Gagné, A. & Soto Gordon, S. (2009). Growing New Roots: Reflections of Immigrant Teenagers in Canada. In Rolheiser, C. (Ed.) Teacher Education: School Improvement and Teacher Education: Collaboration for Change. Ontario Institute for Studies in Education.

Hunter O’Hara. (2006). Diversity education teacher preparation. Multicultural Education, 14(1), 39.

John, J. B. (2003). Rewards of teaching diversity. Multicultural Education, 10(3), 31.

Lynn, M. (1998). Teaching through diversity. College Teaching, 46(4), 123-127.

Lynn, M. (1998). Teaching through diversity. College Teaching, 46(4), 123-27.

Milner, H. R. (2010). What does teacher education have to do with teaching? implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131

Robert, D. W. (2002). Teaching tolerance. Teacher Librarian, 30(2), 53.

Rod Parker-Rees. (1997). Back to good teaching: Diversity within tradition of students and instructors. Psychoanalytic Psychology, 26(3), 322-334.

Xu, S. H. (2001). Exploring diversity issues in teacher education. Reading Online, 5(1)

Benincasa, L. (2002). Teaching preschoolers about diversity: A view from greece. Journal of Education for Teaching, 28(2), 103-22.

Bierema, L. L. (2010). Diversity education: Competencies and strategies for educators. Advances in Developing Human Resources, 12(3), 312-331.

Border, L. L. B. (1999). Taking diversity seriously: New developments in teaching for diversity. New Directions for Teaching and Learning, 1999(80), 83-89.

Boris, E. R., Masako, R. O., & Christopher, M. W. (2011). 2011 APSA teaching and learning conference track summaries: Track: Diversity, inclusiveness, and equality. PS, Political Science & Politics, 44(3), 657.

Boysen, G. A. (2011). Diversity topics covered in teaching of psychology courses. Teaching of Psychology, 38(2), 89-93.

Chang, J. (2006). A transcultural wisdom bank in the classroom: Making cultural diversity a key resource in teaching and learning. Journal of Studies in International Education, 10(4), 369-377.

D. L. N. (2006). Linguistic diversity and teaching

Dawson, B. L., Thomas, K. M., & Ny, M. T. (2010). An inclusive strategy of teaching diversity. Advances in Developing Human Resources, 12(3), 295-311.

Dogra, N., Conning, S., Gill, P., Spencer, J., & Turner, M. (2005). Teaching of cultural diversity in medical schools in the united kingdom and republic of ireland: Cross sectional questionnaire survey. BMJ (Clinical Research Ed.), 330(7488), 403-404.

Dogra, N., & Karnik, N. (2004). Teaching cultural diversity to medical students. Medical Teacher, 26(8), 677-677.

Dogra, N., Reitmanova, S., & Carter-Pokras, O. (2010). Teaching cultural diversity: Current status in U.K., U.S., and canadian medical schools. Journal of General Internal Medicine, 25 Suppl 2, 8-168.

Dora Pulido-Tobiassen, & Janet Gonzalez-Mena. (1999). Teaching diversity: A place to begin. Scholastic Early Childhood Today, 14(3), 44.

Elhoweris, H., Whittaker, C. R., & Salend, S. (2009). Religious diversity in schools: Addressing the issues. Intervention in School and Clinic, 44(5), 314-319.

Gasker, J., & LaBarre, H. A. C. (2010). The elephant in the room: Understanding barriers to students’ articulation of diversity. Creative Education, 1(2), 69-74.

Government of Manitoba, Ministry of Education and Advanced Learning. (2015). Building Hope: Refugee Learner Narratives. Online resource: http://www.edu.gov.mb.ca/k12/docs/support/building_hope/index.html 

Green, C., & Sandra, B. O. (2005). Teaching religious diversity through children’s literature. Childhood Education, 81(4), 209.

Hughes, P., & MacNaughton, G. (2007). Teaching respect for cultural diversity in australian early childhood programs: A challenge for professional learning. Journal of Early Childhood Research, 5(2), 189-204.

Hume, E. (2001). Teaching about diversity

James, D. A., & Olivia, F. P. (2002). Teaching about diversity issues. Kappa Delta Pi Record, 38(3), 128.

Johnson, L. (2002). Art-centered approach to diversity education in teaching and learning. Multicultural Education, 9(4), 18-21.

Johnson, S. A., & Romanello, M. L. (2005). Generational diversity: Teaching and learning approaches. Nurse Educator, 30(5), 212.

