MoraModules Index

MoraModules
presented by

Jill Kerper Mora, Ed.D.
San Diego State University

Dr. Mora's Invitation to Educators:

Below is a list of the online instructional modules I have designed to prepare teacher candidates for the Bilingual Cross-cultural Language and Academic Development (BCLAD) and the Preliminary credentials under California legislation SB 2042 and AB 1059. The AB 1059 legislation requires that all new teachers in California be prepared to teach English language learners in their classrooms. The modules address theories, methods and techniques for instructing English language learners in bilingual, sheltered immersion and mainstream classrooms. There are modules for curriculum design, thematic unit planning, and lesson planning for L2 learners to guide and assist educators in improving second-language, literacy and content-area instruction.

I have also included modules for language arts and reading methods courses. Please visit my modules on second-language reading and reading in the content areas, as well as on how to use multicultural literature for teaching reading processes. I have also prepared bibliographies of theoretical and research articles and books on biliteracy, reading English as a second language, and effective schooling practices for language minority students.

Click here for a description of the Multiple Subject and Single Subject Preliminary Credential requirements with the School of Teacher Education at SDSU. These instructional modules are also useful for teacher education students who are preparing to take the Reading Instruction Competency Assessment (RICA) for completion of the Multiple Subjects credential requirements. I anticipate that teacher educators and school district staff development coordinators will also find these modules helpful in preparing teachers for sheltered immersion instruction. I include a description of teaching competencies for CLAD classroom instruction. I invite you to visit these modules and send me your comments and suggestions.

Quick-access Index of MoraModules Topics

Theoretical Foundations of Bilingual/L2 Education
Thematic Unit & Lesson Planning for CLAD Instruction
Literacy Instruction in the CLAD Classroom
Teaching in Linguistically Diverse Classrooms
Bilingual Education and Biliteracy Instruction
Proposition 227
Dr. Mora's Course Syllabi

