xV4ںےپta¤‏tata‘w™tata taqَ7 ta¸ïUnfiledta¸ïْtaےّےےtaےّےےtaےّےےtaگى(ےےےےےےےےّےےےنےےے..Qtaگىُےےےگtaشكtaےّےے ta¸ï MS Shell Dlgta¸ïCLADTestPreparationPKثtata taîtaشكtaشك taشك ta¸ïICLAD = Crosscultural, Language & Academic Development Test- (California)ta¸ïPKPKںtata taîtaشكtaشك taشك ta¸ïThe Good and the Bad of CLADta¸ïPKPKétata taîtaشكtaشك taشك ta¸ïgThis is a very oversimplified summary of what is seen as good and bad practice to the CLAD test makersta¸ïPKPK†tata ta  taشكtaشك taشك ta¸ïBADta¸ïPKPKاtata taî taشكtaشك taشك ta¸ïEFocus on grammar, accuracy, punctuation, language rules & structuresta¸ïPKPK—tata ta  taشكtaشك taشك ta¸ïSubmersion educationta¸ïPKPK™tata ta taشكtaشك taشك ta¸ïConcurrent Translationta¸ïPKPK™tata ta taشكtaشك taشك ta¸ïAudio-lingual Approachta¸ïPKPK tata taîtaشكtaشك taشك ta¸ïEarly-exit bilingual programsta¸ïPKPKکtata ta taشكtaشك taشك ta¸ïHigh affective filterta¸ïPKPK«tata ta taشكtaشك taشك ta¸ï)Simplifying or watering down the contentta¸ïPKPK‡tata ta taشكtaشك taشك ta¸ïGOODta¸ïPKPK¾tata ta taشكtaشك taشك ta¸ï<Building cognitive academic language before switching to L2ta¸ïPKPK­tata ta taشكtaشك taشك ta¸ï+Maintenance & Late Exit Bilingual Programsta¸ïPKPK”tata ta taشكtaشك taشك ta¸ïNatural Approach ta¸ïPKPK¤tata ta !taشكtaشك taشك ta¸ï"Dual Immersion Bilingual Programsta¸ïPKPK²tata taî#taشكtaشك taشك ta¸ï0Context-embedded, cognitively demanding lessonsta¸ïPKPK tata ta %taشكtaشك taشك ta¸ïConnecting to prior knowledgeta¸ïPKPK©tata ta 'taشكtaشك taشك ta¸ï'TEST 1: LANGUAGE STRUCTURE & USE (25%)ta¸ïPKPK¨tata ta )taشكtaشك taشك ta¸ï&Phonology--Sound systems of language ta¸ïPKPK‌tata ta +taشكtaشك taشك ta¸ïMorphology--Word formationta¸ïPKPK·tata ta -taشكtaشك taشك ta¸ï5Syntax--Sentence and phrase structure and formation ta¸ïPKPK–tata ta /taشكtaشك taشك ta¸ï Semantics--Meaningta¸ïPKPK—tata ta 1taشكtaشك taشك ta¸ï Language in contextta¸ïPKPK‍tata ta 3taشكtaشك taشك ta¸ïOral and written discourse ta¸ïPKPK¸tata ta 5taشكtaشك taشك ta¸ï6Language variation--within a language and over time ta¸ïPKPKإtata ta 7taشكtaشك taشك ta¸ïCTEST 1: THEORIES & FACTORS in 1st/2nd Language Development (75%)ta¸ïPKPKةtata ta 9taشكtaشك taشك ta¸ïGPsychological factors affecting first and second language development ta¸ïPKPK»tata ta ;taشكtaشك taشك ta¸ï9Affective (Motivation, Attitudes, Anxiety, Self-esteem) ta¸ïPKPKبtata ta =taشكtaشك taشك ta¸ïFCognitive (CALP, CUP, Learning Transfer, Context Quadrants, Monitor) ta¸ïPKPKکtata ta ?taشكtaشك taشك ta¸ï Interlanguage Issuesta¸ïPKPKةtata ta Ataشكtaشك taشك ta¸ïGTransfer: positives and negatives, and limits of contrastive analysis,ta¸ïPKPK،tata taîCtaشكtaشك taشك ta¸ïCommunication strategies, age,ta¸ïPKPK–tata ta Etaشكtaشك taشك ta¸ïLearning strategiesta¸ïPKPK‘tata ta Gtaشكtaشك taشك ta¸ïCode switchingta¸ïPKPK§tata ta Itaشكtaشك taشك ta¸ï%Natural order stages of development ta¸ïPKPK¾tata ta Ktaشكtaشك taشك ta¸ï<Krashen's Input Hypothesis w/ Monitor and Affective filter ta¸ïPKPKٌtata ta Mtaشكtaشك taشك ta¸ïoTypes