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Summary
Definition
Checklist
Application/Examples
Note.
Printed with permission from National Board for
Professional Teaching Standards, (English as a New Language
Standards, 1998), www.nbpts.org.
All rights reserved.
Checklist
___a. Knowledge
of students
___b. Knowledge of language and language development
___c. Knowledge of culture and diversity
___d. Knowledge of subject matter
___e. Meaningful learning
___f. Multiple paths to knowledge
___g. Instructional resources
___h. Learning environment
___i. Assessment
___j. Reflective practice
___k. Linkages with families
___l. Professional leadership
Applications/Examples
___a. Knowledge
of students
-
Teachers of
linguistically and culturally diverse learners draw on their
knowledge of human development as mediated by language and culture
and on their relationships with students to understand their
students' knowledge, skills, interests, aspirations, and values.
-
Teachers
observe and assess the social development of their students, noting
whether they enjoy school, make friends, develop a sense of
belonging, accept responsibility, and display concern for others.
-
Teachers
know something of the social and political structure, economy, and
religious institutions of the communities from which their students
come in order to understand personal circumstances that affect their
students' perceptions of and experiences in school.
-
Teachers
form constructive relationships with students by making themselves
available to advise students on a wide range of issues (academic
progress, peer relationships, social and cultural adjustment, and
extracurricular activities).
-
Teachers
develop a keen capacity for willingly listening to and observing
students in any given setting.
___b. Knowledge
of language and language development
- Teachers of linguistically and culturally diverse learners are
models of language proficiency in the languages in which they are
expected to teach.
- They draw on their knowledge of language development to understand
the process by which students acquire both their primary and new
languages, to develop instructional strategies that promote language
development, and to modify the curriculum as necessary to
accommodate the needs of new language learners.
- Teachers value the home languages that students bring to class,
and they encourage and support the development of home language
across the full linguistic repertoire of listening, speaking,
reading, and writing.
- Teachers understand the processes through which language is
acquired, and they construct contexts in which language acquisition
can take place. They make sure that meaningful messages are
exchanged. Teachers use graphic organizers, visual representations,
concrete objects, and demonstrations to illustrate the material they
present in class.
___c. Knowledge of culture and diversity
- Teachers of linguistically and culturally diverse learners are
knowledgeable about and sensitive to the dynamics of culture in
general, and to their students' cultures in particular, which
enables them to understand their students and structure a successful
academic experience for them.
- Teachers model and promote appreciation and respect for diversity.
- Teachers assist students in adjusting to school in ways that are
culturally appropriate and facilitate a positive academic
experience.
___d. Knowledge of subject matter
- Teachers of linguistically and culturally diverse learners draw on
a comprehensive command of subject matter, of language(s) of
instruction, and their relationship to each other to establish
goals, design curricula and instruction, and facilitate student
learning, thus enhancing the students' linguistic and cultural
diversity.
- Teachers draw on their broad understanding of the major facets of
the subjects required by their particular assignment.
- Knowledge of the subject matter includes key concepts and
specialized ways of reasoning, thinking, talking, and writing about
them.
- Teachers see thematic instruction as a valuable tool in helping
linguistically and culturally diverse learners construct meaning,
understand content, and practice and reinforce the language they are
learning.
- Teachers select and create worthwhile tasks for students to
explore, choose topics and materials that use students' time
productively, and recognize when a shift in focus might help develop
opportunities that emerge during instruction.
___e. Meaningful learning
- Teachers of linguistically and culturally diverse learners use a
variety of approaches that allow students to confront, explore, and
understand important and challenging concepts, topics, and issues in
meaningful ways.
- Teachers help students delve into topics deeply, drawing upon
students' perspectives, skills, concepts, and knowledge from one or
more disciplines.
- Teachers also create real-world opportunities for students to
experience working as a writer, scientist, historian, mathematician,
artist, or other professional--teachers themselves model some of the
ways of working in these fields.
- Teachers may join students in the gathering, processing, and
synthesizing of information.
- Teachers present information on process and problem-solving skills
as important parts of conceptual understanding, skill development,
and subject-matter mastery.
- Teachers help students build capacity to learn, apply knowledge,
and act independently.