Dr. Mora's CLAD Instructional Modules

MM#	Course	Topic of Module
		Theoretical Foundations of Bilingual/L2 Education
1.1	PLC915	Historical Trends in L2 Teaching
2.1	PLC915	Theoretical Basis for the Natural Approach
2.2	ED516	Principles of Bilingual Education
2.3	PLC915	Principles and Procedures of L2 Teaching Methods
2.4	PLC915	Outline of a Natural or Communicative Approach Lesson
2.5	PLC915	A Model Communicative Approach Lesson: Vacations by Ozlem Catal
3.1	PLC915	Methods of Second-language Teaching
3.2	ED516	Models of Bilingual Education
3.3	ED516	Formulating a Philosophy of B/CLAD Teaching
3.4	PLC915	Characteristics of Effective L2 Learning Classrooms
		Thematic Unit & Lesson Planning for CLAD Instruction
4.1	TE600	Models of Curriculum Development
4.2	PLC915	Thematic Planning for ELLs
4.3	PLC915	Thematic Unit Planning Guidelines: The 4X4 Model
4.4	PLC915	4X4 Focus by Levels and Language Skill
4.5	PLC915	A Model 4X4 Thematic Unit by Shauna Howard
4.6	PLC915	Strategies & Activities for 4X4 Lesson Planning
4.7	PLC915	100 Vocabulary Development Activities
5.1	PLC915	Teaching Pronunciation with Minimal Pairs
6.1	PLC915	Effective Lesson Planning for ELLs
6.2	PLC915	A Model 5-Step Lesson Plan for ELLs
6.3	PLC915	Cognitive Academic Language Learning Approach (CALLA)
6.4	PLC915	Access to Content-area Textbooks for ELL
		Literacy Instruction in the CLAD Classroom
7.1	PLC915	Language Assessment
8.1	PLC915	Reading in a Second Language
8.2	B/CLAD	Bibliography for L2 Reading & Biliteracy
9.1	PLC915	The Language-Concept Connection
9.2	TE930	How to Teach Concepts & Vocabulary
9.3	TE639	Definitions of Literacy: Implications for Program Design
9.4	TE930	A Literacy Framework: Instructional Procedures
10.1	PLC915	Content-area Reading for ELLs
10.2	TE930	Using Study Guides to Enhance Content-area Reading
10.3	PLC915	Text Analysis for Planning L2 Literacy Instruction
10.4	TE930	A Heuristic Analysis of L2 Reading Performance
10.5	PLC915	Reading Guides for Access to Content Textbooks
11.1	PLC915	Development of Second-language Writing
12.1	TE930	Using Rubrics for Assessing L2 Writing
12.2	TE930	Using Multicultural Literature to Teach Reading Processes
12.3	RICA	RICA Study Guide
12.4	TE930	A Sequence for Phonics Instruction
12.5	TE930	Guided Story Construction for ELD
12.6	TE930	Guided Writing in the L2 Classroom
12.7	TE930	Sentence Transformation for Teaching Grammar & Syntax
12.8	TE639	Evaluating Language Arts/Reading Curriculum & Programs
12.9	TE639	Hot Topics in Language & Literacy Education
12.10	TE930	Core Book Units for Literature Studies
12.11	B/CLAD	Literacy Instruction for Second Language Readers
12.12	B/CLAD	Reading Comprehension: Analysis of Subprocesses for L2 Readers
		Teaching in Linguistically Diverse Classrooms
13.1	PLC915	Cultural Diversity in the B/CLAD Classroom
13.2	ED451	Understanding Multiculturalism: Culture & Values
13.3	B/CLAD	Effective Schooling for Language Minorities: Bibliography
13.4	B/CLAD	The Why's and How's of CLAD Teaching
13.5	B/CLAD	CLAD Teaching is Good Teaching Plus
13.6	B/CLAD	Bilingual Education vs. English Immersion Philosophies
13.7	B/CLAD	Classroom Management: A Problem Solving Approach
14.1	PLC915	Organizing the Multilevel B/CLAD Classroom
14.2	PLC915	Road Map for Effective ELD Teachers
14.3	B/CLAD	California's Demographic Realities
14.4	PLC 915	Defining Approaches and Programs for ELLs
14.5	ED516	Effective Language Minority Education Program Implementation
14.6	B/CLAD	Role of Foreign Language Teachers in ELL Achievement
14.7	B/CLAD	What Works (and Doesn't Work) for ELL K-12
14.8	B/CLAD	The English Learner Redesignation Debate: High Bar vs. Low Bar
14.9	Research	Bibliography of Current Research on Effectiveness of Bilingual Education
14.10	B/CLAD	2008 Looking Back & Moving Forward: IAMME Keynote Address
		Bilingual Education and Biliteracy Instruction
15.1	ED516	A Smooth Road to Biliteracy
15.2	PLC515	La Lectura en Espa�ol
15.3	PLC515	La Base Te�rica del Enfoque Natural
15.4	PLC515	La Educaci�n Biling�e en California
15.5	ED516	Rules for the Use of Written Accents in Spanish
15.6	B/CLAD	Teachers' Beliefs About Biliteracy Instruction
16.1	ED516	Legal History of Bilingual Education
16.2	ED516	Bilingual Education Debate: A Role-play
16.3	ED516	Critical Thinking in the Bilingual Education Debate
16.4	TE930	Metalinguistic Transfer in Spanish/English Biliteracy
16.5	B/CLAD	Curriculum Framework for Biliteracy Development
16.6	ED516	Road Map to the Bilingual Education Controversy
16.7	B/CLAD	Road Map to Effective Biliteracy Instruction
16.8	B/CLAD	Word Study in Biliteracy Classrooms
16.9	B/CLAD	Cross-Linguistic Transfer in Biliteracy Instruction
16.10	B/CLAD	Spanish/English Cognates
16.11	Research	La Investigaci�n Cualitativa: �Por qu�? y �C�mo?
16.12	B/CLAD	2-Way CABE 2007 Spanish/English Biliteracy Presentation
16.13	B/CLAD	Research on Metalinguistic Transfer in Biliterate Learners
16.14	B/CLAD	Components of Metalinguistic Knowledge
16.15	B/CLAD	Metalinguistic Knowledge Development Continuum K-3
16.16	B/CLAD	Spanish Word Study & Grammar Teaching Points
16.17	B/CLAD	Spanish Spelling Conventions Development Research
16.18	B/CLAD	Cross-linguistic Spelling Approximations of Spanish/English Biliteracy Learners
		Proposition 227
17.1	ED516	Goals of Proposition 227
17.2	ED516	Analysis of SBOE Prop 227 Regulations
17.3	ED516	Sheltered Immersion:Contrasts & Controversy
17.4	ED516	Proposition 227: A Message to Educators
17.5	ED516	Carta a los Padres de Familia sobre 227
17.6	ED516	Debunking English-only Ideology
17.7	ED516	Letters to SBOE on Proposition 227 Implementation
17.8	ED516	National Assessment Governing Board Testimony
17.9	ED516	CTA Lawsuit Against Section 320 of Proposition 227
17.10	B/CLAD	Status of Bilingual Education in the Post-227 Era
17.11	B/CLAD	Analysis of READ Institute Report on 227 Implementation
17.12	B/CLAD	Advocacy for Language Minorities: Examining the Issues
17.13	B/CLAD	Analysis of SAT-9 Test Scores for English Language Learners
17.14	B/CLAD	Role of the Regulators in 227 Implementation
17.15	B/CLAD	Bilingual Education Debate: Intergroup Conflict Analysis
17.16	B/CLAD	Age of Enlightenment: A Rebuttal to Porter
17.17	B/CLAD	Prop. 227's Second Anniversary: Triumph or Travesty?
17.18	B/CLAD	How Long Does It Take to Learn English? Hakuta el al v. Rossell
17.19	B/CLAD	Proposition 227: A Public Policy Failure
17.20	B/CLAD	A New Role of Advocacy for Language Minority Students
17.21	B/CLAD	Cumbre Latino II: Pl�tica con los Padres de Familia
17.22	B/CLAD	Accountability FOR and TO Language Minority Students
17.23	B/CLAD	To All On Equal Terms: AABE Keynote Address
17.24	B/CLAD	LULAC Presentation May 2002
17.25	B/CLAD	The Truth About the CELDT
17.26	B/CLAD	The Truth About the CELDT 2004: Legislative Analyst's Office Report
17.27	B/CLAD	Honest Discussion of Immigration: Critique Mexifornia (Hanson, 2003)
17.28	ED451	The Immigration Debate: A Multicultural Perspective
17.29	B/CLAD	Vindicated! The Post-227 Research
		Course Syllabi (Not Taught Currently)
18.1	PLC 915	PLC 915 English Language Development/SDAIE
18.2	ED 516	ED 516 Foundations of Bilingual Education
18.3	TE 639	TE 639 Literacy and Language
18.4	TE 638	TE 638 ESL Strategies for Literacy Development
18.5	TE 930	TE 930 Language Arts & Reading Methods

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This page was last updated on 06/17/08