Kubal, T., Stone, R. T., Meyler, D., & Mauney, T. T. (2003). Teaching diversity and learning outcomes: Bringing lived experience into the classroom. TEACHING SOCIOLOGY, 31(4), 441-455.

Lee, J., Kane, J., Drane, D., & Kane, R. (2009). Seeing is believing: Using film for teaching issues of diversity in sport. Journal of Hospitality Leisure Sport & Tourism Education, 8(1), 97-107.

Limburg, F., & Clark, C. (2006). Diversity initiatives in higher education: Teaching multicultural education online. Multicultural Education, 13(3), 49.

Marks, A. R. (2005). Desperately seeking diversity. The Journal of Clinical Investigation, 115(3), 480-480.

McDonald, K. S., & Hite, L. M. (2010). Diversity in the HRD curriculum: Concluding thoughts and next steps. Advances in Developing Human Resources, 12(3), 385-391.

Mitry, D. J. (2008). Using cultural diversity in teaching economics: Global business implications. Journal of Education for Business, 84(2), 84-89.

Nancy, T. N., Sharon, L. Y., Chanel, F. A., & Assemi, M. (2009). Fostering and managing diversity in schools of pharmacy. American Journal of Pharmaceutical Education, 73(8), 1.

Ofori-Dankwa, J., & Lane, R. W. (2000). Four approaches to cultural diversity: Implications for teaching at institutions of higher education. Teaching in Higher Education, 5(4), 493-99.

Pass, S. (2009). Teaching respect for diversity: The oglala lakota. Social Studies, 100(5), 212-217.

Salma, I. G. (1999). Teaching about culture, ethnicity & diversity

Sharma, S. (2006). Teaching diversity–Im/Possible pedagogy. Policy Futures in Education, 4(2), 203-216.

Stewart, M. M., Crary, M., & Humberd, B. K. (2008). Teaching value in diversity: On the folly of espousing inclusion, while practicing exclusion. Academy of Management Learning & Education, 7(3), 374-386.

Sameena Choudry: Watching and checking on progress

Artemi Sakellariadis: Issuing a ticket but keeping the door locked

Catherine McNamara and Jay Stewart: One person’s journey at one school

Karamat Iqbal: Working out what to do with us immigrants

Gilroy Brown and Maurice Irfan Coles: Our children should know themselves

Mark Jennett: Pink is for girls and jobs are for boys

Sue Sanders and Arthur Sullivan: The long shadow of Section 28

Lizz Bennett and Laura Pidcock: Critical thinking and safe spaces

Sarah Soyei, Kate Hollinshead and Yvette Thomas: Identity-based bullying

R, F. L. (2011). Raising the bar on diversity. Diverse Issues in Higher Education, 28(11), 23.

Roeck, K. T. (2009). Embracing diversity. Journal of LGBT Youth, 6(1), 1-6.

Sobel, D. M., Taylor, S. V., & Anderson, R. E. (2003). Shared accountability: Encouraging diversity-responsive teaching in inclusive contexts. TEACHING Exceptional Children, 35(6), 46-54.

Glick, B. J., & Day, N. E. (2000). Teaching diversity: A study of organizational needs and diversity curriculum in higher education. Journal of Management Education, 24(3), 338-352.

Jones, H. (2004). A research-based approach on teaching to diversity. Journal of Instructional Psychology, 31(1), 12-19.

Lumby, J., Sood, K., & Morrison, M. (2006). Diversity and diversity management: Messages from recent research. Educational Management Administration & Leadership, 34(3), 277-295.

Mack, K. (2000). Teaching evidence: Inference, proof and diversity. Legal Education Review, 11(1), 57.

Marbley, A., Burley, H., Bonner,Fred A.,,II, & Ross, W. (2010). Teaching diversity across disciplines: Reflections from african-american faculty in four different academic settings. Educational Forum, 74(1), 63-80.

Nelson Laird, T.,F. (2011). Measuring the diversity inclusivity of college courses. Research in Higher Education, 52(6), 572-588.

Northedge, A. (2003). Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), 17-32.

Suyemoto, K. L., & Kiang, P. N. (2003). Diversity research as service learning. Academic Exchange Quarterly, 7(2), 71-75.

Williams, R., & Dogra, N. (2006). Applying policy and evidence in developing cultural diversity teaching in undergraduate medical education in the UK. Evidence & Policy: A Journal of Research, Debate and Practice, 2(4), 463-463.

Daniel, F. (2011). Diversity as technology: A new perspective. Journal of Diversity Management, 6(2), 31.

Durska, M. (2009). Diversity management: Key concepts. Kobieta i Biznes, (1-4), 36.

