It is important to be cognizant of the cultural backgrounds and experiences of all students in classes, including ELLs. ELLs may have different experiences and degrees of comfort living and studying in Canadian educational institutions.

Many theories and models have been developed to describe the acculturation process and culture shock more generally. Oberg’s (1960) model of culture shock is useful in understanding the transition that an individual undergoes when they experience new and foreign situations. There are four stages:

1. Honeymoon – This stage involves excitement about the new culture. The individual is keen to learn about the new culture and views it positively.
2. Crisis – In this stage the individual increasingly notices and experiences troubles in various contexts including language, housing, employment, and education. The individual feels homesick and rejection in the new culture as a result of feeling different. This is an important point in the process as an individual will either persevere in the new culture, or they may return to their home culture.
3. Recovery – In this stage, an individual develops an open mind towards the new culture. At this point, the individual is receptive to new knowledge and strategies to adapt to the new culture.
4. Adjustment – This stage is characterized by an individual gaining new perspectives in the new culture. An individual develops tolerance and ultimately accepts the new lifestyle.

Of course, not all individuals pass through all four stages. Likewise, the process may be iterative, whereby an individual moves back and forth between different stages.

Recognizing and exposing the hidden curriculum is an important skill for educators. The ‘formal’ curriculum consists of the structured and intentionally planned courses, lessons, activities, and knowledge that students learn. The ‘hidden’ curriculum, on the other hand, refers to the unstated cultural lessons, values, perspectives, and rules that students learn at school. Children naturally learn these unstated lessons at school and at home through interactions with their educators, peers, and environments. However, students who come from diverse cultural backgrounds may not be familiar with the teaching and learning structures that exist in Canadian educational contexts as these lessons are not explicitly stated in course outlines (Egbo, 2009).

Examples of the hidden curriculum that ELLs may not be familiar with include: (1) expectations around participation in class; (2) power dynamics in the classroom between educators and students; and (3) acceptable behaviours for group work and collaboration.

It is important, then, to recognize the hidden curriculum within courses and lessons and to expose it so that students from diverse backgrounds understand expectations and can be successful within the Canadian educational context. The hidden curriculum can be exposed by clearly setting expectations around participation and behaviour at the outset of the course, addressing misunderstandings quickly, and engaging in ongoing discussions about expected behaviours. Integral to these conversations is that classes have an atmosphere of trust, respect, and understanding. Students should not feel judged, shamed, or excluded for not being aware of the hidden curriculum.

Take a few moments to consider and identify whether the following are examples of the formal curriculum or the hidden curriculum by engaging in the drag and drop activity below.

In addition to navigating issues of language and culture, ELLs are often faced with other challenges such as:

• Establishing an identity in the new culture
• Making and developing friendships
• Managing bureaucratic and legal issues such as study visas and setting up bank accounts
• Securing appropriate housing in a new country
• Understanding the expectations and requirements of the Canadian educational system

Approaching ELLs with compassion and kindness will help them adjust to Canadian cultural and educational contexts and will contribute to meaningful and successful learning environments for all.

• 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.

Students can meet one-on-one with MODEL’s English language experts for 45 minutes at a time to discuss their various needs. MODEL’s language experts can help students with their current academic work and can also help guide the student by providing them with appropriate resources and exercises that meet their specific needs. Students can book a consultation at a time that is convenient for them by emailing model@mcmaster.ca or by visiting the MODEL website.

MODEL offers a wide variety of workshops at various times throughout the week where students meet in a small group setting with a language expert to explore certain topics. Topics include cultural workshops, conversation hangouts, book clubs, and other academic language skill workshops. Students can register for MODEL workshops on Oscarplus.

MODEL provides students with a free English Language test called LinguaSkill. Provided by Cambridge Assessment English, Linguaskill tests all four language skills (speaking, reading, listening, and writing), and test results are aligned to the Common European Framework of Reference (CEFR). After the assessment, students meet with a MODEL consultant to discuss their results, and together they decide on a plan so that MODEL can continue to help their language development.

Students can meet one-on-one with a counsellor in MODEL who has a background in both counselling and ELL teaching.

Making full use of Avenue to Learn brings significant benefits for ELLs. Avenue to Learn has several features that can support ELLs in the classroom including:

• Glossary – The glossary tool is a great option for courses that have many terms and definitions to learn and can help ELLs study these terms.
• Calendar – The calendar tool is a useful tool to share information around class schedules, deadlines, and special events.
• Checklists – The checklist tools is useful to help keep learners organized. For example, a checklist can be created to ensure that learners have completed all the required tasks for the week or to ensure that all steps of an assignment have been completed before submitting work.
• Surveys – The survey tool can be used throughout a course to check the ‘pulse’ of the course and to see how learners are feeling. Creating a short 3-4 question survey that students complete every few weeks can assist in getting a sense of how students are feeling, how well they are engaging with content, and if there are any topics that require further teaching.

MacVideo and Echo360 are video recording and hosting tools that have unique features. While the tools have different features and can be used for different purposes, a shared and important feature of the tools is the ability to share videos and lectures with captions and transcripts. This can significantly support ELLs who may find listening for extended periods of time during lectures challenging. It is also useful if learners want to go back and watch lectures again to review.
Videos on MacVideo and Echo360 can also be made interactive by incorporating quiz questions and activities.