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To continue fostering fair-mindedness and acceptance, as teachers, how would we deal with ELL students that might bring their cultural biases to school (e.i; gender, age, religion etc)?

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How can I support the English Acquisition of ELL students living with trauma, violence, stress etc..? 

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How are ELLs being affected by Covid-19 in their English Acquisition?

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ELLs are being affected greatly by remote learning.  Part of learning a language is also to be immersed in the culture and practice face to face.  They are also many ELLs that come from a low income family and cannot afford to buy a laptop or tablet.
However, if a students does have access to the internet there are websites that parents and students can go to for interactive ESL activities and other resources until schools are physically open again.

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I chose to research on topics that are not necessarily directly about English acquisition in ELLs, but on the factors that definitely affect successful acquisition.
I think that is it very important to look more in depth into ELL's backgrounds and the knowledge there is out there on issues that can  prevent or block ELLs from learning.
The more one is aware of these issues, the better one can approach these issues with carefulness, respect, and patience, and be able to apply successful strategies for learning.

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How this research changed my  my knowledge or practice in teaching ELLs

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How this research changed my  my knowledge or practice in teaching ELLs

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This research was very helpful for me in the sense that it made me internalize how much resilience and strength ELLs have as human beings.
It was crucial for me to unpack my unconscious biases, because being an ELL myself,  it was easier and more relatable for me to group all ELLs from various diverse backgrounds of the world into a similar migration experience like mine.
ELLs have so many things to contribute to Canada. And having done this research, I am more humbled and honoured than ever that I will be able to help in their contribution by being there for them in one of the most difficult stages in their immigration process; learning and getting used to a language and new culture.

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The URLs both to reading or viewing I did are found by clicking on the padlet of each research question.

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Immigrants experience high levels of chronic stress from fear of living in extreme poverty, and being isolated from peers and deportation amongst other worries.
Making sure that students who have not had any formal school training before know that they are loved and wanted in the classroom by creating a safe, engaging and fun space for them to learn in and want to come in everyday.
Using strengths-based approach in learning is a highly recommended tool for students who have not had any formal training.

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Being able to accept and co-learn with diverse cultural background of students starts with making sure the teacher knows the background of the student, and unpacking their own biases first and foremost.  Creating a setting that is low anxiety can shine light into ELL's strengths rather than their restrictions.  Exploring different ways of learning, and accepting all languages in a classroom, enforces empathy through translingualism.  Creating diverse group seating  and cultural curiosity with activities that engage all students create a more equitable, fair and safe space for all to be in.

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Many children of undocumented immigrants experience high levels of chronic stress from fear of living in extreme poverty, and being isolated from peers and deportation amongst other worries.
Making sure that students who have not had any formal school training before know that they are loved and wanted in the classroom by creating a safe, engaging and fun space for them to learn in and want to come in everyday.  Using a strengths-based approach in learning is highly recommendable.