Be mindful of cultural references, specifically American companies, place names, celebrities, movies, or childhood games and stories. Students from different cultural backgrounds (even within the United States) may not be familiar with these references, so provide pictures, videos, or explanations. You can also incorporate a range of examples from across the country and around the world.
If you use idioms or jargon, consider using equivalents with literal wording, sharing synonyms, or explaining the sayings.
Use this idiom dictionary to check your speech for idioms or provide explanations for students: https://idioms.thefreedictionary.com/
Reading, writing, listening, and speaking in a second language can take longer than in your first language. Make sure to allow enough time for multilingual students to fully process your course content. Also consider setting timers to allow all students equal opportunity to participate and share their ideas.
You can embed these timer videos directly in your slides: https://www.youtube.com/@ilkerdal
Communicate your course content in multiple ways at multiple times. That means adding photos, diagrams, images, icons, etc. to help students recognize what you’re talking about. Also consider posting your presentation slides or lecture notes on Canvas if possible to allow students to re-read anything they might have missed during class.
Use these resources for icons and images:
Students from different cultural backgrounds may have names you find difficult to spell or pronounce. Learning your students’ names and pronouncing them correctly can make students feel more welcome in your class. To avoid singling out specific students, ask everyone (yourself included!) to add a recording of their name to a Canvas discussion at the beginning of the semester. You can listen to the recording as many times as it takes to practice names.
Check out this guide to pronouncing people and place names: https://pronounce.voanews.com/