# data[].attributes.body
Each week one student will be asked to research a poem, song or chant in any language that they wish to explore. At the beginning of the week students can come in and share it with the class. This will be a great experience for students to learn new languages and explore new cultures. This is especially beneficial to ELL students as they will be able to share something in their home language with the class. This opens it up for ELLs to participate in class discussions.

# data[].attributes.body
I love that this resource is available to ELL students so they have the option to watch a lesson in their home language or with subtitles. I think this is a great tool  to use to support ELL students as it can be challenging to learn difficult concepts in a language that is not your home language. Binoji can be used to help explain those hard concepts in both English and their home language. This allows ELL students to make the connections better.

# data[].attributes.body
I think this is an excellent way to bring a culture into the classroom. The teacher can invite parents or guest speakers into the classroom to read multilingual books to the students. This is an excellent way for students to learn new vocabulary and for ELLs to feel a part of the classroom community. This experience would be meaningful to parents of ELL students as they feel connected to the school community.

# data[].attributes.headline
Displaying translations in the classroom (Emily)

# data[].attributes.subject
Displaying translations in the classroom (Emily)

# data[].attributes.body
Teachers can invite students to put the translation of an English word in their home language on a word wall. The whole classroom can have access to this so it does not single out any students. This may encourage ELLs to collaborate with their peers so they have the translations to communicate. I believe this will build a sense of belonging and community because all cultures will be appreciated within the classroom.

# data[].attributes.headline
Oral Counting in Different Languages (Maddy)

# data[].attributes.subject
Oral Counting in Different Languages (Maddy)

# data[].attributes.body
Counting to ten in different languages can incorporate students home languages into the classroom community. Teachers and students can use counting materials in other languages and use counters to help all students understand. There are also many videos for these activities that can easily be found on YouTube. There are also multilingual counting books and posters that teachers can post on classroom walls and have as extra materials in students home languages to have easily accessible.

# data[].attributes.body
Mentimeter is an educational technology tool that can be used in real time by educators with the whole class. It allows teachers to create interactive class activities such as polls, quizzes, and surveys. Students can use their own technology to contribute using their home languages, simply by typing on their home language keyboards installed on their devices. Mentimeter can successfully engaging students in co-operative activities in a variety of languages.

# data[].attributes.body
Inviting students to have family members (siblings, parents, grandparents, etc) to join the class in reading dual language books either together or by themselves is a great way to include students home language into the classroom while also teaching other students a new language. By using dual language books other students in the classroom can also understand the story and begin to share interest in their peers home languages.

# data[].attributes.body
Allow students to write morning prompts or Monday journal entries in their home languages. As an optional addition students can then share one-on-one with the teacher (or class if they would like) what they wrote in their home language and what it translates into English.

# data[].attributes.body
I think the additions of songs can be a catchy way to help consolidate and remember the learning. Moreover, I see significant value in actions as a means for non-verbal communication that can help scaffold new words in specific contexts. Actions can be a UDL tool that can benifit children who are native english and ELL speakers.

# data[].attributes.body
I was introduced to Binogi Canada in our summer semester. I was suprised that there are free online animated lessons in nine different languages. I like the idea that children and their families (at home) can interact with subtitles in the language of their choice or even view the animated video in their home language first and then in English. This can help share the learning at home.

# data[].attributes.headline
Technology to invite guest speakers (Keelin)

# data[].attributes.subject
Technology to invite guest speakers (Keelin)

# data[].attributes.body
With the need of diversity technology can be used to overcome distance a geography barriers that can support ELLs. For example, maybe you can have guest storytellers that tell their cultural tales and explain some additional context or personal experiences. Moreover, if there is an issue with always seeking out others (at times it can be burden for those in marginalized communities to always have to be the ones to address issues) you can find videos of storytellers online. This can reduces the constant need to presenting or live performances.

# data[].attributes.headline
Using home languages in the classroom (Keelin)

# data[].attributes.subject
Using home languages in the classroom (Keelin)

# data[].attributes.body
I like this idea of creating a word web of praise with the help of your
class, online translation sources and/or other native speakers of different
languages — so that children can be both a part of the selection and the implementation of praise. Moreover, maybe we could incorporate sign-language or other non-verbal ways of encouragement to others.

# data[].attributes.headline
Inviting students to share chant or song in home language (Nicole)

# data[].attributes.subject
Inviting students to share chant or song in home language (Nicole)

# data[].attributes.body
One way that you can incorporate a chant or poem in various languages into your classroom is by inviting a student to share a song from home that they sing in a different language. This could initially be introduced by the teacher sharing a song or chant in a different language with students. You can then work with your students to learn the new song together, and further invite others to share any other songs they may sing in their home language.