of Bilingualism and their related cognitive effects (Proficient, partial, and limited bilingualism) ta¸ïPKPKضtata ta Otaشكtaشك taشك ta¸ïTSociocultural and Political factors affecting First and Second language developmentta¸ïPKPK™tata ta Qtaشكtaشك taشك ta¸ïLanguage status issuesta¸ïPKPK®tata ta Staشكtaشك taشك ta¸ï,How status of L1 affects acquisition of L2 ta¸ïPKPK‘tata ta Utaشكtaشك taشك ta¸ïValue systems ta¸ïPKPK­tata ta Wtaشكtaشك taشك ta¸ï+Dialects and standard languages (origins) ta¸ïPKPKڑtata ta Ytaشكtaشك taشك ta¸ïAcculturation patterns ta¸ïPKPK¢tata ta [taشكtaشك taشك ta¸ï Language environment and policyta¸ïPKPK¢tata ta ]taشكtaشك taشك ta¸ï Primary language use at home ta¸ïPKPKآtata ta _taشكtaشك taشك ta¸ï@Pedagogical factors affecting 1st and 2nd language development ta¸ïPKPKھtata ta ataشكtaشك taشك ta¸ï(Learning/Acquisition (formal/informal) ta¸ïPKPKکtata ta ctaشكtaشك taشك ta¸ïInput/intake/output ta¸ïPKPK´tata ta etaشكtaشك taشك ta¸ï2TEST 2: THEORIES & METHODS OF BILINGUAL EDUCATIONta¸ïPKPKژtata ta gtaشكtaشك taشك ta¸ï Foundationsta¸ïPKPKtata ta itaشكtaشك taشك ta¸ïپHistorical development (politics of BE and ESL, views and attitudes about bilingualism, Lau vs. Nichols, English-Only movement) ta¸ïPKPKثtata ta ktaشكtaشك taشك ta¸ïILegal evolution (Federal & state laws and policies, judicial decisions) ta¸ïPKPK°tata ta mtaشكtaشك taشك ta¸ï.Empowerment/Deficit issues (possible essay topic) -Creating positive affective environment that values diversity - Underachievement, Dropouts, Special Ed placement, retention, tracking, segregation, compensatory ed, parent and community education - Student self-esteem & Maintaining Language/Cultureta¸ïPKPK°tata ta otaشكtaشك taشك ta¸ï.Research (Ramirez, Rock Point Navajo, etc.) ta¸ïPKPKtata ta qtaشكtaشك taشك ta¸ïŒPrograms for English Learners: Types: Submersion, ESL, structured immersion, transitional(early/late exit) Maintenance (2-way/ enrichment)ta¸ïPKPKإtata ta staشكtaشك taشك ta¸ïCProgram characteristics: Goals, philosophy, length, exit criteria,ta¸ïPKPKètata ta utaشكtaشك taشك ta¸ïfLanguage components (Building CALP in L1 before exit) -L1/L2 literacy, content in L1/L2, L1 support ta¸ïPKPKجtata ta wtaشكtaشك taشك ta¸ïJProgram effectiveness and placement of students in instructional settingsta¸ïPKPK]tata ta ytaشكtaشك taشك ta¸ïCummins (Quadrants) ta¸ïئA: Cognitively B: Cognitively Undemanding Undemanding Context- Context- Rich Reduced C: Cognitively D: Cognitively- Demanding Demanding Context- Context- Rich ReducedPKPK²tata ta {taشكtaشك taشك ta¸ï0Instructional Strategies (possible essay topic)ta¸ïPKPK“tata ta }taشكtaشك taشك ta¸ïUse of L1 and L2ta¸ïPKPK™tata ta taشكtaشك taشك ta¸ïClassroom organizationta¸ïPKPK×tata ta پtaشكtaشك taشك ta¸ïU(flexible and cooperative groups, student-centered activities, dual language formatsta¸ïPKPK؛tata taîƒtaشكtaشك taشك ta¸ï8Assessing background knowledge, modeling, & scaffoldingta¸ïPKPKڑtata ta …taشكtaشك taشك ta¸ïCommunicative teaching