Creating My Multilingual Classroom

Our classrooms are increasingly becoming more multilingual and culturally diverse. This
addition to our classrooms means that teachers need to have another repertoire of strategies and
beliefs in order to effectively instruct these students. Part of this skillset includes the acceptance
and celebration of inclusion. Inclusiveness requires a mindset willing to meet new people,
understand new cultures and take lengths to communicate effectively with people who do not
speak the same language as you. I believe I have the qualities that will make an effective English
Language Learner (ELL) educator. My classroom will be culturally inclusive regardless of the
presence of ELLs, I will integrate language instruction with content, and ensure that my
assessment practices will reflect the student’s ability with content. Many of my approaches are
applicable to all students, regardless of language ability.

Inclusion

I believe:
 that I am a role model on how to address prejudicial comments made by
others.
 that parents need to feel welcomed just as much as their child.
 that my classroom should already be culturally inclusive, regardless of the
presence of newcomers.

It is my belief that in order to expect my students to be welcoming of newcomers, I must exhibit

culturally inclusive and welcoming traits myself. I am the role model for my students. This
includes taking the time to pronounce names correctly, asking about a student’s background and
cultural norms, greeting students in their home language and addressing prejudicial comments
that may be made by others (Coelho, 2016). I believe that by exhibiting these traits myself, my
ELLs will not only feel welcomed by myself, but be welcomed by other students in my class. My
room will be a safe place.

I believe parents need to feel as welcome as the students do and know that their child is in a safe
and welcoming community. The information I provide to ELL parents should be concise,
informative and aimed at making their transition easier (Coelho, 2016). I will hold conferences
with parents, with the help of a translating app if needed, to address concerns, provide resources
and develop relationships that transcend the language barrier. If parents have concerns about
pedagogical approaches (Coelho, 2016), I will explain the research and reasoning behind
approaches such as field trips and group work, in the same manner that I will with any parent
who comes to me with concerns. I will ensure that the parents are invited to volunteer and attend
social events, as this is important for their transition into the wider community. I will also invite
the parents to share their culture first hand with my class.

My classroom will be culturally inclusive and welcoming regardless of the presence of ELLs in
my class. I believe in the value of integrating special days, cultures and religions within
curriculum subjects. For many students, this may be the only exposure to other groups they may
receive and I believe it is my role to fill this gap. This means that no matter what time of year I
have an ELL join my classroom, there will already be inclusive practices in place which will
make the students and parents feel welcomed, and will mitigate (although not erase) prejudices.

Instruction

I believe:
 that students should use their first language in a mainstream class.
 that students should talk more than the teacher.
 that grammar, vocabulary and phonics should be integrated with
meaningful content rather than always taught in isolation.

I firmly believe that students should be allowed to use their first language in a mainstream
classroom. Of course, students should be encouraged to use English when able and appropriate.
First language use should be used to ease communication fears, provide fluency in writing, and
act as a scaffold to learning English (Coelho, 2016). Not only does this alleviate pressure and
provide moments for success, but their first language abilities provide important background and
insight into their development of English. Perhaps most importantly, their first language is a
critical personal and cultural identity that should be celebrated and not suppressed (Coelho,
2016).

I also believe that in any classroom, regardless of the presence of ELLs, students should talk
most of the time. This places the student in the center of learning, as a creator and not just a
receiver. With ELLs, it is particularly important that they have opportunities to interact with their
peers, as much of the language they learn will come from social interactions rather than
academic contexts (Coelho, 2016). I understand that students are less likely to speak if they are
being constantly corrected, whether they are fluent in English or not. Instead I will focus on
correctly consistent or potentially embarrassing mistakes, and choose to focus on one or two
goals that have been created in collaboration with the student.

As mentioned, lessons on grammar and pronunciation will have a deeper effect if taught in
authentic contexts than if taught in isolation (Coelho, 2016). Grammar, vocabulary, and phonics
can be, and should be, integrated with content lessons if constructed properly through the use of
visuals and phonemic awareness activities. I believe this should be done with ELLs and non-
ELLs alike. I believe that there is often too much emphasis placed on academic language. This is
a practice that is neither useful nor reasonable for any learner. I believe that I should require
students, particularly ELLs, to learn the words that are required to communicate their thoughts
about the subject, and not require the memorization of words that will never be used again.
Vocabulary instruction should be directed, necessary and integrated into regular lessons. Instead,
focus can be placed on grammar, useful vocabulary, phonics and pronunciation through
interaction with the content.

Assessment

I believe:
 that teachers must have high expectations for all students.
 that reasonable goals must be set in collaboration with students.
  that language abilities should not reflect content in assessments.

I firmly believe that the expectations for a student from a teacher directly influences their
learning. Research has shown that the self-fulfilling is a real concern, particularly in classrooms
(Tsiplakides, 2010). In other words, a teacher must believe in each and every student so that they
can reach their full potential. I believe it is a disservice to students to expect low grades and
quality of products.

Unreasonable expectations are just as damaging as low expectations. I believe that achievable
goals must be created in collaboration with students. Including students in assessment and goal-
setting is best practice for any student, regardless of language development.

Further, I believe that language abilities should not reflect content in assessments. Reports cards
already take this into account. My classroom assessment methods will also have a separate
section that considers language development. I wish to assess their interaction with the content
separate from their interaction with English. Sometimes, this may mean using their first
language. This may be most productive if recording writing or speech on an iPad to allow for
easy translation. I believe that separating the two allows for success, motivation and positivity
towards both the content and the language for all students.

Of course, the biggest informant of my philosophy will be my interaction with English Language
Learners in the classroom. I look forward to having the opportunity to work with these students
and adjust my philosophy accordingly. However, I believe my beliefs highlighted above provide
a good foundation that will allow my teaching to be effective and meaningful.
 References

Coelho, Elizabeth. 2016. ADDING ENGLISH A Guide to Teaching in Multilingual Classrooms,

Second Edition. Toronto, Ontario: University of Toronto Press.

Tsiplakides, Iakovos, & Areti Keramida. (2010). The Relationship Between Teacher
Expectations and Student Achievement in the Teaching of English as a Foreign
Language. English Language Teaching 3 (2), 22-26.