Educators of B/MLL students have to gather information on students' cultural backgrounds and linguistic features to accurately design instruction and support (Garcia et al, 2017). (Dynamic translanguaging progression, home communications, and various assessments like ACCESS)

At the start of the year, you can have students create self-portraits of their language usage like mine to the left

Visual representations of student language consumption/output that provide insights into student perceptions of information and the different "lenses" they use to view the world and its history

Can inform content/text choices (primary sources/perspectives to include), instruction (language features/practices while speaking to students), and assessment methods (types, language allowances, scope, etc)

Immigration is at the heart of much of US history, and a reality for many B/MLLs and their families

• • Classroom focus is on the Colonial Era or the periods of European immigration (Ellis Island)

Have students record interviews with relatives/loved ones about their own immigration experiences and compare and contrast them to other historical examples

Promotes community involvement in education and establish that, in your classroom, all histories and languages are valued, challenging traditional hierarchies (Garcia et al, 2021)

Helps students connect personal lived experiences (their own or a loved one's) to new learning 

Also, exposes students to the "interview" genre of communication