The Four Key Facets of Best Practices for CLD Students:
As an education we must reflect self evaluate our practices in the classroom. Below are the four ket facets that will help educators improve their practices with CLD students.
1. Language Development and Learning Dynamics:
Language is the primary means of instruction in education. It is vital that as educators we are believe that students are capable of learning instruction at the highest level. it it important for you to be reflective.
Here are some questions for you to ask yourself throughout this process:
1. How do I define learning and learning language?
2. In what ways does my knowledge of first and second language acquisition influence my classroom instruction?
3. In what ways does my knowledge of CLD students’ levels of second language proficiency influence my instructional planning?
4. In what ways does my classroom environment foster first and second language acquisition?
5. What role does a student’s first language play in my classroom?
6. In what ways does the curriculum I am using need to be adapted to meet the language and learning needs of my CLD students?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
Here are some questions for you to ask yourself throughout this process:
1. How do I define learning and learning language?
2. In what ways does my knowledge of first and second language acquisition influence my classroom instruction?
3. In what ways does my knowledge of CLD students’ levels of second language proficiency influence my instructional planning?
4. In what ways does my classroom environment foster first and second language acquisition?
5. What role does a student’s first language play in my classroom?
6. In what ways does the curriculum I am using need to be adapted to meet the language and learning needs of my CLD students?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
2. Sociopolitical and Sociocultural Realities
When creating your vision for you school, classroom, whatever it may be it is important to think about the culture and climate that is being created. The environment should be inclusive for everyone. "A caring connection between students and teachers is also crucial to both content and language learning. Content and language learning are shared experiences between students and the teacher (Herrera, 2005)." Learning a language is an ever evolving process, you do not learn the langue in a vacuum it needs to be authentic and there needs to be a lot of different interactions among a variety of students. In order to create a culture where learning a language is inclusive the teacher must make learning a two-way street where everyone is learning something from all and where collaboration is an integral part of the process.
Here are some questions to ask yourself:
1. For planning and instruction, how do I use the knowledge, skills, and experiences that CLD students bring to my classroom?
2. In what ways do I gather and use information regarding students’ primary cultures, home environments, communities, and languages?
3. In what ways do my instructional materials reflect the lives, experiences, cultures, and languages of all students?
4. In what ways do I use prior knowledge, experiences, and native languages of CLD students to enrich instruction for all students?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
Here are some questions to ask yourself:
1. For planning and instruction, how do I use the knowledge, skills, and experiences that CLD students bring to my classroom?
2. In what ways do I gather and use information regarding students’ primary cultures, home environments, communities, and languages?
3. In what ways do my instructional materials reflect the lives, experiences, cultures, and languages of all students?
4. In what ways do I use prior knowledge, experiences, and native languages of CLD students to enrich instruction for all students?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
3. Planning, Implementation, and Managing Instruction
For this specific facet backwards planning is particularly important. You need to start with an end in mind. When backwards planning educators need to start identifying learning goals and plan their instruction from there. If you don't have an end goal in mind then achieving results will be rather difficult.
Here are some questions to ask yourself:
1. Do I know the national, state, and local teaching standards and bench- marks for my content area, as well as those that apply to the appropriate instruction of CLD students?
2. In what ways do I use national, state, and local content and second language teaching standards and benchmarks as I plan instruction?
3. Which instructional method do I use to teach my CLD students? What is the research basis or rationale underlying my chosen method?
4. How do I select the most appropriate strategies and techniques to differentiate instruction for students with varying levels of English and native language proficiency?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
Here are some questions to ask yourself:
1. Do I know the national, state, and local teaching standards and bench- marks for my content area, as well as those that apply to the appropriate instruction of CLD students?
2. In what ways do I use national, state, and local content and second language teaching standards and benchmarks as I plan instruction?
3. Which instructional method do I use to teach my CLD students? What is the research basis or rationale underlying my chosen method?
4. How do I select the most appropriate strategies and techniques to differentiate instruction for students with varying levels of English and native language proficiency?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
4. Professionalism, Reflection, and Evaluation of Practice
As educators we have an obligation to give our students the best possible education. In order to be able to give our students the best possible education we need to constantly reflect our practices to best fit the needs of all our students. As we continue to further educate ourselves we can become better advocates for our students.
Here are some questions to ask yourself:
1. These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students?
2. In what ways have I been involved in shaping local, state, or national guidelines, curriculum, or policy regarding CLD student?
3. In what ways am I applying in practice what I have been learning about teaching CLD students?
4. How do I involve the family members of my CLD students as well as community members in my classroom practice and in the school environment?
5. In what ways have I changed my professional practice as a result of getting to know my students, reading professional literature, collaborating with my colleagues, participating in workshops or graduate classes, and reflecting on my teaching practices?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
Here are some questions to ask yourself:
1. These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students?
2. In what ways have I been involved in shaping local, state, or national guidelines, curriculum, or policy regarding CLD student?
3. In what ways am I applying in practice what I have been learning about teaching CLD students?
4. How do I involve the family members of my CLD students as well as community members in my classroom practice and in the school environment?
5. In what ways have I changed my professional practice as a result of getting to know my students, reading professional literature, collaborating with my colleagues, participating in workshops or graduate classes, and reflecting on my teaching practices?
These questions were taken from Mastering ESL and Bilingual Methods: Differentiated Instruction for the Culturally Linguistic and Diverse Students
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.