Karl, A. S., & Toni, A. H. M. (2000). Diversity. Journal of Engineering Education, 89(3), 257.

M, T. B., Rebecca, J. O., & Condon, D. (2010). Diversity management: Seeking validation. Journal of Diversity Management, 5(1), 23.

McDonald, K. S., & Hite, L. M. (2010). Perspectives on HRD and diversity education. Advances in Developing Human Resources, 12(3), 283-294.

Sheets, R. H. (2009). What is diversity pedagogy? Multicultural Education, 16(3), 11-17.

Sheila Littlejohn-Blake. (2004). Celebrate diversity. Childhood Education, 80(3), 146D.

Skerrett, A. (2009). Biographical orientations to secondary english teaching within a mosaic context of diversity. English Education, 41(3), 281-303.

Smolen, L. A., Colville-Hall, S., Liang, X., & Donald, S. M. (2006). An empirical study of college of education Faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. The Urban Review, 38(1), 45-61.

Young, M. A., Madsen, J., & Young, B. L. (2010). Implementing diversity plans: Principals’ perception of their ability to address diversity in their schools. NASSP Bulletin, 94(2), 135-157.

Helpful Strategies Brainstorm
Submitted by: Mira

A Visit to the Textile Museum
Submitted by: Radu Prelipcean

A Visual Arts Trip
Submitted by: Radu Prelipcean

English Captain
Submitted by: Rena Banks

Continue the Discussion Activity
Submitted by: Colleen Grandy

Count to Ten
Submitted by: Colleen Grandy

List Poetry Lesson
Submitted by: Andrea Emanuel

Body Numbers
Submitted by: Joan

Rhythm of Music K-12
Submitted by: Natalia Charles

First Nation Peoples & Storytelling

Submitted by: Erika Carlson

A Day in the Park
Submitted by: Natalie G.

BONK, Grades K-3
Submitted by: Colleen Grandy

Neighbourhood Mural K-6
Submitted by: Natalia Charles

The three R’s (recycle, reuse, reduce) Grade 1-6
Submitted by: Natalia Charles

Various Lines and Colours Grade 1
Submitted by: Vittoria La Neve & Hun-Sun Ng

International Jumping Game: “Varra” (Albania) Grade 2
Submitted by: Faizah Mitha

Volleyball Lesson Grade 4-5
Submitted by: Kelly Colucci

Being a Canadian Citizen Grade 4-6
Submitted by: Tetyana Ryaboshapko

Language Arts – Grade 5 – How to Write a Business Letter
Submitted by: Pauline Chronakis & Tricia Lee

Pourquoi Tales Grade 5
Submitted by: Elisabeth Leggett

Art with Feeling Grade 6
Submitted by: Matt Stockburn

ESL Lesson Idea (Short Story) Grade 6
Submitted by: Dwayne Tyson

“Other” Famous Mathematicians
Submitted by: None

Today’s Target Grade 4-12

Submitted by: Natalia Charles

Finding Out About Your Pulse Grade 4-12
Submitted by: Natalia Charles

The Food Groups Grade 5-9
Submitted by: Natalia Charles

Families on display: an introduction to the study of families Grade 5-11
Submitted by: Natalia Charles

The newspaper Grade 6-12
Submitted by: Natalia Charles

Interviewing Grade 6-12
Submitted by: Natalia Charles

English Grade 9
Submitted by: Janice Stainton

Volume and Base Area of Prisms and Cylinders Grade 9
Submitted by: None

Jam Circle: Music Grade 10
Submitted by: Jeff Wolosewich

Career Studies Grade 10
Submitted by: S.Wong

Canadian History  – The Great Depression Grade 10
Submitted by: Paolo Artale and Grace Ventura

Career Exploration Grade 10
Submitted by: Natalia Charles

The Life of Malcolm X Grade 10-12
Submitted by: N. Charles

Energy Consumption Grade 10-12
Submitted by: N. Charles

Movie Production Grade 11-12
Submitted by: N. Charles

Major theories in the organization of Families Grade 11-12
Submitted by: Natalia Charles

