden for students to speak different languages, their mother tongues, especially Arabic, because no one can understand what they are speaking and it is considered disrespectful. So for me, these ideas are quite overwhelming and I would need to change my mind and that of my classmates to open our minds and be able to make these students feel really better.

# data[].attributes.body
All the ideas suggested are quite interesting and can be implemented in the class, for instance students with the same native language can work together and explain in their own language to each other how to carry out a specific task or activity. Or they could present some of the key elements of the lesson in their language. It is natural for the teacher to feel a bit unsafe when a language he does not understand is spoken, but I think if trust has been built, it can be allowed to happen.

# data[].attributes.body
Activities in which boundaries are drawn for students to use their own language in the classroom or school can be helpful. For example, you can do poetry reading or singing in your own language. However, it would be appropriate for other teachers and students to know the equivalent of this poem or song in the language of instruction.

# data[].attributes.body
Nell's ideas are really interesting and encouraged me to find ways of implementing them in my class. My main challenge, though, would be allowing my students use a language I don't understand. How can I effectively help them or design learning activities in this language?