An Exploration of G.L.A.D.

Strategies in a Single
Classroom Case Study

Anna Denn
MAT Candidate

Background & Problem

Numbers

are staggering in local schools for

English as New Language (ENL) students
who do not receive the support they need
to sufficiently understand grade-level
concepts and ideas.
In an effort to meet the demand to support
ENL students, the Guided Language
Acquisition Design (G.L.A.D.) has come to
the forefront as a possible strategy to meet
the changing demographics and learning
needs of a diverse society.

Literature Review
Marcia Brechtel (2001)
Co-creator of G.L.A.D. and specialized in
language acquisition in mainstream classrooms.

Wayne Thomas and Virginia Collier (1997)

Academic language and least effective pullout
programs.

Stephen Krashen (1981)

Language is acquired by meaningful immersion,
demonstration, and opportunities to practice.

Data Collection
Emphasis

on Qualitative
methods, case study (Yin;
Merriam)

Personal G.L.A.D. training

Classroom observations (journal)
Student interviews (3 focus groups)
Teacher interviews (group interview)
Administrator interview
(one on one)

Research Questions
In what ways does the
incorporation of G.L.A.D.
promote value, validate, and
celebrate diversity for ENL
students in a mainstream
classroom?
II. In what ways does G.L.A.D.
promote literacy acquisition for
ENL students in a mainstream
classroom?
I.

Setting and Participants

(convenience sample)
A

Local Elementary School

4th

grade

34

students total

Gender Breakdown
17 boys
17 girls

Participants- Group 1 (Below GL)

Findings
Trends
In-depth
knowledge and
long term learning
about the unit
topic.
Connections made
by the student
using pictures and
oral story telling.

Quotes
It

helps me because
knowing the word and
definition and then
doing the motion.

The pictures actually

show you the story

that happened and by
looking at the pictures
you might know what
happened.

Participants- Group 2 (Above GL)

Findings
Trends
They created
connections between
different strategies.

There

was not a focal

point on the pictures
as much as the
information each
strategy provided.

Quotes
The

Oolie story was

connected with the
pictorial because they had
the same pictures.
I dont think the questions
get answered. Some things
connect but some dont.
I saw connections.
I liked it because it had
tons of information and it
had different facts about
different parts of the Solar
System.

Participants- Group 3 (mixed)

Findings
Trends
Strategies

that
included sitting for
longer periods of
time were strongly
disliked.

Enjoyed

strategies
that included
movement and
table talk.

Quotes
The

cooperative strip
paragraph is too long.
I dont like the
paragraph because we
have to sit down and
wait.
I like the observation
charts because you
get to walk around
because sometimes I
get bored sitting in my
seat.

Teacher Interviews
Findings
Trends
G.L.A.D. is beneficial
because it evens the
playing field.
depth of
knowledge.

Quotes
It

puts everyone on
the same playing
field. They come in
at different levels.

Better

shortcoming is the
lack of individual
writing.

They

really become
experts on a much
deeper level. The
depth of knowledge
is so much greater.

Administrator Interview
Findings
Q1:

What is your perception on the G.L.A.D.

model and its statement for respecting
diversity in language and ethnicity as well as
thinking, learning, and personal experiences?
it front loads students, provides multiple layers of
scaffolding, and provides differentiated instruction
imbedded into every strategy.

Q2:

In your perception does the use of the

G.L.A.D. model successfully achieve its
purpose?
I think it does, however, our shortcoming might
be the formality of writing.

Research Questions
In what ways does the
incorporation of G.L.A.D.
promote value, validate, and
celebrate diversity for ENL
students in a mainstream
classroom?
II. In what ways does G.L.A.D.
promote literacy acquisition for
ENL students in a mainstream
classroom?
I.

Preliminary Conclusions
Most

students are able to find connections to the

content from the visual G.L.A.D. strategies used.
G.L.A.D. strategies do not work equally for all
learning levels.
A common theme between the teachers and
administrator was that G.L.A.D. provided an even
playing field for all students.
Teachers and administrator realized the lack of
formalized writing in G.L.A.D.; but believed that We
arent there yet but I think we are on our way there
as a building, just not there yet.
Teachers and administrator believed that G.L.A.D.
strategies provided a depth of knowledge and long
term learning for students.

Questions or Comments?