In order to differentiate, teachers need to adapt the material that they are using in class to better suit the needs of all kinds of students in their class. To start with, the curriculum itself should be student-centered, and literacy based for heritage speaking students, literacy meaning reading and writing activities focused on formal academic language [2]. Research says that the linguistic diversity in these classes causes small-group and individualized instruction to be the most beneficial [2]. These activities can appear as individual writing logs, dialogue with the teacher, vocabulary expansion assignments, translation of literature, interpreting practices, and oral presentations [2].

World language teachers can also work towards their own professional development to benefit their heritage students. Teachers of heritage language students must have a high level of proficiency in the language, knowledge about the culture's connected, and a strong pedagogical background in language acquisition [2]. Teachers must take the initiative of building strong relationships with their students. Teachers should take every opportunity to build off the students’ interests and include multiple perspectives to represent all of them [2]. The teachers’ responsibilities include, "Create a language-rich environment, accept only the heritage language for assignments, acknowledge and use the dialect varieties of the students, validate their knowledge of the language, create opportunities a to share cultural products and practices, weave cultural information into classes with examples and analogies" [2].