# data[].attributes.body
Using a computer or laptop students could use google translate, or a similar application such as 'speak and translate' to use while the teacher is speaking to the students. This would allow the student to see the translation from English to their home language, assisting in their understanding of what the teacher is teaching about. A translation application could be used for communication between student and teacher, or student to student, this would assist in building the communication skills of the ELL student.

# data[].attributes.body
Unfortunately not all books that educators would like to introduce in the classroom will be available in different languages. This is where electronic programs can be useful to introduce stories that can be read in many different languages. I also think that technology could be used for read-out loud's with closed captioning in that student's home language, allowing for them to read the story in their home language while listening to it in English. With the continuing developments and programming that technology creates it can be beneficial for us educators when teaching ELL students.

# data[].attributes.body
Labelling classroom objects such as desk, bookshelf, chair, books, etc. is one way in which you can bring students' home language into the classroom. I would not only have the label written in their home language but in English as well so that student can begin to make connections to which words in English match those words in their given home language. As we know the social language develops quicker than the academic language, and a strategy such as labelling is going to assist in students development of their social every-day language used within their classroom environment.

# data[].attributes.body
Teachers could select culturally relecant songs and rhymes in students' native languages. These songs often incorporate counting patterns and basic math concepts such as addition and subtraction, fostering numerical fluency. Fingerplays and chants are used to reinforce these concepts, turning math exercises into interactive, enjoyable experiences that transcend language barriers.

# data[].attributes.body
Raz-Kids is an online platform where teachers can encourage students to explore and interact with the platform's content in their native languages, alongside English. This allows students to build foundational reading skills and comprehension in their first language. Additionally, educators can foster cross-cultural understanding by promoting discussions about the cultural themes and perspectives presented in the multilingual content available on Raz-Kids. This approach not only supports language development but also creates a more inclusive and diverse classroom environment.

# data[].attributes.body
Older students may benefit more from learning key math terms in the home language (e.g., radius, diameter, area). A poster with translation of key math terms in multiple languages might prove to be especially helpful.

# data[].attributes.body
If students are specifically learning about the world's climate crisis and how they might make their daily effects on the planet more sustainable can calculate their own carbon footprints in English and thirteen other languages (www.carbonfootprint.com/calculator.aspx). This is a helpful tool to bridge English language learning with other disciplines, in this case science.

# data[].attributes.body
Working with a guest reader (either live or electronically) can help ELL students navigate reading. They can take turns reading the story in both languages, either page by page of sequentially. Multiple guest readers can be invited and a story can be read in a multitude of languages, simultaneously.

# data[].attributes.body
Give students, individually or in small groups, the opportunity to brainstorm concepts about a topic in their home language before beginning a classroom lesson on the topic. Provide a similar opportunity for home language preview by supplying background reading on a topic in home languages before starting that topic with the whole class.

# data[].attributes.body
Poems are a very important part of literature and people use them as a way to express their feelings. We can set a theme for each week and encourage students to find a poem that is related to this theme written in their home language and share the poem with their peers. During the process, students would be able to use both English and their home language to present the key info, cultural elements, and emotions in this poem.

# data[].attributes.body
Duolinguo could be one of the best supportive technology for the language learners. The benefit of it is, it could access through the app from your phone. They have a whole amazing system for learners from novices to experts. When learners answer some questions correctly, they will earn points, using them to unlocking new content, students and competing with themselves or peers. By the help of this system, students would be encouraged to actively participate in language learning

# data[].attributes.headline
Incorporating Languages in various ways (Nathan)

# data[].attributes.subject
Incorporating Languages in various ways (Nathan)

# data[].attributes.body
Languages can be incorporated into that classroom in many ways. Incorporating songs and poems is an effective way as often songs with young children come with actions or movements that help the students gain an understanding of a word through the action or movement. Inviting students/parents/guests to teach a song in their language is another way of expanding inclusion and expanding the knowledge that is being gained in the classroom. Beyond this learning numbers and how to count at least to ten in another language is a way of including the other languages besides English in the classroom into the day.

# data[].attributes.body
International Children’s Library is an online digital library that offers a variety of books in different themes and topics. Their mission is to make learning English more inclusive by providing books in 76 different languages, and 4470 books online. This is a site that could be used for classroom read out loud, for partner work, or for independent time.

