Supporting students in your classroom who have diverse cultural and educational backgrounds is not difficult or time consuming, but faculty need to recognize that ESL learners are not alike e.g. an international student may be able to read a textbook very easily, but cannot explain clearly what they have read. This is due to the international student having very little experience in conversational English. A student who has immigrated to Canada and lived here for a few years can have very different challenges in the classroom. This student’s conversational style may resemble a 1st language speaker, so the instructor will assume that content is being understood, but this may not be the case.

At RDC, there is support for ESL learners in the Writing Centre (located in the library). Please contact Amy Becker, Academic Support Coordinator, if you would like more information: (403 342-3264) or It is important that you contact the tutor to explain the learning activities that are currently happening in your classes, so the ESL tutor has the context to support your student(s) the best way possible.


The following articles identify quick and easy steps you can take to support the variety of diverse learners that may be in your classroom. The articles also address the various issues students can have depending upon their route into your classroom from a cultural and educational context.


10 Tips for Teaching English-Language Learners


  1. Know your students
    Increase your understanding of who your students are and their backgrounds and educational experiences. If your students have been in US schools for several years; were educated in their country of origin; or are (il)literate in their native language, it may provide you with a better understanding of their educational needs and ways to support them.

  2. Be aware of their social and emotional needs

  3. Increase your understanding of first and second language acquisition

  4. Student need to SWRL every day in every class

  5. Increase your understanding of English language proficiency

  6. Know the language of your content
    English has a number of polysemous words. Once a student learns and understands one meaning of a word, other meanings may not be apparent. Review the vocabulary of your content area often and check in with ELs to assure they know the words and possibly the multiple meanings associated with the words. For example, a “plot” of land in geography class versus the “plot” in a literature class. A “table” we sit at versus a multiplication “table.”

  7. Understand language assessments
    Language proficiency assessments in your district may vary. Find out when and how a student’s English language proficiency is assessed and the results of those assessments. Using the results of formal and informal assessments can provide a wealth of information to aid in planning lessons that support language acquisition and content knowledge simultaneously.

  8. Use authentic visuals and manipulatives
    These can be over- or under-utilized. Implement the use of authentic resources. For example: menus, bus schedules, post-cards, photographs and video clips can enhance student comprehension of complex content concepts.

  9. Strategies that match language proficiency

  10. Collaborate to celebrate

Updated July 29, 2019

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