key facets of a platform for best practices with cld students:
Herrera and Murry discuss the four key facets of a Platform for Best Practices with CLD Students. They state, "To assist the educator with the process of self-assessment, the subsequent sections of this chapter focus on the following key facets of a platform for best practices with CLD students" (Herrera & Murry, 2011, pg. 368):
Language development and learning dynamics - Language instruction is vital to the success of CLD learners. Herrera and Murry (2011) establish that “Effective teachers of CLD students know how to negotiate 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” (pg. 368). It is also necessary for teachers to build on CLD students’ prior background knowledge, and use a variety of resources and grouping strategies promote the learning of language and content. Educators should reflect on their practices of this facet using evidence of current strategies, which they should then compare to current research-based best practices.This facet represents the importance of language in education. Furthermore it encompasses the whole learning experience that an effective teacher who has a CLD student will do. For example, adjusting lesson plans to better accommodate a student in content based learning, as well as including language development in content based learning.
Sociopolitical and sociocultural realities - This facet focuses on the cultural element in terms of the CLD students' learning journey; which includes language acquisition and content knowledge. Sociopolitical and sociocultural realities have a direct impact on students' motivations and aspirations to become a successful student in their new environment. Many schools have moved away from separating CLD students from their peers, and have encouraged the integration of a CLD students culture within the students learning. Educators must ensure that they are communicating with their students in an open and caring way. Learning of language and content is a reciprocal process; as an educator teaches his or her student about language and culture, the student teaches the teacher about his or her own culture. Therefore, it is crucial that “A teacher conveys the importance of native language development by promoting the use of the native language in collaborative learning groups, encouraging students to write in their native languages, and providing native language materials whenever feasible” (Herrera & Murry, 2011, pg. 373). When educators reflect on their practice of this facet, they should gather evidence of current strategies, and then compare their practice to current research-based best practices.
Planning, implementation, and managing instruction - This facet focuses on the considerations that a teacher should make when considering a lesson plan that involves a CLD student. Herrera and Murry (2011) are strong advocates of the use of student-centered learning strategies when planning instruction; “student characteristics drive the instructional planning process for these students” (pg. 376). They also suggest aligning instruction to TESOL standards, and using the backward design process to “plan learning experiences and instruction through which CLD students can gain the knowledge and skills needed to achieve the target standards” (pg. 377). Additionally, Educators must reflect on their practices of this facet by comparing current strategies to research-based best practices. In order for this facet to truly become an asset, the educator should incorporate the following in to their lessons: "their prior life experiences, their families, their communities, the school climate, and the school culture (Herrera & Murry, 2011, pg. 376). By ensuring the incorporation of these factors while developing their lesson plans, the teacher is making sure that their students are set up for success.
Professionalism, reflection, and evaluation of practice - It is critical for educators to be active learners and reflective practitioners. An educator’s “knowledge of theory, the history of second language instruction, current research, and site-specific practice dynamics, combined with the knowledge gained from preinstructional student assessments, should determine which approach, methods, and strategies will be implemented in a particular classroom or school setting” (Herrera & Murry, 2011, pg. 381). Ongoing learning and reflection of practices through gathering evidence of current strategies, and then comparing one’s practice to current research-based best practices, ensures the individual learning needs of all an educator’s students are met. Since no one strategy works in every classroom, it is up to the teacher to improve their level of professionalism by keeping up on the studies, continuously self reflecting, and readjusting their lessons on an as need basis. Seek out assistance from fellow teachers. Do not be hesitant to ask for a coach. Be willing to learn from your mistakes and learn from others. This approach will further solidify the success of CLD students in the classroom, and make the teacher more effective.
The following are links to professional organizations that have developed standards for appropriate practices for educators working with CLD learners (CSU-Global, 2014).
The National Board for Professional Teaching Standards (NBPTS)
Center for Research on Education, Diversity, & Excellence (CREDE)
Teachers of English to Speakers of Other Languages (TESOL)
- Language development and learning dynamics
- Sociopolitical and sociocultural realities
- Planning, implementing, and managing instruction
- Professionalism, reflection, and evaluation of practice
Language development and learning dynamics - Language instruction is vital to the success of CLD learners. Herrera and Murry (2011) establish that “Effective teachers of CLD students know how to negotiate 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” (pg. 368). It is also necessary for teachers to build on CLD students’ prior background knowledge, and use a variety of resources and grouping strategies promote the learning of language and content. Educators should reflect on their practices of this facet using evidence of current strategies, which they should then compare to current research-based best practices.This facet represents the importance of language in education. Furthermore it encompasses the whole learning experience that an effective teacher who has a CLD student will do. For example, adjusting lesson plans to better accommodate a student in content based learning, as well as including language development in content based learning.
Sociopolitical and sociocultural realities - This facet focuses on the cultural element in terms of the CLD students' learning journey; which includes language acquisition and content knowledge. Sociopolitical and sociocultural realities have a direct impact on students' motivations and aspirations to become a successful student in their new environment. Many schools have moved away from separating CLD students from their peers, and have encouraged the integration of a CLD students culture within the students learning. Educators must ensure that they are communicating with their students in an open and caring way. Learning of language and content is a reciprocal process; as an educator teaches his or her student about language and culture, the student teaches the teacher about his or her own culture. Therefore, it is crucial that “A teacher conveys the importance of native language development by promoting the use of the native language in collaborative learning groups, encouraging students to write in their native languages, and providing native language materials whenever feasible” (Herrera & Murry, 2011, pg. 373). When educators reflect on their practice of this facet, they should gather evidence of current strategies, and then compare their practice to current research-based best practices.
Planning, implementation, and managing instruction - This facet focuses on the considerations that a teacher should make when considering a lesson plan that involves a CLD student. Herrera and Murry (2011) are strong advocates of the use of student-centered learning strategies when planning instruction; “student characteristics drive the instructional planning process for these students” (pg. 376). They also suggest aligning instruction to TESOL standards, and using the backward design process to “plan learning experiences and instruction through which CLD students can gain the knowledge and skills needed to achieve the target standards” (pg. 377). Additionally, Educators must reflect on their practices of this facet by comparing current strategies to research-based best practices. In order for this facet to truly become an asset, the educator should incorporate the following in to their lessons: "their prior life experiences, their families, their communities, the school climate, and the school culture (Herrera & Murry, 2011, pg. 376). By ensuring the incorporation of these factors while developing their lesson plans, the teacher is making sure that their students are set up for success.
Professionalism, reflection, and evaluation of practice - It is critical for educators to be active learners and reflective practitioners. An educator’s “knowledge of theory, the history of second language instruction, current research, and site-specific practice dynamics, combined with the knowledge gained from preinstructional student assessments, should determine which approach, methods, and strategies will be implemented in a particular classroom or school setting” (Herrera & Murry, 2011, pg. 381). Ongoing learning and reflection of practices through gathering evidence of current strategies, and then comparing one’s practice to current research-based best practices, ensures the individual learning needs of all an educator’s students are met. Since no one strategy works in every classroom, it is up to the teacher to improve their level of professionalism by keeping up on the studies, continuously self reflecting, and readjusting their lessons on an as need basis. Seek out assistance from fellow teachers. Do not be hesitant to ask for a coach. Be willing to learn from your mistakes and learn from others. This approach will further solidify the success of CLD students in the classroom, and make the teacher more effective.
The following are links to professional organizations that have developed standards for appropriate practices for educators working with CLD learners (CSU-Global, 2014).
The National Board for Professional Teaching Standards (NBPTS)
Center for Research on Education, Diversity, & Excellence (CREDE)
Teachers of English to Speakers of Other Languages (TESOL)