ta¸ïPKPKھtata ta ‡taشكtaشك taشك ta¸ï(Constructivist and Critical Approaches ta¸ïPKPKétata ta ‰taشكtaشك taشك ta¸ïgTeam teaching, peer tutoring, & work w/ paraprofessionals (planning time, articulation, evaluation) ta¸ïPKPK¾tata ta ‹taشكtaشك taشك ta¸ï<TEST 2: THEORIES & METHODS FOR INSTRUCTION IN ENGLISH (65%)ta¸ïPKPKîtata ta چtaشكtaشك taشك ta¸ïlInstructional delivery for both English language development and content instruction (possible essay topic)ta¸ïPKPK6tata ta ڈtaشكtaشك taشك ta¸ï´Comprehensible Input Contextualizing language, Modifying language (vocabulary, speed, stress, intonation) Paraphrase and repetition Use of media, realia, manipulatives, etc. ta¸ïPKPK™tata ta ‘taشكtaشك taشك ta¸ï Comprehension checks ta¸ïPKPK—tata ta “taشكtaشك taشك ta¸ïTreatment of errors ta¸ïPKPK—tata ta •taشكtaشك taشك ta¸ïGrammar instruction ta¸ïPKPK®tata ta —taشكtaشك taشك ta¸ï,Explicit learning strategies (CALLA, etc.) ta¸ïPKPKزtata ta ™taشكtaشك taشك ta¸ïPQuestioning Strategies (wait time, framing questions, how to select students) ta¸ïPKPKھtata ta ›taشكtaشك taشك ta¸ï(English Language Development Approachesta¸ïPKPKtata ta ‌taشكtaشك taشك ta¸ï™ESL Approaches (TPR, Natural, Communicative, Content-based, Poor ones=Audio-Lingual, Grammar Translation, Direct method ta¸ïPKPK—tata ta ںtaشكtaشك taشك ta¸ïListening & Speakingta¸ïPKPKltata ta ،taشكtaشك taشك ta¸ïêDiscourse strategies (markers, organization, tone; genre, audience, schema) Maximize comprehension (clarification checks, pacing, alternative vocabulary, structure, and sounds, & using stress, intonation, segmentals, reduced forms) ta¸ïPKPKtata ta £taشكtaشك taشك ta¸ïک Integrated Approaches (Whole language/ literature-based) Literacy and its effects (Tranfer from L1-- orthography, rhetorical structures, discourse)ta¸ïPKPK°tata ta ¥taشكtaشك taشك ta¸ï.Functional, Cultural, and Critical Literaciesta¸ïPKPK¯tata ta §taشكtaشك taشك ta¸ï-Overage and Emergent Literacy Considerationsta¸ïPKPKذtata ta ©taشكtaشك taشك ta¸ïNInstructional Strategies (LEA, Writing process, Writer's Workshop, Phonics) ta¸ïPKPKشtata ta «taشكtaشك taشك ta¸ïR SDAIE Approaches with a focus on content area instuction (possible essay topic)ta¸ïPKPKصtata ta ­taشكtaشك taشك ta¸ïS Theory & Goals of ELD (Comprehensible grade-level instruction + ELD) ta¸ïPKPKêtata ta ¯taشكtaشك taشك ta¸ïhMaking Language Comprehensible, Purposeful, and Meaningful Language Transfer and Schema Theory ta¸ïPKPK¸tata ta ±taشكtaشك taشك ta¸ï6Linguistic and Cultural Sensitivity ta¸ïPKPKرtata ta ³taشكtaشك taشك ta¸ïOCummins' 4 Quadrants--Context reduced/rich & Cognitively demanding/undemandingta¸ïPKPKقtata ta µtaشكtaشك taشك ta¸ï\Student Learning Styles--Audio, Visual, Tactile; Collaborative vs. Competitive ta¸ïPKPK£tata ta ·taشكtaشك taشك ta¸ï!Not water down content! ta¸ïPKPKزtata ta ¹taشكtaشك taشك ta¸ïPUse of additive cultural approach in selecting, adapting & sequencing materialsta¸ïPKPK‏tata ta »taشكtaشك taشك ta¸ï|Selection of activities and strategies that are appropriate to students' developing language abilities, including use of L1ta¸ïPKPK™tata ta ½taشكtaشك taشك ta¸ïVocabulary developmentta¸ïPKPKہtata ta ؟