Website: http://www.childrenslibrary.org

# data[].attributes.headline
Inviting Parents/Guests into the Classroom (Nathan)

# data[].attributes.subject
Inviting Parents/Guests into the Classroom (Nathan)

# data[].attributes.body
Opening the classroom and inviting parents or a guest speaker into the classroom to read or tell a story in their language is an excellent way of bringing the school community and the surrounding community to the school together. It allows for parents or a guest to share a cultural story that students may have never heard, or to connect the main parts of the story to a story they already know seeing the similarities between their culture and another culture. With resources available online through inviting parent or guest through zoom to previously recorded story available on YouTube or other sites there are many ways of bringing this experience to the classroom. In my second practicum we invited parents into our classroom to share about their culture and to share a traditional story along with-it main message and morals with the students.

# data[].attributes.headline
Using home language in the classroom (Nathan)

# data[].attributes.subject
Using home language in the classroom (Nathan)

# data[].attributes.body
When offering praise to a student in terms of assisting a friend, another student, or just around the classroom we can move away from saying things like “good job”, “thanks for the help”, “great work” in English and learn to say these phrases in their home language. This is a way of creating an inclusive environment where the student will feel more welcome, it will increase our vocabulary and knowledge as educators, as well as expose the other students in the classroom to another language beyond English.

# data[].attributes.body
I think bringing other languages into the class can be as simple as playing music throughout the day from different languages. There is so much good music that comes from all over the world, and you don't always need to understand the lyrics to enjoy the song. Doing rhymes or callbacks in other languages are also another way to start incorporating different languages into the classroom. You could pick a language for a month and try to focus everyday tasks around that language like counting to 10 in it or only using phrases from that language for things like going to the washroom or asking to borrow a pencil. These kinds of repeated rituals may take root in students' heads and they will carry it in their lives.

# data[].attributes.headline
Writing in home language (Tiffany & Peiyao)

# data[].attributes.subject
Writing in home language (Tiffany & Peiyao)

# data[].attributes.body
When asking students to write on certain topics, teachers can allow ELL students to write down their ideas or draft in their home language before completing the whole task in English. Ideas may come to their mind naturally in their home language. Allowing them to write them down in home language can help them sort out their thoughts first, before thinking about how to translate them into English. I believe it is a good way of scaffolding the writing task for ELLs.

# data[].attributes.headline
Utilize multicultural & multilingual story websites (Tiffany & Peiyao)

# data[].attributes.subject
Utilize multicultural & multilingual story websites (Tiffany & Peiyao)

# data[].attributes.body
Dual language books are great to be used in the classroom to connect to students' culture, language, and identify. However, hard copies of dual language books may not be readily available. There are many multicultural and multilingual storybook websites that are available for students, educators, and parents to use, i.e. Storybooks Canada, Storyline Online, United for Literacy, etc. These books are available in many different languages and a variety of genres (e.g. fictions, non-fictions, poetry). These can be great sources for ELL students to build literacy skills while keep them interested in reading and improving their English.

# data[].attributes.body
When teachers trying to use dual language books in the classroom, visual support and body language would be one of the most important and easy method to help students build up connection between two languages. Visual support play a crucial role in supporting comprehension and understanding for dual language learners. In the context of dual language books in a physical education classroom, visual supports can include pictures like posters or images related to the content, word walls displaying key vocabulary in both languages, graphic organizers to visually represent information, visual guides for instructions using posters or illustrations, and real-life photographs or videos that provide authentic context.

# data[].attributes.body
Incorporating songs and traditions from different cultures is a great way to show respect for ELL students' language and culture. For example, classes will often sing the Happy Birthday song to a student who is celebrating a birthday. Asking ELL students if there is a birthday song in their language that the class could learn, or if there is a birthday tradition from their culture that the class could take part in is a simple way of appreciating ELL students' culture.

# data[].attributes.body
Khan Academy is a great resource for students in general, but it also is available in several different languages making it particularly useful for ELL students. I also like that using this free resource could help minimize stigma for ELL students. Often ELL students are using different resources which can sometimes create feelings of othering. Using Khan Academy is great because it takes a UDL approach as it's a resource that all students can benefit from.

# data[].attributes.body
I think having listening stations where students can listen to books in their home language is such a great idea. Not only does it create excitement for those students, but it also helps students continue to learn in their home language regardless of their reading capabilities in that language. Having only physical books in a student's home language may sometimes present a challenge as the teacher may not be able to offer help to the student while reading (if the teacher does not know that language). Having the listening stations helps mitigate that challenge.

