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Subjects in the arts and sciences require students to understand complex ideas that involve extended vocabulary. In subjects such as Mathematics and Physics ELL’s have more barriers than fluent English speakers because they have to learn the terminology that is being used to explain ideas. In drama class, ELLs must understand the source text and the idioms and cultural references in the script.

Teachers should provide translations of texts whenever possible to ELLs. Teachers will have a tough time judging the quality of translations from languages that they do not understand.

Students who speak the same language can help one another in the classroom in ways that the teacher cannot. Teachers should encourage these relationships.

ELLs should be provided with an electronic device in the classroom so that they can find their own resources. Computer programs and online resources can help ELLs remain self sufficient.

Teachers should direct students to extra curricular clubs and groups that could benefit them socially and academically.

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Teachers must be careful not to impose their own Western Liberalism on students.

Teachers must distinguish between valuing various cultures for their intrinsic good, and valuing other cultures in order to conform to their liberal worldview.

Teachers should be aware of the cultural composition of their school community and compose lessons according to the cultural needs of students.

Teachers cannot teach students their own culture. Students are responsible for incorporating their culture into the classroom.

It is important for students to recognize power dynamics in the classroom and in society when composing lessons and interacting with students.

All students should make an effort to participate in professional development about intersectional identity (where can we find this?)

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How can teachers support the academic needs of newcomer ELL students in demanding courses?

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How can teachers support the academic needs of newcomer ELL students in demanding courses?

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How can teachers provide culturally relevant curriculum without imposing bias and personal values?

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How can teachers provide culturally relevant curriculum without imposing bias and personal values?

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Dorer, Brittany, and Anna Fetter. “Cultivated Ground: Effective Teaching Practices for Native Students in a Public High School.” Harvard University Native American Program. 13 May 2013.

“Some effective teaching practices that have been identified for AI/AN students in schooling generally thus far are; small group settings and a collaborative environment, curriculum relevancy, high expectations and high standards, and respect for students’ backgrounds” (Dorer and Fetter 8).

“In culturally responsive teaching, teachers are positioned as dynamic and active participants who take on the role of learner and advocate for their students. The AI/AN culturally responsive model also advocates the presence of native teachers within the school, and emphasizes the critical need for community, parental, and tribal buy-in (Brayboy & Castagno as qtd. in Dorer and Fetter 9)
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Gonzalez, Jennifer. “12 Ways to Support English Language Learners in the Mainstream Classroom.” 11 Dec. 2014.

These are the 12 strategies that Gonzalez suggests in order to help support ELL students:

1. "Make it visual

2. Build in more group work

3. Communicate with the ESL teacher

4. Honor the “silent period”

5. Allow some scaffolding with the native language

6. Look out for culturally unique vocabulary

7. Use sentence frames to give students practice with academic language

8. Pre-teach whenever possible

9. Learn about the cultural background of your students

10. But don’t make a child speak for his entire culture

11. Show them how to take themselves less seriously

12. But always take them seriously" (Gonzalez).

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English as a Second Language Council of the Alberta Teachers’ Association. “Understanding ESL Learners: Moving Toward Cultural Responsiveness - A Guide for Teachers.”

Cultural Proficiency/ Competence:

“ Culturally competent agencies and individuals accept and respect cultural differences, continue self-assessment of cultural awareness, pay careful attention to the dynamics of cultural differences, continually expand their cultural knowledge and resources, and adopt culturally relevant service models in order to better meet the needs of minority populations” (Hanley 1999 as qtd. in Understanding ESL Learners 6)

The English as a Second Language Council of the Alberta Teachers' Association shows 5 steps of cultural competence (they refer to them as levels):

Level 1: No acceptance of any cultural differences
Level 2: No acceptance by stating that rules are the same for all students
Level 3: Supposed non-discrimination since all students are treated the same
Level 4: Celebrating cultures through superficial means (food and clothing)
Level 5:  “ Our staff have agreed to provide classroom space for the Heritage Language Association to teach the national language of Eritrea on Saturdays" (Holloway and Maheu as qtd in. Understanding ESL Learners 7).
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Deady, Kathy. “5 steps to  becoming a culturally responsive teacher.” TeachAway. 11 Aug. 2017.

Deady's 5 steps are:

1. “Assess your own behaviour

2. Get to know your students

3. Make your classroom a judgement-free zone

4. Adapt your teaching

5. Include all cultures in your teaching” (Deady).

Deady further writes that "if a teacher continually references people from a specific cultural background or uses people of a particular nationality or ethnic background exclusively in class examples, students may feel as if their cultural background is being sidelined and can consequently feel disengaged from their learning."

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English as a Second Language Council of the Alberta Teachers’ Association. “Understanding ESL Learners: Moving Toward Cultural Responsiveness - A Guide for Teachers.”

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English as a Second Language Council of the Alberta Teachers’ Association. “Understanding ESL Learners: Moving Toward Cultural Responsiveness - A Guide for Teachers.”