MoraModules
presented by

Jill Kerper Mora, Ed.D.
San Diego State University

 

 



Dr. Mora's Invitation to Educators:

Below is a list of the online instructional modules I have designed to prepare teacher candidates for the Bilingual Cross-cultural Language and Academic Development (BCLAD) and the Preliminary credentials under California legislation SB 2042 and AB 1059. These MoraModules address theories, methods and techniques for instructing English language learners in bilingual, sheltered immersion and mainstream classrooms. There are modules for curriculum design, thematic unit planning, and lesson planning for L2 learners to guide and assist educators in improving second-language, literacy and content-area instruction.

I have also included modules for language arts and reading methods courses. Please visit my modules on second-language reading and reading in the content areas, as well as on how to use multicultural literature for teaching reading processes. I have also prepared bibliographies of theoretical and research articles and books on biliteracy, reading English as a second language, and effective schooling practices for language minority students. Click here for a description of the Multiple Subject and Single Subject Preliminary Credential requirements with the School of Teacher Education at SDSU. I anticipate that teacher educators and school district staff development coordinators will also find these modules helpful in preparing teachers for sheltered immersion instruction. I include a description of teaching competencies for English Language Learners. I invite you to visit these modules and send me your comments and suggestions.

 


 
 


Quick-access Index of MoraModules Topics

Arrwbullet.gif (359 bytes)Theoretical Foundations of Bilingual/L2 Education
Arrwbullet.gif (359 bytes)Thematic Unit & Lesson Planning for CLAD Instruction
Arrwbullet.gif (359 bytes)Literacy Instruction in the CLAD Classroom
Arrwbullet.gif (359 bytes)Teaching in Linguistically Diverse Classrooms
Arrwbullet.gif (359 bytes)Bilingual Education and Biliteracy Instruction
Arrwbullet.gif (359 bytes)Proposition 227
Arrwbullet.gif (359 bytes)Dr. Mora's SDSU Course Syllabi


 
 
 

Dr. Mora's CLAD Instructional Modules

MM#

Topic of Module

Theoretical Foundations of Bilingual/L2 Education
1.1 Historical Trends in L2 Teaching
2.1 Theoretical Basis for the Natural Approach
2.2 Principles of Bilingual Education
2.3 Principles and Procedures of L2 Teaching Methods
2.4 Outline of a Natural or Communicative Approach Lesson
2.5 A Model Communicative Approach Lesson: Vacations by Ozlem Catal
3.1 Methods of Second-language Teaching
3.2 Models of Bilingual Education
3.3 Formulating a Philosophy of B/CLAD Teaching
3.4 Characteristics of Effective L2 Learning Classrooms
Thematic Unit & Lesson Planning for CLAD Instruction
4.1 Models of Curriculum Development
4.2 Thematic Planning for ELLs
4.3 Thematic Unit Planning Guidelines: The 4X4 Model
4.4 4X4 Focus by Levels and Language Skill
4.5 A Model 4X4 Thematic Unit by Shauna Howard
4.6 Strategies & Activities for 4X4 Lesson Planning
4.7 100 Vocabulary Development Activities
5.1 Teaching Pronunciation with Minimal Pairs
6.1 Effective Lesson Planning for ELLs
6.2 A Model 5-Step Lesson Plan for ELLs
6.3 Access to Content-area Textbooks for ELL
Literacy Instruction in the CLAD Classroom
7.1 Language Assessment
8.1 Reading in a Second Language
9.1 The Language-Concept Connection
9.2 How to Teach Concepts & Vocabulary
9.3 Definitions of Literacy: Implications for Program Design
9.4 A Literacy Framework: Instructional Procedures
10.1 Content-area Reading for ELLs
10.2 Text Analysis for Planning L2 Literacy Instruction
10.3 A Heuristic Analysis of L2 Reading Performance
10.4 Reading Guides for Access to Content Textbooks
12.1 Using Rubrics for Assessing L2 Writing
12.2 Using Multicultural Literature to Teach Reading Processes
12.3 RICA Study Guide
12.4 A Sequence for Phonics Instruction
12.5 Guided Story Construction for ELD
12.6 Guided Writing in the L2 Classroom
12.7 Sentence Transformation for Teaching Grammar & Syntax
12.8

