Key Facets of a Platform for Best Practices with CLD Students
Facet 1: Language development & Learning dynamics
When examining and reflecting on this first facet, educators need to be aware of the language needs to students. Those teachers are particularly adept at negotiating "meaning using as many supports as possible in order to provide CLD students with a wide range of content-based material from which to construct meaning" (Herrera & Murry, 2011, p. 368). Within this facet, teachers reflect on the following topics (derived from Mastering ESL and Bilingual Methods by Herrera & Murry, 2011):
- What defines learning and language learning?
- How does my knowledge of language acquisition affect my planning?
- How do I utilize CALP development?
- How does my classroom environment foster first and second language development?
- How do I appropriately embed students' first language into the classroom?
- How do I provide comprehensible input to CLD students?
- How can I adapt the curriculum to meet the needs of CLD students?
facet 2: sociopolitical & sociocultural realities
The second facet emphasizes the importance of a student's cultural background to learning. This acknowledgement of cultural background is essential as "instruction that does not build on the student's culture-based socialization and does not address the sociocultural realities particular to the learner can negatively affect that student's cognitive, academic, and linguistic development" (Herrera & Jones-Vo, 2011, p. 371). Within this facet, teachers reflect on the following topics (derived from Mastering ESL and Bilingual Methods by Herrera & Murry, 2011):
- How do I use the knowledge, skills, and experiences that CLD students bring to the classroom?
- How will I gather information of the students' culture, home environment, community, and language?
- In what ways do my lessons reflect the students' affective filter?
- How do my instructional materials reflect the culture, home environment, community, and language?
- In what ways do my lessons tap into students' prior knowledge, culture, and prior experiences?
- How do I assess the stages of acculturation of my students?
facet 3: planning, implementing, & managing instruction
Teachers must take into account their students' sociocultural realities in order to best plan the instructional methodology for their CLD students. Through both formal and informal channels, teachers pre-assess students' language abilities and then plan lessons capitalizing on said strengths. Lesson are then developed that are strongly focused on state and national standards in order to provide CLD students with rigorous educational experiences with necessary scaffolds. Within this facet, teachers reflect on the following topics (derived from Mastering ESL and Bilingual Methods by Herrera & Murry, 2011):
- Am I knowledgable of the state and national standards?
- How do the standards impact my instruction?
- What strategies and techniques are most effective for differentiation?
- How does my instruction build on the learning styles of my students?
- In what ways can my CLD students access grade-level curriculum and assignments?
- How do I build my Content Language Objectives?
- In what ways are the four literacy domains accessed during a lesson?
professionalism, reflection, & evaluation of practice
Educators need to recognize themselves as adult learners who are acquiring new knowledge and skills just as students are doing the same. Herrera and Jones-Vo acknowledge the complexity of the modern educator's role, saying: "the educator's knowledge of theory, the history of second language instruction, current research, and site specific practice dynamics, combined with the knowledge gained from pre-instructional student assessments, should determine which approach, methods, and strategies will be implemented in a particular classroom or school setting" (p. 379-381). Within this facet, teachers reflect on the following topics (derived from Mastering ESL and Bilingual Methods by Herrera & Murry, 2011):
- Which professional publications have I read recently on CLD learners?
- In what ways have I helped shape education policy at the local, state, and national levels?
- How do I engage family members and community members into my classroom and the larger school?
- Am I utilizing my knowledge of CLD students, their needs, and current reality with colleagues in my school?
- How can I advocate for the rights of my CLD students and their families?
- In what ways does social justice manifest in my professional practice and curriculum?