Speak slowly and clearly, and provide students with enough time to express their responses, whether in speaking, writing, reading or listening, keeping in mind that they are thinking in two or more languages.
Use interactive and attractive approaches to learning by promoting active use of the language, including visual representations, sketches, gestures, intonation, and other non-verbal cues. This will make both language and content more accessible to learners.
Give verbal and written instructions for practicing, this will be helpful to learners.
In a regular basis, try to conclude by your own learners’ level of understanding, learning, thinking, comprehending and processing, rather than just asking directly.
Encourage students to continue building their literacy skills through home language activities.
Keep the lessons ‘light’ and relevant to the age group of each class, integrating interactive exercises than keeping traditional ‘heavy’ teaching styles. Frequently highlight the benefits of learning another language.
Don’t speak too fast, and keep being available to repeat whatever be needed, without having a louder voice.
Don’t stand in front of the class and just lecture, or just keeping vision on a textbook, but try to be active and interactive.
Don’t assume that lack of response means lack of interest. It is may occurred by the language barrier, the migration status, etc. Instead, keep a friendly and inviting way.
Don’t prevent learners from using their native language in the classroom. Remember that your overall goal is to promote a positive learning environment where learners feel safe to express themselves, take risks and make mistakes.
Don’t lose control of your emotions and try to react in patience.
Don’t act surprised if students are lost when you haven’t clearly written and explained step-by-step directions.