Evaluating Language Arts/Reading Curriculum & Programs
12.9 Hot Topics in Language & Literacy Education
12.10 Core Book Units for Literature Studies
12.11 Literacy Instruction for Second Language Readers
12.12 Reading Comprehension: Analysis of Subprocesses for L2 Readers
Teaching in Linguistically Diverse Classrooms
13.1 Cultural Diversity in the B/CLAD Classroom
13.2 Understanding Multiculturalism: Culture & Values
13.3 Effective Schooling for Language Minorities: Bibliography
13.4 The Why's and How's of CLAD Teaching
13.5 CLAD Teaching is Good Teaching Plus
13.6 Bilingual Education vs. English Immersion Philosophies
13.7 Classroom Management: A Problem Solving Approach
13.8 Academic Language: What it is and isn't
13.9 Language & Content Objectives in Lesson Planning for ELL
13.10 Differentiating Instruction by Dimensions of Language Proficiency
13.11 Paradigm Shift in Instruction for ELL
14.1 Organizing the Multilevel B/CLAD Classroom
14.2 Road Map for Effective ELD Teachers
14.3 California's Demographic Realities
14.4 Defining Approaches and Programs for ELLs
14.5 Effective Language Minority Education Program Implementation
14.6 Role of Foreign Language Teachers in ELL Achievement
14.7 What Works (and Doesn't Work) for ELL K-12
14.8 The English Learner Redesignation Debate: High Bar vs. Low Bar
14.9 Bibliography of Current Research on Effectiveness of Bilingual Education
14.10 2008 Looking Back & Moving Forward: IAMME Keynote Address
14.11 Evaluating Teachers: Why Merit Pay Won't Work
14.12 Evaluating Teachers: The Value-added Model (VAM)
Bilingual Education and Biliteracy Instruction
15.1 A Smooth Road to Biliteracy
15.2 La Lectura en Español
15.3 La Base Teórica del Enfoque Natural
15.4 La Educación Bilingüe en California
15.5 Rules for the Use of Written Accents in Spanish
15.6 Teachers' Beliefs About Biliteracy Instruction
15.7 Using Multicultural Literature to Develop Biliteracy
15.8 Esperanza Rising: A Model Core Book Unit
15.9 Language Maintenance & Loss: An Overview of Factors
16.1 Legal History of Bilingual Education
16.2 Bilingual Education Debate: A Role-play
16.3 Critical Thinking in the Bilingual Education Debate
16.4 Metalinguistic Transfer in Spanish/English Biliteracy
16.5 Curriculum Framework for Biliteracy Development
16.6 Road Map to the Bilingual Education Controversy
16.7 Road Map to Effective Biliteracy Instruction
16.8 Word Study in Biliteracy Classrooms
16.9 Cross-Linguistic Transfer in Biliteracy Instruction
16.10 Spanish/English Cognates
16.11 Teaching Phonics in Spanish
16.12 2-Way CABE 2008 Spanish/English Biliteracy Presentation
16.13 Research on Metalinguistic Transfer in Biliterate Learners
16.14 Components of Metalinguistic Knowledge
16.15 Metalinguistic Knowledge Development Continuum K-3
16.16 Spanish Word Study & Grammar Teaching Points
16.17 Spanish Spelling Conventions Development Research
16.18 Cross-linguistic Spelling Approximations of Spanish/English Biliteracy Learners
16.19 Paradigm Shift in Literacy Education: A Meta-Model of Biliteracy Instruction
16.20 Cross-Linguistic Study of Spanish/English Morphology: An Exercise
16.21 Phonics Instruction in S/E Biliteracy Classrooms: Compare & Contrast
16.22 Early Literacy Instruction in Mexico: Taboada & Mora CABE 2011
16.23 Taboada y Mora IRA Congreso Mundial de Lectura, San José, Costa Rica 2008
16.24 Ambientes y Referentes por Mtra. Martha García Rangel, SEP México
16.25 Time to Revisit Approaches to Spanish Literacy Instruction
16.26 University of Oregon Biliteracy Conference Keynote Speech
16.27 La Investigación Cualitativa: ¿Por qué? y ¿Cómo?
Proposition 227
17.1 Goals of Proposition 227
17.2 Analysis of SBOE Prop 227 Regulations 
17.3 Sheltered Immersion:Contrasts & Controversy
17.4 Proposition 227: A Message to Educators
17.5 Carta a los Padres de Familia sobre 227
17.6 Debunking English-only Ideology
17.7 Letters to SBOE on Proposition 227 Implementation 
17.8 National Assessment Governing Board Testimony 
17.9 CTA Lawsuit Against Section 320 of Proposition 227 
17.10 Status of Bilingual Education in the Post-227 Era
17.11 Analysis of READ Institute Report on 227 Implementation
17.12 Advocacy for Language Minorities: Examining the Issues
17.13 Analysis of SAT-9 Test Scores for English Language Learners
17.14 Role of the Regulators in 227 Implementation
17.15 Bilingual Education Debate: Intergroup Conflict Analysis
17.16 Age of Enlightenment: A Rebuttal to Porter
17.17 Prop. 227's Second Anniversary: Triumph or Travesty?
17.18 How Long Does It Take to Learn English? Hakuta el al v. Rossell
17.19 Proposition 227: A Public Policy Failure
17.20 A New Role of Advocacy for Language Minority Students
17.21 Cumbre Latino II: Plática con los Padres de Familia
17.22 Accountability FOR and TO Language Minority Students
17.23 To All On Equal Terms: AABE Keynote Address
17.24 LULAC Presentation May 2002
17.25 The Truth About the CELDT
17.26 The Truth About the CELDT 2004: Legislative Analyst's Office Report
17.27 Honest Discussion of Immigration: Critique Mexifornia (Hanson, 2003)
17.28 The Immigration Debate: A Multicultural Perspective
17.29 Vindicated! The Post-227 Research
17.30 Analysis of Arizona's SEI Program under Horne v. Flores (AERA 2010)
Course Syllabi
18.1 PLC 915 English Language Development/SDAIE


 
 

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This page was last updated on 6/26/2011