Celebrating Diversity (review)
Submitted by: None

Moving Stories
Submitted by: none

Cut and Paste Poetry
Submitted by: Colleen Grandy

Journals
Submitted by: Lorna

Making Art with Writing
Submitted by: Natalia Charles

A Field Trip to the Textile Museum
Submitted by: Radu Prelipcean

Peace Plan (wrong link?)
Submitted by: Erika Carlson

What time is it Mr. Wolf? K-6
Submitted by: Natalia Charles

Measurement Grades 1-6
Submitted by: Kristina Jenkins

Introduction to Graphing Grade 1
Submitted by: Heather Ichiyen

2-D Shapes Grade 2
Submitted by: Faizah Mitha

Landscape Painting Grade 2
Submitted by: K Ng

Modified Lesson Plan: Grade 3 Math
Submitted by: Ken Chiu & Leanne Dumitru

Gr. 4 Visual Arts
Submitted by: A. Grimwood Wilson

Decimals Grades 4-8
Submitted by: Natalia Charles

Shapes Grades 5-8
Submitted by: Natalia Charles

Mathematics – Fun with Fractions Grade 5
Submitted by: Francesca Lavecchia & Angela Dinneen

Lesson Ideas: Gr. 5 Science – human body (circulation and blood)
Submitted by: Leanne Castorina and Rachel Ziatas

Identifying the Classics Grade 5
Submitted by: Erika Carlson

“A day in the life of a Wendat person” Grade 6
Submitted by: Karena Schneider, Maria Antoniou

Postcards from Afar Grade 6
Submitted by: Erika Carlson

Meaningful Music Grade 6
Submitted by: Matt Stockburn

Newspaper and Its Integrative Function Grades 6-7
Submitted by: Natalia Charles

Brainstorming for the preparation for writing Grade 6-12
Submitted by: Natalia Charles

Historica Fair Research Project Grade 7 or 8
Submitted by: Rowe

CO-OPERATIVE ACTIVITY Grade 7
Submitted by: Nancy Hamel

Family Studies – Food and Nutrition Grades 9/10
Submitted by: L.Cheng

Jam Circle: Music Grade Ten
Submitted by: Jeff Wolosewich

Poetic Balderdash  Grade 10
Submitted by: Colleen Grandy

Web page creation Grade 10-12
Submitted by: N.Charles

Collaborative Writing Grade 11
Submitted by: Colleen Grandy

Sketching graphs of polynomial functions
Submitted by: Gregory Sperlin

Newspaper and Its Integrative Function (review)
Submitted by: L.Cheng

How a teacher speaks in class can make all the difference for ELL students. Many ELL students describe having trouble understanding their teachers as a major impediment to their learning. For teachers, especially those in combined classes, understanding how to make classes more comprehensible can be a daunting task. With a subject’s technical language and a teacher’s comfort with the subject’s complexity, teachers have trouble bridging the gap between themselves and their students. However, accommodating ELL students doesn’t need to be a difficult labour and can improve the understanding of all students in a class.

The first step to appropriately teaching students is understanding your rate of speech. Many new teachers make a common mistake by either speaking too slow or too fast. many teacher speak to slow and over simplify their language leaving out the articles “a, the, his or her,”mimicking the patterns in which their students speak. This is a counter productive behavior because it fails to model the correct use of the English language. Moreover, it can be very degrading to students to be talked down to in this way. The problem with faster speech is the complexity of sentence structure and speed together. Most students, especially at higher levels, can understand spoken English at regular speed. However, complex sentences with multiple clauses or new vocabulary can cause confusion and reduce communication.

To resolve these problems, teachers ought to speak at a regular pace, taking short pauses at the end of sentences. These pauses allow students to digest the information contained in the sentence and can help non-ELL students by giving them time to reflect and engage with the content as well. If a teacher uses technical vocab in a sentence, writing down the word and it’s meaning on a word wall, can give students a point of reference for the future and allow for retention of the word.

Asking students to explain an idea back can also help ELL students. Not only does it demonstrate the comprehension of concept, it also provides a different way of phrasing an idea that may be more comprehensible to some in the class and models a different way of phrasing to for ELL students that they may use in the future.

Teachers ought to avoid the use of idioms. Phrases like “scrapping a paper,” “breaking from (tradition),” and other such language are considered idioms. They are phrases that don’t mean what the parts of the sentence mean. As such, students find it very difficult to understand what the phrase exactly means. However, idioms are a favorite topic among ELL students and ought to be taught explicitly and separately in an ELL class.

When giving instructions, use statements rather than questions, especially with newer ELL students. As a way of being polite, native English speakers phrase commands as questions; “Can you take out your books?” “Could you please sit down?” However, this way of speaking is not necessarily familiar to ELL students and can lead to miscommunication. Being direct and using the imperative form will be more effective.

In multiple step instructions, teachers ought to write out the steps on the board sequentially. This will allow ELL students a place to refer back to and can also help students with ADD or ADHD.