taشكtaشك taشك ta¸ï>Reading comprehension activities for Before, During and Afterta¸ïPKPKtata ta ءtaشكtaشك taشك ta¸ïœUsing activities that allow for student learning and demonstration of learning in different ways, such as art, drama, music, poetry, computers, etc. ta¸ïPKPK‌tata ta أtaشكtaشك taشك ta¸ïIncorporating L1 resourcesta¸ïPKPK–tata ta إtaشكtaشك taشك ta¸ïGraphic organizers ta¸ïPKPK¨tata ta اtaشكtaشك taشك ta¸ï&Audio/Visual/Demonstration strategiesta¸ïPKPKھtata ta ةtaشكtaشك taشك ta¸ï(Developing Higher-order Thinking Skillsta¸ïPKPK‌tata ta ثtaشكtaشك taشك ta¸ïStimulating Creativity ta¸ïPKPK¢tata ta حtaشكtaشك taشك ta¸ï Cooperative Learning Strategiesta¸ïPKPK¹tata ta دtaشكtaشك taشك ta¸ï7Specific methods for science, social studies, and mathta¸ïPKPKآtata ta رtaشكtaشك taشك ta¸ï@Study Skills (textbook reading, note-taking, test taking, etc. ta¸ïPKPK²tata ta سtaشكtaشك taشك ta¸ï0Student-student and teacher-student interactionta¸ïPKPKلtata ta صtaشكtaشك taشك ta¸ï_Use of L1 and L2 (Introducing new concepts, allowing varied expression of meaning, L1 support)ta¸ïPKPK?tata ta ×taشكtaشك taشك ta¸ï½Grouping for special purposes (For empowerment & self-esteem, for access to content, for socialization (roles in a group), for developng critical thinking skills, for language development)ta¸ïPKPKœtata ta ظtaشكtaشك taشك ta¸ïRole of paraprofessionalsta¸ïPKPK’tata ta غtaشكtaشك taشك ta¸ïTEST 3: CULTUREta¸ïPKPK³tata ta فtaشكtaشك taشك ta¸ï1I. Culture and Crosscultural Interactions (40%)ta¸ïPKPKصtata ta كtaشكtaشك taشك ta¸ïSDefinitions of culture "The set of ideas, values, and behaviors shared by a group"ta¸ïPKPK§tata ta لtaشكtaشك taشك ta¸ï%Cultural relativism and universalismta¸ïPKPKرtata ta مtaشكtaشك taشك ta¸ïOIntragroup differences (ehtnicity, race, generations) & intergroup differencesta¸ïPKPK—tata ta هtaشكtaشك taشك ta¸ï Impact of geographyta¸ïPKPK–tata ta çtaشكtaشك taشك ta¸ïCultural congruenceta¸ïPKPK°tata ta étaشكtaشك taشك ta¸ï.The content of culture (possible essay topic)ta¸ïPKPKtata ta ëtaشكtaشك taشك ta¸ïڈValues, beliefs, and expectations (Social customs, rituals, ceremonies, work, leisure, health, politics, laws, religion, educational systems)ta¸ïPKPKڑtata ta يtaشكtaشك taشك ta¸ïHumanities and the artsta¸ïPKPK“tata ta ïtaشكtaشك taشك ta¸ïRoles and statusta¸ïPKPKجtata ta ٌtaشكtaشك taشك ta¸ïJRace, gender, ethnicity, social class, age, occupation, educational levelta¸ïPKPK¬tata ta َtaشكtaشك taشك ta¸ï*Family structure, function, socializationta¸ïPKPKھtata ta ُtaشكtaشك taشك ta¸ï(Communication and communication systemsta¸ïPKPKذtata ta ÷taشكtaشك taشك ta¸ïNVerbal and nonverbal, role and nature of questions, silence, discourse stylesta¸ïPKPKدtata ta ùtaشكtaشك taشك ta¸ïMLearning styles and modalities (cooperation vs. competition, solo vs. group)ta¸ïPKPK©tata ta ûtaشكtaشك