Curriculum and Instruction in Bilingual Classroom

1. Curriculum and
Instruction

2. In its broadest
sense, a curriculum may refer to
all courses offered at a school.
It may also refer to a defined and
prescribed course of
studies, which students must fulfill
in order to pass a certain level of
education.

3. The act, practice, or
profession of instructing.

4. Is teaching in minority
language really any
different form teaching in
English mainstream
classroom?

5. Bilingual teachers must
continuously consider
language learning and
culture- and the
subsequent impact on
classroom curriculum.

6. When there is an
inconsistency between the
language of instruction and
the availability of the of the
instructional
materials, educators are left
to fill the gaps.

7. When no guidance is
provided on how to adapt
instructional materials meant
for monolingual context to
bilingual context, educators
are left to fill the gap as well.

9. Teaching method is an
organized, orderly, systematic and well
planned procedure of providing learning
materials, situations, activities and
experiences to enable learners to acquire
knowledge, attitudes, values and habits in
skills in critical thinking, decision-
making, self-direction, mechanical
manipulation and bodily movement.
Teaching strategy is a plan of action
resulting from strategy or intended to
accomplish a specific goal.

10. Beth, a Russian bilingual
teacher, makes it abundantly
clear that teaching methods
are not universal.

11. 1. Scarcity of curricular
materials
2. Adapting teaching
methodologies to student’s
need

13. Providing a quality
education to language
minority students demand
moving away from a
traditional transmission
model of education and
moving toward a

15.  An educational philosophy is a
personal statement of a teacher's
guiding principles about "big picture"
education-related issues, such as
how student learning and potential
are most effectively maximized, as
well as the role of educators in the
classroom, school, community, and
society.

16.  Transmission Model of
Education, an approach in which
teachers and text serves as
suppliers of knowledge while
students acts as empty
receptacles waiting to be filled.
 Formalized test are then used to
measure the success of this
knowledge transmission process.

17.  Using textbooks as the main
curricular source for classroom
content would be acceptable
within a transmission approach
but unacceptable within a
constructivist approach.

18. Constructivist or Critical
approach, the curriculum
cannot be so narrowly defined
rather it is viewed as the entire
organized environment for
teaching and learning within a
classroom or classroom
community.

19.  Schubert discusses curriculum
more broadly in terms of that
which is worthwhile to know and
experience.
 Hidden Curriculum (what is taught
implicitly rather than explicitly).
 Null Curriculum (what is taught by
not being taught)
 Both hold equal weight with that

20.  Methods are used by teachers to
create learning environments and
to specify the nature of the activity
in which the teacher and learner
will be involved during the lesson
(Saskatchewan Education , 1991)

21.  Writing workshops
 Scientific inquiry
 Cooperative learning
 Experiential learning
 Project-based learning

22.  Brainstorming
 Writing in journals
 Taking field notes
 Conducting experiment
 Small and large group discussion
 Answering questions
 Modeling
 Demonstrations
 Problem solving
 Partner reading; and jigsawing

26.  For systematic change to occur in manner
that maximizes benefits for ELLs, it is
essential to first examine the educational
philosophy underlying the school or school
system. As philosophy drives program
model, which in turn drives curriculum and
instruction, which in turn drives
instructional practice(through
methodologies and strategies), what is
happening in a given classroom may not
necessarily up to the teacher.

29.  Educational philosophy determines
program models in contexts that serve
emergent bilingual students.
 It is important to have a program model
that can support ELLs
academically, linguistically, and socially.
Such as model must be based on a
philosophy that values the native
language and the culture of the students
in addition to the process of acquiring
the L2 language and culture.

30.  As we can see, bilingual educators
are informed by more than linguistic
and cultural concerns.
 We must go to the heart of the
curriculum and instruction to make
certain that our
approach, methodologies and
strategies will support our students.
 We suggest that both a constructivist
and critical philosophy will drive the
appropriate curriculum for ELLs.

31. Reported By:
Ethel Joi