• Mention how you prefer to be addressed in class and in email. Naming conventions differ across cultures, and what is considered appropriate in one culture, may be offensive in another.
• In smaller classes, take the time to get to know the correct pronunciation of any non-English or unfamiliar names. Encourage all students to know the correct pronunciation of all names in the classroom. Non-ELLs are less likely to interact with ELLs if they do not know how to pronounce their names.Importantly, use students’ preferred names. If students have two different names (one English, one non-English), ask them which name they prefer to be called.

Many international ELLs are more familiar with a passive style of education, in which students sit quietly and receive information from educators. Active learning and participation might be new for many ELLs, so take time to explain what it is, what it looks like, what its benefits are, and what expectations are for the classroom. Modelling the desired behaviour for class is helpful for students that have never been a participant in an active learning classroom before.

• If possible, include weekly topics, themes, pages covered, and a key word list for each session in course syllabi to assist ELLs. ELLs can pre-read and learn about the topics, themes, and keywords that they will encounter during class and be ready to participate.
• Go through the course syllabus with students at the beginning of the semester and elicit ways they can prepare for each week’s class.

Provide students with examples of what they should and should not email you about throughout the term. Some ELLs are from education systems where students must email their professors about private matters (e.g., health issues, personal issues) if they miss class or an assignment deadline.

Avoid using overly academic or advanced vocabulary and jargon when simple language will suffice. Use language, both spoken and written, that is easy to understand, clear, and concise. In terms of written communication, avoid writing a paragraph when an idea or instruction can be communicated in a sentence or two. In terms of speaking, moderate the speed of your speech, but keep your speaking natural. Repeat key messages to help with understanding and retention.

Check on an on-going basis that learners have understood lectures, readings, and general materials. This can be done by building in frequent formative assessments such as exit slips and ungraded quizzes to monitor student progress.

As much as possible, make materials available before classes so that learners can review materials and prepare for lectures. This will make listening to and participating in classes easier for ELLs.
Also, consider the vocabulary that learners are required to know or use to access lessons and assignments. Pre-teach difficult or new vocabulary so that students are familiar with it when it comes up in classes. Create a course glossary on Avenue to Learn.

Importantly, elicit feedback and suggestions from students. Ask students about their learning preferences and incorporate activities and options that support them. A great way to get feedback from learners is to do a Stop/Start/Continue activity halfway through the semester. Be open to these comments and modify instructional strategies accordingly.

When writing assignments, consider the language used to give instructions. Make sure that instructions are sufficiently detailed so that learners have all the information needed to complete the task without needing to seek clarification, but avoid wordiness or excessive detail, which can be overwhelming or confusing for ELLs. If possible, use numbered lists to give instructions and write direct statements.

When appropriate, provide example assignments so that students clearly understand the expectations of an assignment. Examples are an excellent teaching resource and can help learners feel confident that they are completing work correctly.

Understandings of academic integrity differ across cultures, and ELLs may not be familiar with Canadian expectations. Therefore, take time to discuss plagiarism, provide students with appropriate resources and supports, and explicitly teach about citation conventions and expectations.

Consider the degree to which language should be assessed when marking written work. While it is important to encourage students to submit high-quality work, balance a student’s ability to demonstrate achievement of learning outcomes with their language use.

Consider Universal Design for Learning and design assessments and assignments that allow students to represent their learning in a variety of ways. For example, if the task is to submit a summary of a chapter to demonstrate comprehension, consider allowing students to submit the summary in written form or as an audio/video recording.

Take time regularly to reflect on how successfully students completed assignments. If many students performed poorly, review the assignment for clarity and make sure that tasks appropriately and fairly challenge students.