taشك ta¸ï'Crosscultural contact and interactionsta¸ïPKPKtata ta ‎taشكtaشك taشك ta¸ïپThe process of cultural contact (assimilation, accomodation, acculturation stages, enculturation, deculturation, biculturalism)ta¸ïPKPK،tata ta ےtaشكtaشك taشك ta¸ïPluralism and Multiculturalismta¸ïPKPKétata ta taشكtaشك taشك ta¸ïgDynamics of Prejudice (possible essay topic) (racism, ethnocentrism, stereotypes, discrimination) ta¸ïPKPK¸tata taîtaشكtaشك taشك ta¸ï6II. Cultural Diversity in the US and California (20%)ta¸ïPKPKـtata ta taشكtaشك taشك ta¸ïZHistorical perspectives (contributions, superordination and subordination relationships)ta¸ïPKPK»tata ta taشكtaشك taشك ta¸ï9Historical & contemporary demography (nature and impact)ta¸ïPKPKنtata ta  taشكtaشك taشك ta¸ïbMigration and immigration (possible essay topic) Characteristics: who, origins, and destinationsta¸ïPKPKشtata ta  taشكtaشك taشك ta¸ïRCauses: push/pull (US foreign policy, political, religious, economic, chain mig.)ta¸ïPKPK±tata ta  taشكtaشك taشك ta¸ï/Law and policy (Bracero program, unions, etc.)ta¸ïPKPK³tata ta taشكtaشك taشك ta¸ï1Legal Status (documented, undocumented, refugee)ta¸ïPKPK¸tata ta taشكtaشك taشك ta¸ï6Support networks for immigrants (Formal and Informal)ta¸ïPKPK؛tata ta taشكtaشك taشك ta¸ï8 III. Providing Culturally Responsive Instruction (35%)ta¸ïPKPKبtata ta taشكtaشك taشك ta¸ïFStrategies for validating and learning about diverse student culturesta¸ïPKPK©tata ta taشكtaشك taشك ta¸ï'Sources (students, parents, community)ta¸ïPKPKµtata ta taشكtaشك taشك ta¸ï3Techniques (observations, home visits, interviews)ta¸ïPKPK­tata ta taشكtaشك taشك ta¸ï+Building on students' background knowledgeta¸ïPKPKھtata ta taشكtaشك taشك ta¸ï(Classroom organization and interactionsta¸ïPKPK™tata ta taشكtaشك taشك ta¸ïOrganizing instructionta¸ïPKPK¨tata ta !taشكtaشك taشك ta¸ï&Teacher expectations and interactionsta¸ïPKPK­tata ta #taشكtaشك taشك ta¸ï+Learning styles and multiple intelligencesta¸ïPKPK•tata ta %taشكtaشك taشك ta¸ïManaging conflict ta¸ïPKPK¢tata ta 'taشكtaشك taشك ta¸ï Culturally insensitive behaviorta¸ïPKPKھtata ta )taشكtaشك taشك ta¸ï(Curriculum and instructional strategiesta¸ïPKPK¨tata ta +taشكtaشك taشك ta¸ï&Using culturally responsive curriculata¸ïPKPK tata ta -taشكtaشك taشك ta¸ïStudent-centered lesson plansta¸ïPKPK©tata ta /taشكtaشك taشك ta¸ï'Promoting achievement for all studentsta¸ïPKPK©tata ta 1taشكtaشك taشك ta¸ï'Using diversity to enhance instructionta¸ïPKPK­tata ta 3taشكtaشك taشك ta¸ï+Adapting instruction to meet diverse needsta¸ïPKPK•tata ta 5taشكtaشك taشك ta¸ïCooperative groupsta¸ïPKPK¬tata ta 7taشكtaشك taشك ta¸ï*Roles of families and community resourcesta¸ïPKPK¦tata ta 9taشكtaشك taشك ta¸ï$Communicating with parents/familiesta¸ïPKPK²tata ta ;taشكtaشك taشك ta¸ï0Promoting parent/family involvement in learningta¸ïPKPK³tata ta =taشكtaشك taشك ta¸ï1Using community resources to enhance instructionta¸ïPKPK‍tata ta ?taشكtaشك taشك ta¸ï© Hands High Software, Inc.ta¸ïPK