# data[].attributes.body
Something as simple as turning on the closed captioning feature on a video in the language of your ELL students can make a huge impact in the classroom. Not only is it helpful when learning material, but it also helps students socialize and feel connected because they can understand in real time what a video is saying. For example, if something funny happens in a video, ELL students can laugh with their peers instead of feeling like they are left out of the joke.

# data[].attributes.headline
Using songs with accompanying actions - Niamh

# data[].attributes.subject
Using songs with accompanying actions - Niamh

# data[].attributes.body
Movements and gestures look the same to everyone, no matter what language they speak! That is why dance (and other forms of art) are so wonderful when connecting with ELLs. When movements are associated with song lyrics, it also makes the words easier to learn and subsequently memorize. The songs could even be taught in multiple languages with the same movements in order to learn the translations more easily.

# data[].attributes.body
I was introduced to Binogi over the summer in our technology course, and was very impressed with it! One of the options for an assignment was to create five bilingual or multilingual activities based on a Binogi video. I chose a video about the nervous system (something I taught during my first placement) and created bilingual activities on the same topic. I thought that Binogi was an easily accessible resource that can make bilingual and multilingual students feel more comfortable and confident in class, as they are being taught the same thing in the same way as their peers. In my experience, ELLs can feel isolated if they are given lessons/activities that differ from those of their peers. Binogi is a great way to fix that!

# data[].attributes.headline
Provide many different types of text - Niamh

# data[].attributes.subject
Provide many different types of text - Niamh

# data[].attributes.body
This would allow students to see other languages being used in a variety of contexts. Some great examples would be picture books and chapter books (depending on the ages of the students), non-fiction books, magazines, and dictionaries. This strategy would help students understand that other languages are used in everyday life, in many different ways. It also provides an example of what the language itself looks like.

# data[].attributes.headline
Using home languages when praising students - Niamh

# data[].attributes.subject
Using home languages when praising students - Niamh

# data[].attributes.body
This is a wonderful way to create positive connotations around the use of home languages! Instead of saying "good job" or providing other positive feedback in English, using a student's home language for this praise integrates the language into a casual and happy setting. This may even encourage other students to start using a home language of their peers, as well!

# data[].attributes.body
I think one of the obstacles that come with using dual language books is that if the book is too complex, the teacher may have trouble trying to help ELL students since there might be issues with translation. I think by finding stories that are common across many cultures, such as folk tales or myths, these are not only often shorter, they will be much easier to navigate in different languages. These kinds of stories also often come with illustrations which can also be used as a bridge between languages that can aid in translation help for students and teachers.

# data[].attributes.headline
Incorporating songs/ chants/ poems in other languages (Gaby Seow)

# data[].attributes.subject
Incorporating songs/ chants/ poems in other languages (Gaby Seow)

# data[].attributes.body
Educators can incorporate songs, chants and/or poems in other languages lessons throughout various subject areas. Find one of these in a another language that relates to a current lesson can make the learning experience more fun while integrating a new language and developing an appreciation for other cultures.

# data[].attributes.headline
Cultural Traditions and Festivities (Paco)

# data[].attributes.subject
Cultural Traditions and Festivities (Paco)

# data[].attributes.body
Every week, a student may share a cultural festival, activity, or tradition coming up in their home country. Similar to a show and share, they can prepare their own prop or thing and bring to the class. This is a great cultural diversity activity, as many follow up activities arise from this, such as creating an art piece, eating cultural foods, wearing traditional clothing, play a traditional game, etc.

# data[].attributes.body
Another resource introduced in the Integrating Technology class over the summer was Binogi, an online educational resource which provides videos with different languages and transcription. This is a very useful resource as it allows students to watch and learn entire concepts in their own language, whether audio or in transcription. Giving students the choice to learn scientific concepts, for example, in their own language may be more beneficial compared to having them first memorize how to pronounce the word "precipitation" then learning what it means.

# data[].attributes.body
One great resource introduced in our Integrating Technology class over the summer was Unite for Literacy, online books with translated audio. I enjoyed learning about this resource because students, who are not as proficient in English, can still access the same books but with additional audio translation for them to learn English. Additionally, those students may even teach others specific terms from the chosen book in their home language.

# data[].attributes.body
During my summer technology course, we learned about a resource for ELL students called Binogi. Binogi has resources that are available in different languages but have the exact same content. For example, I was looking at a science lesson about habitats and environmentalism and there was a short animated video attached to it. I could play the video in 5+ different languages and the only thing that would change was the voice over, but you could switch the subtitles to any language you wanted also. One of our assignments was to listen to the video in a different language at first without subtitles so you could see how it felt to be a language learner, and see what key ideas you could pull out from just inferring. This gave me a new perspective on how confusing it could be in that spot, but once I switched to English it became so much easier. I think this could be a great resource in class, but is limited by the languages available.

