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-We can affirm language identity by valuing the funds of language that students come with
-make connections to all languages students know
-co-construct learning goals about learning
-having conversations about language so that we can honor all points of view and create that welcoming, safe learning environment
-affirm language identity by noticing and naming the ways we communicate that are different/same
-all of this develops our international mindedness

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*Class language policy - shared or developed with parents (involving all stakeholders)
*Discussing language choices
*Words can hurt or heal
*Create multi-lingual school together
*Schema of language - how do we use language? Uncover learner knowledge and perceptions of language (communicator learner profile)
*Language agreements - put in binders to follow and grow over the years

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- Classroom conversations to co-create language agreements in different settings/ parts of the school community (e.g. recess vs. classroom)
- Valuing and incorporating the use of native language/ home languages (open-mindedness, caring)
- School-wide language policy is thoughtful and reviewed regularly (create systems where these are reviewed)
- Working with students to understand how we use language/ being metacognitive (learning the language, learning about the language, learning through the language)
- Helping students have the language and vocabulary to explain how they will show and communicate their learning

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- a learning community builds a positive learning culture by:  embedding the values and beliefs that underpin multilingualism, such as being open-minded caring communicators.  Ensuring that multiple languages are seen and heard throughout the school and in communication between home and school.
-  developing the language profiles of the students in your class
- student data:  where they are and what they need for next steps
- actively promoting the maintenance and development of home languages so students can feel a sense of pride in their language
- the value of multilingualism in the cycle of inquiry in order for them to communicate their learning

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listening and observing students while they are engaged in dramatic roleplay and structured play. Honoring where students are when they come in and expanding from there. Honoring mother language/home language and cultural aspects from the students' home life. Provide opportunities for acting out stories and different roles.

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How do you build a positive culture of language through language learning and teaching?

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Please see pages 10-11 to read about language development and play