Teachers are also advised to explicitly use body language when teaching. This can include simple things like pointing, to certain faces, to all out acting a concept. Such non-verbal communication can overcome the barrier between teacher and student, engaging the student in learning.

Finally, use humor sparingly. Across cultures, certain jokes or behaviors can mean very different things. For instance, sarcasm can be completely lost on students and be misinterpreted as an attack on a student, other teacher or administration. Moreover, many jokes work by playing on words or cultural ideas that students may not understand. As such, humor is best left out of an ELL classroom aside from when it clearly presents itself.

Most of all, be a model of how to use language. Speak in clear full sentences with fewer clauses and idioms. Speak at a regular speed and explain vocabulary students don’t understand. 

Using groups and group activities rather than traditional row seating can provide considerable educational benefits to ELL students. In a group setting, students usually hear more spoken language as they negotiate the meaning of an activity or texts. They interact with other class members and learn cultural and social meanings associated with group activities. Most importantly, what they learn from these situations are contextual uses of language.

With group activities, students need to interact with a wide range of different individuals with their own ideas, values and forms of speech. To work effectively in groups, they need to negotiate the meaning of words, phrases, and sentence structures that go beyond the text or contents of the activity. To do this, students rephrase their language modeling different ways of speaking; seek clarification from students exercising questioning skills and learning more than they would from a student-teacher interaction. It can also provide a safe space for students to try out different uses of language with immediate feedback from other students.

Group work also provides students the context in which certain forms of language ought to be used. Knowing how to phrase a question or make a statement to convey a meaning better models the usage of English speakers outside of the classroom. It moves beyond language exercises which construct artificial uses to a more realistic and purposeful use. As such, students can learn the common uses of language, as well as, have a sense of purpose in what they learn.

Moreover, any gaps in a student’s background can be filled in by group work. They can ask their peers questions about social or cultural artifacts that the student doesn’t know. Moreover, they can share their own knowledge to bring a new perspective about a subject and feel rewarded by their peers.

 Tips for group activities

Give clear and simple instructions. Give them in sequences (1,2,3). Moreover, it is strongly suggested that teachers write down the steps of the activity, so that students can refer back to the instructions. (Have students rephrase the instructions to ensure they understand.)

Highlight new vocal and synonyms in texts or activities. Make sure to explain each new word either verbally or through prior activity.

Information gap actives like carousels can enhance the level of discussion and make students use the vocabulary required for the topic.

Remember that with older ELL students you need to give cognitively demanding material with easier language. This may require scaffolding the group lesson to ensure students are intellectually engaged.

Scaffolding is one of the best ways that a teacher can help ESL students. Scaffolding usually refers to teaching practices that initially set a high goal for students to attain, then, recognizing the skills the students have, build up their skills to meet that goal. To do this, teachers take incremental steps checking for comprehension and attainment of the desired skills.

Every teacher scaffolds their classes differently based on their students. Some ideas for scaffolding can include:

• Introducing a concept through a mind map, vocabulary list, word wall or group activity
• Modeling a text or practice through sample materials or demonstrations
• Highlighting specific themes, mechanisms or ideas in a sample text
• Providing a structures exercise (fill-in-the-blank, information gap, interview, graphic organizers) to help structure the students understanding of the material
• Provide group activities that help to correct, improve or reinforce a students understanding of skills and to allow students to try a project with help before doing it individually.
• After the student demonstrates their knowledge of the material and their skills, give each student an individual project that can show their understanding and skills.
• Scaffolding is especially beneficial to ELL students because it focuses explicitly on the development of skills through the vehicle of content. Rather than rote exercises, it requires students to activate what they learn in multiple settings and provides more of a authentic experience of mainstream content in school.
• In addition, the use of scaffolding can be used to provide students with more cognitively challenging exercises without being to heavily dependent on language. This factor is especially important for students of a higher age but of lower English language skills. Those students need to be intellectually engaged and providing scaffolded lessons can help students become better engaged.
• In groups, scaffolding can take place naturally. In the act of communicating, students frequently will correct each other, ask for clarification and seek to find a negotiated meaning. This gives students the feedback they need to improve their language skills without direct teacher instruction.
• For all ESL students, certain skills can be beneficial at every level and can provide the tools to problem solve language uncertainties.
• Teaching prefixes and suffixes can help students deduce the meaning of words in a text. (example: preview, redo, untrue, incomplete, builder, walked)
• For students from counties with Latin-based languages, teaching cognates can be helpful.
• Teaching dictionary skills can help students research words they don’t understand and use the dictionary correctly. (Inform students that words have certain connotations that may not be written in the dictionary.)