- They help students form valid and significant connections between
and among subjects, school work, and daily life.
- Teachers are skilled at observing, listening, facilitating
discussions, orchestrating play, asking questions, adapting
materials and routines to new uses, and helping students make
connections with past ideas, experiences, and bodies of knowledge.
- Teachers view students as resources for academic success.
- They build from concrete and immediate experiences toward abstract
concepts and understandings--whenever possible, they provide
demonstrations, illustrations, and hands-on experiences to provide
context for students working in a new language.
___f. Multiple paths to knowledge
- Teachers of linguistically and culturally diverse learners provide
multiple paths to help students develop language proficiency, learn
the central concepts in each pertinent discipline, and build
knowledge and strengthen understanding of the disciplines.
- They effectively use the language(s) of instruction to enhance
subject-matter learning.
- Teachers make language comprehensible by creating context for
meaning through the use of demonstrations, visuals, concrete
objects, and gestures.
- They create opportunities for students to interact with subject
matter with which they have some familiarity and to demonstrate
understanding in ways that allow for nonverbal responses.
- Teachers develop sequences of assignments or tasks that allow
students to repeat or rehearse new language in natural and
meaningful ways.
- They may combine subject matter from different disciplines to take
advantage of the language skills developed.
- Teachers promote appropriate language choice and use.
- They may use reviews of vocabulary and paraphrasing, graphic
organizers, grouping (sometimes according to language dominance--in
this case, native language materials are used, whenever available).
- Teachers create instructional tasks that respond to both the
commonalities and differences among learners.
- They provide students with multiple perspectives on key matters of
interest.
- Teachers draw on a variety of metaphors, analogies, illustrations,
and problems to extend their students' thinking and develop their
capacity to reason incisively.
- Teachers create a language and literacy-rich environment by
providing students with activities that allow students to
collaborate and use each other as resources.
___g. Instructional resources
- Teachers of linguistically and culturally diverse learners select,
adapt, create, and use rich and varied resources.
- They develop a diverse resource base and gather and create high
quality resources that are diverse along several dimensions (form,
style, theme, gender appeal and awareness, and intergenerational and
cross cultural perspectives, etc.).
- Teachers promote language and literacy development, create a
culturally responsive curriculum, and utilize community resources.
___h. Learning environment
- Teachers of linguistically and culturally diverse learners
establish a caring, inclusive, safe, and linguistically and
culturally rich community of learning where students take
intellectual risks and work both independently and collaboratively.
- Teachers have a responsibility to promote cross-cultural
understanding school-wide as all students learn appropriate ways of
interacting in a democratic, pluralistic environment.
- Teachers view linguistically and culturally diverse learners as a
resource for the school and the larger community.
- They use democratic processes to create classroom rules, routines,
and behaviors for effective learning and to handle the consequences
for violating them.
- When disciplinary action is necessary, teachers act promptly and
equitably, correcting problems with minimal disruptions to the flow
of class--discipline strategies are culturally sensitive.
___i. Assessment
- Teachers of linguistically and culturally diverse learners employ
a variety of assessment methods (portfolios, videotapes,
demonstrations, exhibitions, etc.) to obtain useful information
about student learning and development and to assist students in
reflecting on their own progress.
- Teachers assess student learning for a variety of purposes.
- Teachers help students become adept at self-assessment, and they
provide substantive feedback to students.
- They use assessment to guide practice.
- Teachers provide substantive communication to parents and others.
___j. Reflective practice
- Teachers of linguistically and culturally diverse learners
regularly analyze, evaluate, and strengthen the effectiveness and
quality of their practice.
- They evaluate results and seek input systematically from a variety
of sources.
- Teachers reflect on one's own point of view, cultural backgrounds,
biases, values, and personal experiences and their effect on
practice.
- Teachers foster professional development and growth.
___k. Linkages with families
- Teachers of linguistically and culturally diverse learners create
linkages with families that enhance the educational experience of
their students.
- Teachers focus on communication with families, capitalize on
parents' and guardians' insights, and cultivate families' interest
in supporting their children's education.
___l. Professional leadership
- Teachers of linguistically and culturally diverse learners
contribute to the growth and development of their colleagues, their
schools, and the advancement of knowledge in their field.
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