Guidelines for teaching immigrant students

Ages: 6-19

Description of the practice

The guidelines for working with immigrant children were created as part of the Listiac project, which aims to experiment with and develop theoretically grounded tools for reflection that can help teachers develop linguistic sensitivity in their beliefs, attitudes, and actions. The booklet provides guidelines for six aspects of teaching that require linguistic sensitivity when working with immigrant students: 1) relationships; 2) language use and awareness of cultural similarities and differences; 3) co-languaging; 4) linguistic support (scaffolding); 5) adapting learning strategies; 6) adapting assessments. Each theme includes a set of guidelines to guide the teacher toward linguistically sensitive instruction.


  • Country: Slovenia

Example of Implementation

The teacher can use the guidelines at any time, but especially in situations where language sensitivity is required, particularly when teaching immigrant students. The teacher can use the guidelines to reflect on their attitudes and inform their practice. The guidelines address practical issues in teaching immigrant students, including strategies for creating an inclusive environment, strategies for communication, and assessment. All guidelines are based on established evidence in the area of language acquisition and language linguistic sensitivity. The booklet also includes links to further materials that increase teachers' linguistic sensitivity and help teachers gain a deeper understanding of teaching immigrant students.
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