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English-Only classroom: makes students forget their native language and it keeps them from appreciating it

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Ideas about a language or language learner
Conceptions or biases about languages or language learner

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Beliefs about language that are used to explain justified language use and structure (Woolard and Schieffelin, 1994).

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Multilingual and culturally relevant texts in classroom library

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Hierarchy of “high value” languages
Terminology: “foreign” language (othering)
Colonial and imperial influences

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Not providing materials in their home/native language

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An adult or instructor who speaks the home language (ideal)

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English-only classroom can also send the message that a student's language is not as important or as valid as English 

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English-only classroom can also send the message that a student's language is not as important or as valid as English 

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Elementary and middle school does not value bilingualism, but most high schools require you to know multiple languages. I had a lot of friends who forgot how to speak Spanish in elementary and middle because the school system beat it out of them. Then, they had to relearn it in high school in order to graduate. That's just a ridiculous contradiction and some very harmful mixed messaging

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English-only classrooms

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In response the the posts about texts: mirrors and windows!

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Scaffolded and translated texts, group work, images and texts being combined, translations, readings with automatic translations, chrome extensions, multimodal projects

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Not having an ELL staff to translate/function as intermediary

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Not having an ELL staff to translate/function as intermediary

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not mentioning other languages spoken at home

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heritage language programs

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Sending home communication in a family's home language!

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Eliminating things that are harder for M&M learners
ex: idioms, colloqiualisms, sarcasm

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Standardized testing in multiple languages. Recognizing, acknowledging, and celebrating multiple dialects that exist within a single language.

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access to ESL programs and support staff

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Giving directions or having vocab and other words around the classroom accompanied with images/familiar symbols that the kids can use to decode what the words mean.

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Asking parents to share in a survey about their families to inform teacher practices in order to help that particular student

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Morally and politically loaded representations of the structure and use of languages in a social world

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Ignoring and not being curious about cultures at home

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Being understaffed AND not accessing students fast enough

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lack of representation in regards to learning materials, i.e. books

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Having volunteer students act out/model the directions before the whole class has to follow through.

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Having volunteer students act out/model the directions before the whole class has to follow through.

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Only teaching the content as its given, not making any accommodations or taking student input into account

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Only teaching the content as its given, not making any accommodations or taking student input into account

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Using the language line to talk with students parents

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diverse selection of literature in the classroom

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No communication with families

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more family communication in home language

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more family communication in home language

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lack of funding and support for ESOL teachers

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having only English speaking teachers and staff 

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having only English speaking teachers and staff 

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Deficit-conceptions about Language Learners. (Not thinking with asset-based thinking about our students)

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Deficit-conceptions about Language Learners. (Not thinking with asset-based thinking about our students)