# data[].attributes.body
A fun and visual way of integrating student's home languages is to have students label, on a world map, their home language and a word that relates to a unit or theme they learned in class. It also allow students to visualize where their classmates came from, and many fun lessons can be extended via this map. They can calculate the distance from their location of origin (math), learn geography, create an art piece of different cultural festivals, etc.

# data[].attributes.body
I think YouTube ican be a very resourceful platform for educators and students to engage with as a tool to help incorporate other languages in the classroom. Educators can take the initiative to find developmentally appropriate videos that showcase other languages. Students can also be taught and encouraged to use YouTube to explore languages. However, it is important to discuss internet safety and ensure that viewed content is age appropriate. Sharing songs, stories or tutorials in various languages can all be on YouTube

# data[].attributes.headline
Inviting Guest Readers/Speakers (Gaby Seow)

# data[].attributes.subject
Inviting Guest Readers/Speakers (Gaby Seow)

# data[].attributes.body
Storytelling is a valuable aspect of many cultures. It would be meaningful to invite multilingual speakers like family members, educators and other community members to the classroom to read a book or share stories in different languages. This continues to build a sense of community and belonging for students and even family members. If books are used, they can be added to the class library for students to explore on their own.

# data[].attributes.body
Educators can create a high-visibility area in the classroom designated for commonly used or meaningful words/phrases in the primary language. Multilingual students can then be invited to share the translation of the words/phrases in their home language & add them to the wall. They may also be invited to teach the class the pronunciation. Students & teachers can collaborate on this fostering a sense of community. This adds to the representation in the classroom and creates a sense of validation for students and lets them know that their culture is valued in this space.

# data[].attributes.body
I think something that could foster strategic use of home languages in classrooms is choosing media that is based off of different languages. I think this would work better in older classes since this would require students to read subtitles, but I think that this could be very nice for students who are ELLs because now they do not need to worry so much about both understanding it through auditory or visual means (if there is closed captioning on). I think this could also give them confidence in explaining to their classmates parts of the media that they understood themselves. They can even try to show other students keywords to listen for in their language so that others can start to recognize those highlighted words.

# data[].attributes.body
For classrooms that may welcome Japanese students, there’s a YouTube Channel named “Life From Where I’m From” and it’s a very down-to-earth vibe of portraying authentic Japanese lifestyles. Here’s a short clip for reference!

https://youtu.be/zRIDcCLxdRI?si=Gr5gu75ODgKoy08p

# data[].attributes.headline
Dual Language Books + Connections to Cultural Texts (Julie and Lakshmi)

# data[].attributes.subject
Dual Language Books + Connections to Cultural Texts (Julie and Lakshmi)

# data[].attributes.body
Perhaps a bit of a stretch for PJ… but what if in grade 9 the unit is teaching Shakespeare’s “Romeo and Juliet”, and there are a few international Chinese students in the classroom, it would be possible to introduce a dual-language “Romeo and Juliet” text. But maybe as an extension, study a Chinese literature piece that is similar to “Romeo and Juliet” called “The Butterfly Lovers” and engage in a cultural, literal comparison.

# data[].attributes.headline
Find a Learning Buddy! (Julie and Lakshmi)

# data[].attributes.subject
Find a Learning Buddy! (Julie and Lakshmi)

# data[].attributes.body
When the teacher is giving out instructions for a task, pair the “newly arrived students with a classroom buddy who speaks the same home language” (Westernoff, Jones-Vo & Markus, 2021, p.112). In this way, the learning buddy is able to teach the new student general classroom talk and concepts.

# data[].attributes.headline
Host multilingual story time (Nadine&Victoria)

# data[].attributes.subject
Host multilingual story time (Nadine&Victoria)

# data[].attributes.body
We can host a multilingual story time in which students listen to tales in their home language. It cultivates an inclusive and culturally celebratory environment. We can incorporate some of the tales into the lesson design if students find great joy and interest in the event. Outside of the designated time for this, we can provide extra resources on dual-language books with electronic sources as well.

# data[].attributes.headline
Labeling in languages of your classroom community (Nadine&Victoria)

# data[].attributes.subject
Labeling in languages of your classroom community (Nadine&Victoria)

# data[].attributes.body
We can affix labels to classroom supplies and areas in the languages of the classroom community. Not only does this acknowledge students' home languages in the classroom, but it also builds an inclusive learning environments where each student feels validated. We can incorporate this idea into lesson design by labeling key words and creating a word wall in languages of the classroom to reinforce their learning.

