CROSS-CULTURAL LANGUAGE & ACADEMIC DEVELOPMENT (CLAD)
CLAD
Teaching is Good Teaching PLUS
Jill
Kerper Mora, Ed.D.
San Diego State University
| Good Generic Teaching | Good CLAD Teaching |
| Careful and thorough lesson planning based on an understanding of a coherent and sequenced progression of the curriculum according to state and local school district frameworks & standards |
Lesson
planning based on a selection of
subsets of concepts, skills and
processes so that L2 learners are not “overwhelmed” with the
content, but are still challenged and engaged. |
| Clear
presentations and delivery of content based on important ideas,
principles and concepts. |
Careful attention to modeling and scaffolding learning to provide a structure for L2 learners to sort out important ideas and reduce the “language load” for different levels of English proficiency based on the need for comprehensible input. |
| Differentiated teaching to meet individual student’s needs. |
Differentiating
instruction according to each student’s language proficiency by
adjusting the focus of instruction and the level of difficulty
(complexity, abstraction, reading level, etc.) of the content. |
| Design of appropriate learning activities and instructional materials. | Knowledge of how to modify and adapt textbooks and other reading materials through processes such as summarizing, paraphrasing, outlining, etc. to use instead of, or in preparation for, work with grade level textbooks. |
| Providing ample opportunities for students to practice and apply their learning. |
Awareness
that L2 learners need to
practice their language skills in interactions
with the teacher and with each other before they are expected to read
and write independently using that same language. Careful selection of authentic tasks that encourage use of language for communicating for specific purposes. Avoidance of artificial and excessively abstract language tasks.
|
| Setting high expectations for student performance and achievement. |
Knowledge
of what is reasonable and realistic to expect of L2 students as their
language skills develop over time according to the characteristics of
the stages of L2 acquisition. |
| Ongoing assessment and adjustment of curriculum according to students’ learning. |
Knowledge
of standardized and observation-based language assessment
procedures,
scoring and interpretation. Knowledge
of the features of language to look for in reading assessments such as
running records, Informal Reading Inventory (IRI), miscue analysis, etc. |
| Integration of the language arts (listening, speaking, reading & writing) in teaching and in planning students’ performance tasks and activities. |
Adjustment
of the focus of reading/language arts instruction according to the
proficiency level of each students (4X4 Model) Attention
to the
“build up” steps required to prepare L2 learners for the more
abstract and complex tasks of reading and writing. Knowledge
of the importance of a meaning-based approach to literacy instruction. |
| Effective classroom management and creation of a positive classroom environment. |
Awareness
of self as a “cultural mediator” and “interpreter” with an
openness to learning from and about L2 students and their cultural
backgrounds. Awareness
of cultural factors in children’s learning styles and preferences that
impinge on motivation to learn and interact with the teacher and their
peers. |
| Knowledge of grade-level programs and how his/her teaching fits into the larger curriculum plan and progression for a particular group of students. |
Knowledge
of the goals and objectives of the designated language minority student
program (transitional bilingual education, structured English immersion,
etc.) and what responsibilities the teacher has for L2 students’
long-range progress in the program. Knowledge
of the
regulations and legal boundaries under which teachers operate in instructing L2
learners and where to go for clarification of policies and procedures. |
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This page was last updated on 06/08/08