Participants include 15 teachers (7 treatment DLBE teachers 8 comparison non-DLBE teachers). Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Thirdly, assist students in developing their vocabulary with a purpose for learning, goal setting, student choice and linking the learning to their background knowledge.This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Secondly, teach using metacognition by activating prior knowledge with inquiry charts, brainstorming, and clustering use scaffolding and direct experience to build expertise with the subject matter help students organize their thinking with graphic organizers, summaries, visuals, or context clues model HOW to get to the correct answer and not merely the correct answer. The first strategy is to maintain high standards and expectations and work towards bringing all students up to the high standards. There are seven important strategies that create the Guided Language Acquisition Design. These strategies will be successful with all subject areas such as science, social studies, math, and literature and will work together to create a safe environment that is culturally rich and diverse. 2)Īccording to the Orange County Department of Education (2011), the Guided Language Acquisition Design (GLAD) is best used within organizational structure for an integrated, balanced literacy approach that incorporates listening, speaking, reading and writing. The training model is successful because it values teacher’s time, viewpoints, and expertise of the teacher, as well as promoting collaboration and peer coaching." (O'Donovan, 2008, p. The amount of oral language for negotiation for meaning and cross-cultural interaction is extensive. The unique aspect is that with this model both languages complement each other through integrated themes. Primary language can be provided by trained bilingual teachers, trained bilingual aides, trained parents, or cross-age/peer tutoring. A classroom environment that values the student, provides authentic opportunities for use of academic language, maintains highest standards and expectations for all students, and fosters voice and identity. It has been found useful as a trainer of teachers and as a trainer of trainers. The model is not only firmly rooted in research, but it has been field tested both in district and out for the past 16 years. "In summary, the following features make the Guided Language Acquisition Design promote successful, involved teachers and students: a unique blend of academic language and literacy that marries the research from many fields and organizes the strategies and classroom implications into a process. The Orange County Department of Education (2011) claims these are the important features of the Guided Language Acquisition design: Project GLAD has several interconnecting components to help engage students in learning and promote literacy.
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