A Road Map for Effective Biliteracy Instruction
A Knowledge Base and Teaching Strategies
Jill Kerper Mora
San Diego State University
Effective teachers of language minority students base their curriculum design and lesson planning on sound pedagogical principles and practices. They also seek out and utilize a wide variety of resources to enhance their teaching. Below is a "road map" for biliteracy teachers who wish to enhance their knowledge base and repertoire of teaching strategies for promoting language and literacy development and content knowledge with bilingual learners.
Knowledge Base and Teaching Strategies
of Effective Biliteracy Teachers
Purpose
and Objectives for |
MoraModules On-line Resources |
 Curriculum Design for
Primary-language (l1) and Second-language (L2)
Literacy DevelopmentBiliteracy teachers are familiar with the curriculum for Language Arts/Reading (LAR) and how dual language instruction is related to LAR standards, as well as content standards at a particular grade level. Biliteracy teachers understand the theoretical principles of bilingual education and second-language acquisition to implement effective L2 program models. Biliteracy teachers are knowledgeable about the socio-cultural, policy and demographic factors that pose challenges to literacy, biliteracy and second-language acquisition. |
Curriculum
Development Theoretical Foundations of Bilingual/L2 Education |
| Thematic Unit Planning for ELD Biliteracy teachers plan instruction around themes to maximize opportunities for students to acquire language and concepts. Biliteracy teachers know how to integrate the language arts: Listening, speaking, reading and writing. Biliteracy teachers base their instruction on a thorough understanding of learning theory, including metacognitive, cognitive and social/affective strategies and processes that learners employ to enhance their linguistic and content-area knowledge. |
Thematic
Planning for ELLs Thematic Planning Guidelines, Models & Resources 4X4 Activities by Levels & Skills Outline of the Cognitive Academic Language Learning Approach |
| Classroom Organization and Management for
Effective English Language and Literacy Development
Biliteracy teachers coordinate the complex elements of ELD instruction to organize a classroom through multiple teaching strategies and grouping patterns. Biliteracy teachers organize literacy instruction based on a logical progression from structured teacher-guided activities toward increasing levels of independent reading and writing activities. |
Literacy
Instruction for English Language Learners
Characteristics of Effective Second-language Learning Classrooms |
| Lesson Planning for
Dual Language Instruction Biliteracy teachers select appropriate methods of instruction to enhance second-language acquisition, literacy development and content-area knowledge. Biliteracy teachers structure step-by-step lessons to include presentations of concepts and vocabulary and ample opportunities for guided and independent practice. Biliteracy teachers plan for high levels of student involvement focused on both process and product of learning. Biliteracy teachers provide ample guided and shared reading and writing activities for students to formulate their thoughts and ideas into stories and narratives. |
Theoretical
Basis for the Natural Approach A Model 5-Step Lesson Plan for ELD |
| Maximizing
Cross-linguistic Transfer in Biliteracy and ELD
Instruction In a bilingual classroom, teachers are familiar with how Spanish language arts and reading and ELD are interrelated and coordinated. Biliteracy teachers are familiar with principles of cross-linguistic transfer and points of interaction between Spanish and English. Biliteracy teachers are knowledgeable about Spanish reading methods and Spanish phonetics and orthography to maximize students' abilities to read in their primary language. Biliteracy teachers know how to create conditions for supporting and promoting transfer of learning in biliteracy development and the components of language and literacy skills that are transferable. Biliteracy teachers understand how metalinguistic awareness, knowledge and skills develops across grade levels and students' levels of L2 proficiency. Biliteracy teachers are able to structure and implement effective word study and grammar/syntax study activities to maximize students' implicit knowledge of how their L1 works (form and function) and how this compares and contrasts with their L2.
|
Cross-linguistic Transfer in Biliteracy: Research and Instructional Practices Metalinguistic Transfer in Spanish/English Biliteracy Research on Metalinguistic Transfer Components of Metalinguistic Knowledge Word Study in Biliteracy Classrooms Rules
for Written Accents |
| Evaluation and Selection of Appropriate
Instructional Materials and Activities Biliteracy teachers select activities to meet the ELD goals and objectives for each student based on formal and informal assessments of L2 learners' levels of linguistic and cognitive development. Biliteracy teachers plan carefully for students' concept development and critical thinking skills using a variety of interactive and independent teaching formats.
|
Model of
Natural Approach Lesson Activities for ELD/SDAIE Teaching Teaching Vocabulary & Concepts |
| Points of challenge and instructional interventions in L2
reading Biliteracy teachers understand the dynamics and complexities of reading in a second language. Biliteracy teachers analyze and select literacy texts for instruction and independent reading based on learners' ability to handle the challenges of the text. |
L2 Reading |
| Content-area Teaching Biliteracy teachers relate content-area knowledge and L2 language and literacy development. Biliteracy teachers plan to integrate content and concept development into primary language and ELD instruction and learning activities. Biliteracy teachers design structured learning activities to enhance content-area reading by guiding students in their abilities to analyze and reflect on content area text structures and patterns of exposition. |
Making the Language-concept Connection |
| Evaluation and Assessment Biliteracy teachers conduct on-going assessment to monitor English language and literacy development Biliteracy teachers collaborate with administrators to ensure that the program for L2 is congruent with sound pedagogical principles and well-supported through appropriate material and personnel resources for effective implementation. |
Language
Assessment ELL Program Implementation Checklist |
| Multicultural Education Biliteracy teachers continually refine their knowledge of linguistic and cultural factors that promote L2 acquisition and the overall development and well-being of diverse learners Biliteracy teachers use multicultural literature to enhance and refine L2 learners' enjoyment and appreciation of their own and each other's diversity. Biliteracy teachers understand the implications of broader social, economic and political and demographic changes and dynamics that effect their programs and their classroom instruction. |
Cultural
Diversity in B/CLAD Classrooms
Using Multicultural Literature to Teach Reading Processes Philosophical Assumptions of English-only vs. Bilingual Education |
| Knowledge Base and
Teaching Philosophy Biliteracy teachers continually grow professionally by reflecting on their practices and engaging with current research in L2 language and literacy development and teaching. Biliteracy teachers articulate a philosophy of bilingual and second-language education based on a knowledge base that is congruent with their values and beliefs and connected to their personal and professional experiences. Biliteracy teachers access research and scholarly writing about policies and practices that increase their effectiveness with language minority students and second language learners. Biliteracy teachers are informed about controversial issues surrounding their profession and education reform in order to be proactive participants in the formulation of pedagogically sound and coherent laws and policies regarding the effective schooling for language minority students. |
Formulating
a Philosophy of B/CLAD Teaching The Why's and How's of CLAD Teaching CLAD Teaching is Good Teaching Plus Teachers' Beliefs About Biliteracy Instruction A Heuristic Analysis of the Performance of Bilingual Readers Bibliography on Biliteracy and L2 Reading Bibliography on Effective Schooling Practices for Language Minority Students |
The
California Language Arts/Reading Standards call for a balanced literacy
approach. How do we define a balanced approach to biliteracy instruction? 
Dr. Mora's
E-Mail