Project GLAD®-Guided Language Acquisition Design

Strengthening Instructional Support for Multilingual Learners

Project GLAD® is a professional learning model to build academic language and literacy for all students, especially bilingual and multilingual learners. Project GLAD® classrooms promote the respect and honor of each child’s voice, personal life experience, beliefs, language & culture, supporting self-management & awareness, decision-making, relationship skills, and social awareness.

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Overview

Information on this page is provided by the innovator and has not been evaluated by HundrED.

Web presence

1980

Established

435K

Children

8

Countries

Target group

Teachers

Updated

May 2023

To increase the number of culturally responsive educators, recognizing cultural capital and tools that students of color bring to the classroom, utilizing students’ cultural learning tools throughout instruction. To see significant improvement in the academic experiences for our bilingual and multilingual students, as well as increase in self-reported measures of belonging and connectedness.

About the innovation

What is Project GLAD®-Guided Language Acquisition Design

What we do?

We train teachers on how to make content come alive through sketching, pictures, chants, and media with language that corresponds with it. Through well-designed lessons that build upon brain, biliteracy, second language acquisition, reading and writing research, deep connections to cognition are built.

Why we do it?

Personal identity, socio-emotional growth, and culture are rooted in language development. We help teachers and students engage in meaningful and responsive approaches to language acquisition in K-12 schools.

Media

Supporting Systemic Change

A teacher-friendly, scalable, and replicable system for language acquisition in schoolshttps://ntcprojectglad.com/

Pictorial Review

Implementation steps

Building Focus and Motivation

The focus and motivation component of the GLAD® instructional model consists of strategies designed to build background knowledge, motivate students, activate prior knowledge, and enhance academic language.

Providing Comprehensible Input

This component consists of various comprehensible input strategies that enable teachers to provide core content instruction to students at all language proficiency levels in a comprehensible and understandable way by making cognitively complex concepts understandable to students.

Guiding Oral Practice

Teachers provide multiple comprehensible output strategies designed to promote the development of academic language.

Reading and Writing Support

The reading and writing component highlights effective reading and writing strategies that can be taught to the whole group through teacher modeling, small group cooperative team opportunities, small group teacher-led instruction, and independent activities.

Extending Activities for Integration

Teachers engage in relevant and rigorous instruction and team or individual exploration in which students engage in project-based learning that sparks interest, increases the desire to master new information, promotes intrinsic motivation and builds inquiry-based learning.

Assessing and Feedback

Woven throughout the lessons, teachers engage in formative and summative assessment practices that provides students opportunities for metacognition, assess through authentic metrics with team and individual exploration, uses alternative means of assessments and encourages self-regulation.