# data[].attributes.body
YouTube has a surprising plethora of children's books online in multiple languages. Teachers will have to exercise caution when using YouTube in the classroom; however, YouTube is a great place to find poems and songs performed in their original languages. Youtube has caption options for the majority of videos as well.

# data[].attributes.body
I would take advantage of the multitudes of electronic libraries which offer eBooks and audiobooks in multiple languages. Students may read the books in their own language first, and then in English to challenge their understanding of the language. I would partner ELL and non-ELL students together and have them take turns reading. As a wrap-up, the ELL student may pick one sentence to share in their first language with their non-ELL partner. Children can discuss the differences and learn from one another.

# data[].attributes.headline
Leanne Hoffman (Multilingual Nursery Rhymes)

# data[].attributes.subject
Leanne Hoffman (Multilingual Nursery Rhymes)

# data[].attributes.body
The article mentions including poems and songs in multiple languages. I would like to ask the ELL student if there are any nursery rhyme songs that they would like to share with the class that are sung in their first language, or else I would utilize other resources (parents, Internet) to find a nursery rhyme in the ELL students first language. We could learn the song as a class, and then translate the song into English to explore how poems and songs may not always rhyme due to the difference in languages. This could be cross-curricular with drama- figuring out the story behind the song (Humpty Dumpty, etc.)

# data[].attributes.headline
Leanne Hoffman (Multilingual Scavenger Hunt)

# data[].attributes.subject
Leanne Hoffman (Multilingual Scavenger Hunt)

# data[].attributes.body
I would start by asking the ELL student to share the different names of common classroom objects (eraser, pencil sharpener, chalk, etc.) with the class. Once the class learns the names of each item, we can have a class-wide "scavenger hunt" in which the children are divided into small groups and each given a list of common classroom items written in ELL student's language.

This approach gamifies learning, which is very useful for maintaining attention spans and stimulate retention. As well, the ELL student may feel more comfortable asking the teacher or fellow classmates if they require a learning tool such as an extra pencil or eraser.

# data[].attributes.headline
Incorporate Multilingual Songs into Morning Routines (Hsinyu & Yiwei)

# data[].attributes.subject
Incorporate Multilingual Songs into Morning Routines (Hsinyu & Yiwei)

# data[].attributes.body
For every week or every other week, the teacher can let one kid pick a song in a different language and the whole class will be learning this song together for the week as one of their morning routines. Students who are ELLs can choose songs in their home languages and students who speak English as their first language can choose songs in languages that they are interested in learning. This allows students to both feel proud of their own languages and appreciate other languages.

# data[].attributes.body
Bookcreator is a great tool to incorporate other languages in the classroom. It allows students to create books in multiple languages of their own choice and it provides online libraries that contain bilingual books created and published by students. The narration function of this app enables students to not only add text but also add audios to their books in their home languages. It is a perfect platform for multilingual sharing and learning.

# data[].attributes.headline
Key terms in multiple languages (Yiwei & Hsinyu)

# data[].attributes.subject
Key terms in multiple languages (Yiwei & Hsinyu)

# data[].attributes.body
While introducing new concepts to students, in addition to only writing those terms in English, invite students to translate them into their home languages and then record them on a chart paper. For example, when students are learning about the water cycle, besides only writing down "evaporation", "condensation" and "precipitation", the teacher can invite students who speak Mandarin to translate them and put down "蒸發 (evaporation in Mandarin)" and "凝結 (condensation in Mandarin)” beside the English version of these terms.

Students might find it helpful to have those key terms both in English and their home languages so that whenever they are confused about the term, they can use it as a reference.

# data[].attributes.headline
Students sharing stories (Hsinyu & Yiwei)

# data[].attributes.subject
Students sharing stories (Hsinyu & Yiwei)

# data[].attributes.body
Teachers can invite students to bring in their own books that are written in their home language and have the students read them in their own language to the class and explain why he/she loves about the book. By doing so, students can also share stories from their culture as well as provide a valuable opportunity for their peers to embrace cultural diversity.

# data[].attributes.headline
Incorporate Songs in Other Languages (Josephina Belcastro)

# data[].attributes.subject
Incorporate Songs in Other Languages (Josephina Belcastro)

# data[].attributes.body
Each day teachers can allow a student to share with the class a song that is sung in their home language. Exposing them to the sounds and rhythms of different languages can help them discriminate between sounds, which is an important component of language acquisition. Listening to music in another language/from another culture is a great way to experience the idea that we live in a diverse world.

