Linguistically Responsive Classrooms: Instructor Series


The Linguistically Responsive Classrooms: Instructor Series (LRCIS) is designed to equip instructors with the tools and skills needed for linguistically responsive teaching. By focusing on creating linguistically inclusive classroom environments, assignments, and assessments, the series aims to enable instructors to support the academic success of SFU's multilingual students more effectively.


The LRCIS is designed to support a small cohort of SFU faculty in their ongoing work of building equity, diversity, and inclusion by infusing linguistically responsive pedagogy (LRP) into their courses and classrooms. Participants explore LRP and practical exemplars shown to enhance multilingual student success. This series provides instructors with a comprehensive toolkit that includes evidence-based strategies, teaching aids, and assessment methods. The program incorporates interactive workshops, guest lectures, and the development of a peer-reviewed artifact that allows for the practical application of the concepts learned. Through participation in this series, instructors are better equipped to create linguistically inclusive classroom environments that acknowledge the diverse linguistic backgrounds of SFU’s students, thereby supporting the academic success of multilingual students.

Learning outcomes

By engaging in this seminar series, participants will be able to:

  • Demonstrate improved confidence in revising and reimagining the language of assignments, assessments and syllabi for greater linguistic accessibility;
  • Demonstrate an awareness of the role of disciplinary language teaching and participate in the co-creation of a community of practice among participants;
  • Produce a peer-reviewed artifact suitable for their teaching portfolio/dossier.

What to expect 

Over the course of six facilitated, mixed-mode group seminars (both in-person and asynchronous online) between January 26 and March 8, 2024, participants will work as a cohort to explore and reflect on applicable theory and practical exemplars to enhance multilingual student success. Additionally, participants will be invited to a one-on-one consultation with facilitators to discuss specific course context and the development of an artifact (assessment, assignment or course) that can be included in a teaching portfolio.

Application Process

Applications for the annual cohort are available each October. For the Spring 2024 program, please apply here:

Completion Requirements

While there are no mandatory completion requirements for the program, participants are strongly encouraged to attend all sessions and present their artifacts to the cohort in the final session.


Amanda Wallace, Fiona Shaw, Eilidh Singh

Quotes from past participants

“While I have always been aware of the fact that language is sometimes a barrier for my ESL students, it had not occurred to me to think about my role as an instructor in mitigating this barrier.” (Faculty Member, Engineering)

“My eyes were opened to a lot of different ways in which language can trip up EAL students, and I was inspired by the many ways that people can approach removing these stumbling-blocks.” (Anonymous, Evaluation Form)

“I have much more specific strategies for approaching some of the challenges I face with teaching in a multi-lingual context." (Anonymous, Evaluation Form)

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Faculty, instructors and graduate students who are committed to fostering linguistically inclusive and accessible classrooms to support the academic needs of multilingual students.

Date and Time

Typically held in the Spring term


In-person and online

For a complete list of CEE events, view our calendar.

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