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Set high expectations

Set high expectations in your classroom from the outset. Students live up or down to expectations, so show and tell them clearly how you expect them to behave and participate.

Create clear classroom routines

Create clear classroom routines so that students know what to expect. This creates a safe and supportive learning environment and by providing structure, predictability and consistency this helps to free up students’ working memory to then focus on the learning. Furthermore it helps to reduce anxiety which is highly important in a language learning environment.

Cultivate positive relationships

The brilliant Russian psychologist and educator Vygotsky, and many others after him, have shown us how learning is a social activity. The relationships that you form with your students therefore are of primary importance in the teaching and learning process. This means that attention must be given to these relationships and ‘work’ done on them so that this aspect of teaching is not merely left to chance. Research shows that students often need the teacher to value and care about them before they care about school, so cultivating positive relationships is important with every learner.

Effectively and efficiently manage the classroom

Research has clearly shown that a well-managed classroom has a positive effect on students’ social and academic achievement. Use the least disruptive method to reorient students back to their work if they get off track but remember that you must at all times use management techniques that respect students’ human dignity.

If there was one key to classroom management, it would be engagement. If students are interested and challenged by the classwork they are given often there is very little need for any management techniques at all!

Develop and maintain strong content knowledge

An eclectic approach is the best method for teaching language. Gone are the days where only grammar translation was used, as are the days where a communicative approach was prized above all else. Now we know that what works best is mixing it up, a little bit of this and a little bit of that. The latest research also confirms that using students’ other languages in the classroom as resources for learning can be immensely beneficial.

Keep up-to-date with what is new in your field by reading articles or subscribing to academic journals and make friends and chat with other teachers as discussions with other professionals can be highly rewarding.

Cultivate a ‘community of learners’

This means creating a classroom where everybody in it feels like they belong and that everyone there together forms a community. A code-of-conduct drawn up with your students is a good way to agree collectively on what is and what is not acceptable behaviour and to make clear that respect and kindness is expected.

Forming this sense of the class as a ‘community of learners’ is especially important in language learning classrooms because many factors (affective or emotional factors, and sociocultural or attitudinal factors) can have a great influence on language learning.

Affective factors which influence second language acquisition

These include self-esteem, self-efficacy (belief in oneself), willingness to communicate, absence of feelings of inhibition, risk-taking, anxiety, empathy, extroversion and motivation.

Sociocultural Factors (teacher’s views and students’ views)

These include culture or way of life/collective identity, attitudes and stereotypes.

All of these factors are activated and enhanced when the students in the class feel a sense of belonging, that all members are valuable and that making mistakes is ok.

The environment of the classroom should help students feel good about themselves, confident that they can be successful in learning another language and brave to take risks even if they get things wrong. This orientation should facilitate and cultivation a shared understanding and empathy between the teacher and the students and between the students themselves.

Finally be a life-long learner

Never stop learning, from your students, from your colleagues and from the wider language learning community. The world, the people within it along with their languages and cultures will continue to change and develop and so too will language teaching and learning. This makes it an interesting profession to be involved in and a fascinating thing to be continually trying to understand. Enjoy doing so, enjoy the process and enjoy your students, and this will make you a great language teacher.

The multilingual turn instead views the experiences and practices of bilinguals and multilinguals as resources and assets for their learning, it just makes sense that you would use the student’s language and the knowledge that they possess to help them learn.

This approach contrasts the more prevailing monolingual orientation in education which views monolingualism as the norm and leaves little room for engagement with languages and identities within the general classroom context. Research however has consistently shown that when we facilitate and integrate students’ languages and cultures in the learning process it allows them to access and utilise their specific ‘funds of knowledge’ leading to greater depth of understanding and more positive attitudes.

The mulitilingual approach begins by exploring and critically analysing teachers’ views and perceptions of mulilingual students and encourages a more equitable view of the student themselves, the student’s languages, and a much broader view of what learning entails.

Students’ languages in this approach are seen as resources for learning which means that firstly these languages’ status and power must be acknowledged, they are not less important than English. A whole world is built around a language and denying the importance of that language denies how important the communities who speak that language knowledge, history and culture is.

Students themselves are seen as capable social beings who use their languages in various ways, many of which are hidden from the teacher who only sees them in action within the school environment.

Language learning is viewed as multilingual social practice underpinned by critical perspectives.

It is difficult to separate our language/s from who we are because our language/s is/are how we express, and construct, who we are – language is where identities are negotiated.

Students’ languages and cultures and identities have clear and fundamental roles to play in the learning of language(s). Spaces which acknowledge and nurture multilingualism need to be imagined and created and the long-standing biases embedded in the systems must be critically analysed.

These significant shifts in thinking have led to the development of pedagogies that foster collaborative relations of power and that engage and affirm students’ linguistic and cultural resources and identity repertoires and results have shown that these practices can be transformational both at an individual and systems level.

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