Secondary DLI Materials Use Self-Reflection Tool

CARLA has developed a self-reflection tool as a resource to help you understand yourself as a user of secondary DLI curriculum materials. 

Secondary dual language immersion (DLI) teachers need to be constantly planning for—and reading materials for—both content and language, and this tool will guide you in considering your own skills and areas of growth for finding that balance. This tool is also beneficial to instructional coaches or program coordinators to use in professional learning communities or coaching cycles with secondary DLI teachers. 

This self-reflection tool is grounded in the theory that there is a participatory relationship between teachers and materials during the planning and teaching process (Remillard, 2011). For example, when a teacher picks up and reads a curriculum or instructional material, they do so with a specific attitude, either conscious or subconscious, that influences and focuses their attention. In addition, materials can provide teachers with certain cues–like bolded text or notes in the margin–that indicate what might be most important when teaching a given lesson. 

Using this self-reflection tool while you explore a material for classroom use will help you notice and reflect on your own instructional priorities, especially in relation to content and language integration. You will also be guided to critically consider whether or not the material supports you in teaching language, and what additional supports you might need to be comfortable and effective at integrating language within content instruction.

NOTE: This tool can be found at the Secondary Dual Language Immersion Hub hosted by Western Washington University.