Planning Instruction for
English Language Development
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 teachers who wish to enhance their knowledge base and repertoire of teaching strategies for promoting language and literacy development with bilingual learners. For quick access to a particular topic, use this directory:
Curriculum Design for L2 Literacy
Knowledge Base and Teaching Strategies
of Effective English Language Development Teachers
Purpose
and Objectives for |
MoraModules |
 Curriculum Design for Second-language (L2)
Literacy DevelopmentTeachers are familiar with the curriculum for English Language Arts/Reading (ELA) and how ELD teaching is related to K-12 ELA standards as well as content standards. Teachers understand the theoretical principles of second-language acquisition in order to implement effective L2 program models. |
Curriculum
Development CA Language Arts & Reading/ ELD Standards |
| Thematic Unit Planning for ELD Teachers plan instruction around themes to maximize opportunities for students to acquire language and concepts. Teachers know how to integrate the language arts: Listening, speaking, reading and writing. 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 Teachers coordinate the complex elements of ELD instruction to organize a classroom through multiple teaching strategies and grouping patterns. 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 ELD Instruction Teachers select appropriate methods of instruction to enhance second-language acquisition, literacy development and content-area knowledge. Teachers structure step-by-step lessons to include presentations of concepts and vocabulary and ample opportunities for guided and independent practice. Teachers plan for high levels of student involvement focused on both process and product of learning. Teachers provide integrated 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 Principles & Procedures of L2 Teaching Methods |
| Evaluation and Selection of Appropriate
Instructional Materials and Activities 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. 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 Teachers understand the dynamics and complexities of reading in a second language. Teachers analyze and select literacy texts for instruction and independent reading based on learners' ability to handle the challenges of the text. |
L2 Reading |
| Relationship Between Biliteracy and ELD
Instruction In a bilingual classroom, teachers are familiar with how Spanish language arts and reading and ELD are interrelated and coordinated. Teachers are familiar with principles of cross-linguistic transfer and points of interaction between Spanish and English. Teachers are knowledgeable about research regarding bilingual learners' language and literacy development. Teachers strive to design and implement balanced literacy and biliteracy instruction to meet the learning needs and challenges of bilingual students.
|
Curriculum
Framework for Biliteracy Development
Metalinguistic Transfer in Spanish/English Biliteracy Research in Cross-linguistic Transfer in Spanish/English Biliteracy |
| Content-area
Instruction Teachers relate content-area knowledge and L2 language and literacy development. Teachers plan to integrate content and concept development into ELD instruction and learning activities. 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 Teachers conduct on-going assessment to monitor English language and literacy development 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 |
| Multicultural Education Teachers continually refine their knowledge of linguistic and cultural factors that promote L2 acquisition and the overall development and well-being of diverse learners Teachers use multicultural literature to enhance and refine L2 learners' enjoyment and appreciation of their own and each other's diversity. |
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 Teachers continually grow professionally by reflecting on their practices and engaging with current research in L2 language and literacy development and teaching. 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. Teachers access research and scholarly writing about policies and practices that increase their effectiveness with language minority students and second language learners. |
Formulating
a Philosophy of B/CLAD Teaching The Why's and How's of CLAD Teaching CLAD Teaching is Good Teaching Plus Bibliography on Biliteracy and L2 Reading Bibliography on Effective Schooling Practices for Language Minority Students |
| Advocacy
for English language learners
Teachers are informed about the federal and state legal requirements and policies that affect their design of programs and their modes of delivery of instruction in the classroom for their students designated as English language learners. Teachers assume an active and appropriate role in promoting sound policies and decisions regarding educating English language learners in their capacity as educators and as citizens in a culturally and linguistically society. |
Advocacy for Language Minorities: Examining the Issues |
To navigate Dr. Mora's CLAD Website:
This page was last updated on 07/26/02