# data[].attributes.headline
Song/Chant of the Day (Nadine & Victoria)

# data[].attributes.subject
Song/Chant of the Day (Nadine & Victoria)

# data[].attributes.body
Allowing students to identify a song or chant of the day in a language that is not often heard that they can share with the classroom allows them to see different types of music genres outside the ones they know. This can also help widen their knowledge of how different cultures and how music is valued and shared among the community.

# data[].attributes.body
Duolingo is a technological tool/app that allows students and individuals to learn over 30+ languages such as Spanish, Czech, Hindi, and many more. Students can choose any language they would like to learn. And with the help of visuals and audio, it gives them opportunities to engage in quick lessons that will allow them to learn how to read, speak, write, and listen in that  language. Students are able to use this app at their own pace and time.

# data[].attributes.headline
Incorporating multi-languages in songs  (Neha & Angela)

# data[].attributes.subject
Incorporating multi-languages in songs  (Neha & Angela)

# data[].attributes.body
Teachers of young students routinely incorporate songs with accompanying actions in the classroom. Children delight in moving their fingers to imitate the crawling of an itsy bitsy spider, the ears of a hopping bunny, or rounding their arms above their heads to represent the sun rising above the earth.

A way of integrating different languages in songs is to replace some words with the same word in a different language. For example if you have a Spanish student, you could change the itsy bitsy spider to the itsy bitsy araña

# data[].attributes.headline
Google Slides translator (Neha & Angela) 

# data[].attributes.subject
Google Slides translator (Neha & Angela) 

# data[].attributes.body
The reading indicates that 'Google Docs' can translates when you go to 'add-ons' you can add on a translate feature that can help students translate phrases in their home language. You can also use this feature on 'Google Slides' where you can translate phrases on your slides during lessons. It can be helpful to students that are ELL who may have a hard time understanding certain phrases during a lesson, especially for tasks that require more detailed instruction.

# data[].attributes.body
One seemingly small but significant point Westernoff, F., Jones-Vo, S., & Markus, P.'s article was the inclusion of academic language glossaries covering multiple topics in mathematics, science, and social studies available in multiple languages that can be found online and possibly physically.

To ensure that I show these resources as useful and welcoming, I will make sure to use them during class times to model and show that these resources are available, useful and welcome.

# data[].attributes.headline
Favourite cultural foods (Neha & Angela) 

# data[].attributes.subject
Favourite cultural foods (Neha & Angela) 

# data[].attributes.body
Students can bring a picture (or the actual food) into the class, kind of like of way of show and tell. Under the picture students can label their favourite food, and write the english translation if need be. If you translate the words of dish, you can learn other what some words mean in english and vice versa. For example, the dish "Murgh Makhani" in Hindi translate to "Butter Chicken". "Murgh" translates to "chicken" and "makhani"/"makhan" translates to "butter"

# data[].attributes.headline
Using electronic resources that offer multiple languages (Neha & Angela)

# data[].attributes.subject
Using electronic resources that offer multiple languages (Neha & Angela)

# data[].attributes.body
Electronic resources also make excellent additions to listening stations,
where students can use headphones to listen to stories in the home language.

Teachers can use the Scribjab website/app which allows students to create their own bilingual stories in English and another language. Students also have access to read stories written by other students once it has been publicly published.

# data[].attributes.body
Though not mentioned in this week's main reading, H5P is a website where teachers can create their own activities. One activity I have made personally is a "match the audio to the word" activity. Using the ability to record audio, I can incorporate (my own voice, student voices, guest speakers and more) to create an activity that includes different languages and has the option for instructions to be given in audio or written.

# data[].attributes.headline
Karen Li (Singing songs from Other Languages and Incorporating them into subjects like art, math, language etc.,)

# data[].attributes.subject
Karen Li (Singing songs from Other Languages and Incorporating them into subjects like art, math, language etc.,)

# data[].attributes.body
There was a reading that mentioned how powerful songs are. Songs from different languages like frère jacques have been integrated into current classrooms. We can add to that repertoire like the Ode'min Giizis (Strawberry Moon).
Personally I would use these songs as a way of transitioning and settling down after recess etc.,

# data[].attributes.headline
Natalie DeMaria (math concepts in other languages)

# data[].attributes.subject
Natalie DeMaria (math concepts in other languages)

# data[].attributes.body
It may be easier (Specifically for older students) to learn math concepts in their first language. Having math posters that translates basic math concepts like addition, subtraction, etc can be very helpful as a resource readily available. This should be in however many languages students speak in the class.

