CLD Instructional Approaches:
There are three CLD Instructional Approaches.
1. Grammatical:
The Grammatical approach is very much teacher centered and places and emphasis on the students memorizing the language rather than understanding the language and how it is used and the purpose of the language. When using the grammatical approach CLD students are not learning about the actual context of the language they are only learning about it the academic setting. Herra describes the effects of using the grammatical approach as not being very effective for a few reasons. Learning how to conjugate verbs, memorizing sentence patterns, and using non-authentic language does not actually help CLD students learn the language as it is contrived. Not only learning this was can be stifling but it also is so far removed from actual contexts that they will encounter in a daily basis. Studies have shown that "CLD students who receive grammar-based ESL instruction do much worse on standardized tests that assess reading capacities in English than their CLD peers who participate in dual language and content-based ESL programs (Herra, 2005)." When we create learning environments that are not authentic we are not allowing our CLD students to be successful.
2. Cognitive:
The cognitive approach is understanding the nature of the learning process and learning structure. The cognitive approach places a large importance on metacognition. "The cognitive approach places a strong emphasis on the learner’s background, interactions, memory, knowledge, thinking process, and capacity for self-regulation as foundations for language acquisition and success in the academic context. To this end, explicit instruction in learning strategies, including cognitive, metacognitive, and social/affective strategies, is a crucial focus of pedagogy according to the approach (Herra, 2005, pg.217)." Students are developing the skills and tools needed to solve problems independently and be able to self evaluate in the process. In my math class I use a variety of rubrics to help students reflect on where they are at in solving a problem. This has honestly revolutionized my classroom and my students' awareness on where they are at in the problem solving process. Rather than having me tell students where they are at I am able to use exemplars for students and have them reflect on where they are at in the process. The learning becomes more important to them and it helps them understand where they are at in the learning process and what the ultimate goal is.
3. Communicative:
The communicative approach is drastically different than the grammatical approach. Rather than developing contrived situations to use language the role of the teacher is to provide authentic content for using and learning the language. While learning language there needs to be a purpose. Below is an image that emphasizes different purposes of language: (Taken from Herra, pg. 203)
1. Grammatical:
The Grammatical approach is very much teacher centered and places and emphasis on the students memorizing the language rather than understanding the language and how it is used and the purpose of the language. When using the grammatical approach CLD students are not learning about the actual context of the language they are only learning about it the academic setting. Herra describes the effects of using the grammatical approach as not being very effective for a few reasons. Learning how to conjugate verbs, memorizing sentence patterns, and using non-authentic language does not actually help CLD students learn the language as it is contrived. Not only learning this was can be stifling but it also is so far removed from actual contexts that they will encounter in a daily basis. Studies have shown that "CLD students who receive grammar-based ESL instruction do much worse on standardized tests that assess reading capacities in English than their CLD peers who participate in dual language and content-based ESL programs (Herra, 2005)." When we create learning environments that are not authentic we are not allowing our CLD students to be successful.
2. Cognitive:
The cognitive approach is understanding the nature of the learning process and learning structure. The cognitive approach places a large importance on metacognition. "The cognitive approach places a strong emphasis on the learner’s background, interactions, memory, knowledge, thinking process, and capacity for self-regulation as foundations for language acquisition and success in the academic context. To this end, explicit instruction in learning strategies, including cognitive, metacognitive, and social/affective strategies, is a crucial focus of pedagogy according to the approach (Herra, 2005, pg.217)." Students are developing the skills and tools needed to solve problems independently and be able to self evaluate in the process. In my math class I use a variety of rubrics to help students reflect on where they are at in solving a problem. This has honestly revolutionized my classroom and my students' awareness on where they are at in the problem solving process. Rather than having me tell students where they are at I am able to use exemplars for students and have them reflect on where they are at in the process. The learning becomes more important to them and it helps them understand where they are at in the learning process and what the ultimate goal is.
3. Communicative:
The communicative approach is drastically different than the grammatical approach. Rather than developing contrived situations to use language the role of the teacher is to provide authentic content for using and learning the language. While learning language there needs to be a purpose. Below is an image that emphasizes different purposes of language: (Taken from Herra, pg. 203)
When using the communicative approach it is important to keep a few things in mind for your CLD learners.
-Speak Slower
-Speak Clearly
-Select Vocabulary Carefully
-Use Visual Aids
-Simplify Syntax
Resources:
Herrera, S., & Murry, K. (2005). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston: Pearson Allyn and Bacon.
-Speak Slower
-Speak Clearly
-Select Vocabulary Carefully
-Use Visual Aids
-Simplify Syntax
Resources:
Herrera, S., & Murry, K. (2005). Mastering ESL and bilingual methods: Differentiated instruction for culturally and linguistically diverse (CLD) students. Boston: Pearson Allyn and Bacon.