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CoTESOL Plenary Cultural Perspectives SLIFE Part 2

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Plenary presented at the annual CoTESOL convention, Denver CO, November 11, 2011

Plenary presented at the annual CoTESOL convention, Denver CO, November 11, 2011

Published in: Education

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  • 1. Andrea  DeCapua   Helaine  W.  Marshall  The  College  of  New  Rochelle   Long  Island  University   PART  II    
  • 2. Mutually Adaptive Learning Paradigm - MALP  •  Instructional Model•  Elements from students learning paradigm•  Elements from U.S. learning paradigm•  Transitional approach to close achievement gapMarshall,  1998;  DeCapua  &  Marshall,  2011  
  • 3. Two  Different  Learning  Paradigms   Aspects  of     North  American   SLIFE   Learning    Classrooms   Immediate   Future        CONDITIONS          Relevance        Relevance     Interconnectedness   Independence   Shared   Individual  PROCESSES   Responsibility    Accountability     Oral  Transmission   WriTen  Word     PragmaPc  Tasks   Academic  Tasks  ACTIVITIES    (Adapted  from  DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994,1998)  
  • 4. MALP       SLIFE   North  American     Classrooms        Immediate   Future        Accept    SLIFE          Relevance        Relevance  condiPons   Interconnectedness   Independence  Combine  SLIFE  &  North  American    Shared   Individual  processes              Responsibility    Accountability   with    Oral              Transmission      WriTen  Word  Focus  on  new  acPviPes  with    PragmaPc          Academic        familiar  language            Tasks  &  content              Tasks  (Adapted  from  DeCapua  &  Marshall,  2009,  2010;  Marshall  1994,  1998)    
  • 5. Project-Based Learning with MALP
  • 6. Project-Based Learning  •  Allows for differentiation•  Promotes integration of literacy and content knowledge•  Improves student engagement; learner-centered rather than teacher-centered
  • 7. and… from a MALP perspective•  Provides immediate relevance•  Fosters a sense of interconnectedness•  Allows for both shared responsibility and individual accountability•  Incorporates oral transmission with print•  Develops academic ways of thinking
  • 8. Sample  MALP  Projects     •  Class  Surveys   •  Concept  Posters   •  Bookmarking   •  Class  CollecPons   •  Theme  Booklets      DeCapua,  A.,  &  Marshall,  H.W.  (2011).  Breaking  new  ground:    Teaching  students  with  limited  or  interrupted  formal  educa8on  in  U.S.  secondary  schools.    Ann  Arbor,  MI:  U  of  Michigan  Press.    Marshall,  H.W.  &  DeCapua,  A.  (2010).  The  newcomer  booklet:    A  project  for  limited  formally  schooled  students.    ELT  Journal,  64,    396-­‐404.  
  • 9. Prototypical  MALP  Project   Class  Surveys              CharacterisPcs  that  foster  MALP    •  Interpersonal    •  Relevant  topics  likely  to  emerge  •  Natural  movement  from  oral  interacPon  to  wriTen   product  •  Provision  for  both  group  and  individual  task  delegaPon  •  InstrucPon  in  academic  ways  of  thinking    
  • 10. BeTy’s  Class  •  Ages: 18-61•  Education: None to 5th grade•  Classes: –  ESL –  Hmong Literacy –  Life-skills Math –  Problem Posing•  Origin: Hmong from Laos
  • 11.  Class  Diagram  •  Crossing the Mekong•  Interviewing at home•  Sharing data in class•  Drawing map & flags•  Using sentence frame•  Entering data•  Responding to questions
  • 12.  Paj  Ntaub  
  • 13. Carol’s    Class  Ages:        15  –  21  EducaPon:       3rd  grade  to  8th  grade  Classes:    Self-­‐contained   –  English     –  Social  Studies   –  Math   –  Science  Countries  of  origin:     Hai:,  Dominican  Republic,                               El  Salvador,  Guatemala    
  • 14. Class  Brainstorming  
  • 15.  Bar  Graph                                                •  Class  brainstorming  •  Five  most  common  acPviPes  •  Interviews  in  class  •  Data  gathering  •  Graph  •  Sentences  below  graph  

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