# data[].attributes.body
Khan Academy is a great educational
resource for subject learning that is available in a variety of languages. Khan Academy provides a wide range of video lessons in all areas of the curriculum and at all grade levels. Students can view lessons in English or choose from twelve
other available languages. Subtitles are also available for many of the
English lessons on the Khan Academy platform. This is a great resource for ELLs.

# data[].attributes.body
Scribjab app is an app that parents, teachers, students, etc can use to create stories in their bilingual language. This is a very useful tool to support various languages in the class. If students are more literate in the other language that they speak, it is a way for teachers to gage vocabulary, sentence structure, etc in that language.

# data[].attributes.body
Starting with selecting a student’s home language each week, then asking the chosen students to prepare a short presentation in their home language to share with their peers. This presentation should include greetings, common phrases; how to address family or specific features; and cultural insights related to the language. Throughout the week, introduce small challenges associated with the Language highlight of the Week. For example, ask students to greet everyone using the language. Or we can ask them to write down a quick sentence or phrase within the language. We can also encourage all the students to apply the language while sharing something with their peers.

# data[].attributes.body
Finding culturally relevant books in various languages and having them read through the use of technology is a very beneficial tool. Even if every week, as a close you focus on a different culture/language and you start off with a picture book.

# data[].attributes.headline
Providing Books in Multiple Languages (Josephina Belcastro)

# data[].attributes.subject
Providing Books in Multiple Languages (Josephina Belcastro)

# data[].attributes.body
Allowing the students to have access to books that are in different languages. Teachers need to expand their classroom library with texts that are in different languages to reach the needs of all their students where English might not be their first language

# data[].attributes.body
In Westernoff, F., Jones-Vo, S., & Markus, P.'s article they mention that you can partner with a guest speaker and/or your students and read a book in different. Thus, finding dual language books and learning with your students is a great way of incorporating languages into your classroom. I believe it also helps with building rapport and a more welcoming community.
Personally, I would try to use this idea not just during literacy but also in science, drama, art and other curriculars.

# data[].attributes.headline
Greetings in the Student's Home Language (Josephina Belcastro)

# data[].attributes.subject
Greetings in the Student's Home Language (Josephina Belcastro)

# data[].attributes.body
Greetings and farewells provide
a meaningful way to connect with students. Instead of greeting your students with “Good morning,” (English), try “Guten
Morgen” (German), “Bom Dia” (Portuguese), or “Dobro jutro” (Croatian). Instead of saying "Goodbye" (English) try "Ciao" (Italian), "Adiós" (Spanish), or "Tschüss (German). This can make the students feel included and connected. The teacher should provide books, posters, and wall displays that
provide greetings in multiple languages in their classroom.

# data[].attributes.headline
Natalie (greeting students with their home language)

# data[].attributes.subject
Natalie (greeting students with their home language)

# data[].attributes.body
As you are greeting students in the morning, greeting students with the language they associate with is a reminder to the students that you are trying to connect to them. Some greetings may be: "Guten morgen" ... good morning in German, Dobro Jutro ... good morning in Croation, etc.

# data[].attributes.headline
Jacky Anton (Counting in different languages)

# data[].attributes.subject
Jacky Anton (Counting in different languages)

# data[].attributes.body
Counting to a small number such as 10 is a great introduction to learning and practising different languages while strengthening mathematic skills. Counting to 10 or greater in various languages can be found on Youtube or can be translated by parents or native speakers. Multilingual posters for counting with visuals are also available and can assist students to visually connect terminology and counting.

# data[].attributes.body
Binogi is a great technological tool that helps educators and students connect with mathematics and scientific concepts in various languages. Binogi hosts videos with closed captioning in multiple languages for subtitles and audio so students can hear  lessons such as the life cycle of a bee in Swahili or Arabic. The language is translated by professionals and the visuals assist students understanding of complex concepts.

# data[].attributes.headline
Jacky Anton (Create own multilingual texts) 

# data[].attributes.subject
Jacky Anton (Create own multilingual texts) 

# data[].attributes.body
You can partner with local native speakers such as parents or family members of students or guest readers and take turns reading pages of a book in English and another language. This way students can make connections and hear proper pronunciation as well of different words.

# data[].attributes.headline
Jacky Anton (Use home language when praising students)

# data[].attributes.subject
Jacky Anton (Use home language when praising students)

# data[].attributes.body
Like word of the day, the teacher can create a word web in the classroom that helps students refer back to these words and practise pronunciation. For example instead of good job, you can say "tres bien" in French or "nallai vellai" in Tamil.

# data[].attributes.body
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.