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SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
SSIS Academic Session Marshall DeCapua TESOLl 2014
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SSIS Academic Session Marshall DeCapua TESOLl 2014

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TESOL 2014 presentation; part of session focusing on culturally and linguistically responsive instruction for English language learner success.

TESOL 2014 presentation; part of session focusing on culturally and linguistically responsive instruction for English language learner success.

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  • 1. Academic  Session   Secondary  Schools  Interest  Sec3on   TESOL  2014   Portland,  OR       Culturally  Responsive  Teaching  for   Students  with  Limited  or  Interrupted   Formal  Educa3on  (SLIFE)   Andrea  DeCapua  –    NYU   Helaine  W.  Marshall  –  LIU-­‐Hudson   ©2014  MALP,  LLC.  For  terms  and  condi:ons  of  use,  contact    informa:on@malpeduca:on.com  
  • 2. Deep  Invisible  Cultural  Values   “Culture  acts  as  a  filter  or     set  of  lenses  through  which     we  view  and  interpret     the  world  around  us.”     (DeCapua  &  Wintergerst,  2004)  
  • 3. Teachers  and  learners  assume  that:   1.  the  goals  of  instruc:on  are   a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aMer  schooling           2.  the  learner  brings  along   a) an  urge  to  par:cipate  as  an  individual   b)  age-­‐appropriate  prepara:on  for   (i)   literacy  development   (ii)   academic  tasks   (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
  • 4. Three  Major  Differences   1.  Orality  vs.  Literacy   2.  Collec:vism  vs.  Individualism   3.  Informal  Learning  vs.  Formal   Educa:on    
  • 5. I  never  care  about  reading  un:l    I  come   here    In  my  country  nothing  to  read  but   here,  everywhere  print,  words  and   signs  and  books  and  you  have  to  read   The  most  importants  I  have   learned  about  the  United  States   that  is  a  book,  newspapers,  or   notebook  and  pens.       These  things  are  always  let  me   know  how  to  live  here.        
  • 6. Collec3vis3c    vs.  Individualis3c   Cultures  
  • 7. (Adapted  from  Luria,  1976)   Sample  Academic  Task  
  • 8. Teachers  and  learners  assume  that:   1.  the  goals  of  instruc:on  are   a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aMer  schooling           2.  the  learner  brings  along   a) an  urge  to  par:cipate  as  an  individual   b)  age-­‐appropriate  prepara:on  for   (i)   literacy  development   (ii)   academic  tasks   (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
  • 9. (Ibarra,  2001)  
  • 10. Students with Limited/ Interrupted Education U.S. Classrooms CONDITIONS   PROCESSES   ACTIVITIES   (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998) Aspects of Learning   Two  Different  Learning  Paradigms         Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
  • 11. Two  Different  Learning  Paradigms   U.S. Classrooms Immediate  Relevance   Future    Relevance   Shared  Responsibility   Pragma:c  Tasks   CONDITIONS PROCESSES ACTIVITIES Interconnectedness   Oral  Transmission   Independence   (DeCapua  &  Marshall,  2009,  2010;  Marshall,  1994,  1998)   Aspects of Learning Individual    Accountability   Academic  Tasks   Wri^en  Word     Standardized  Tes-ng!   Students with Limited/Interrupted Education
  • 12. Mutually Adaptive Learning Paradigm – MALPTM Instructional Model SLIFE U.S. Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks ACCEPT    SLIFE   CONDITIONS   COMBINE  SLIFE                       &  U.S.   PROCESSES   FOCUS  on  U.S.   ACTIVITIES  with   familiar  language     &  content   Immediate Relevance Oral Transmission Written Word with (DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998) Future Relevance
  • 13.      FAMILIAR      SCHEMATA        UNFAMILIAR        SCHEMATA     Describing your favorite game in your native language Writing a science lab report in academic English
  • 14. Class  Survey  :  Crossing  the  Mekong   •  Interviewing  at  home   •  Sharing  data  in  class   •  Drawing  map  &  flags   •  Entering  data  in  table   •  Using  sentence  frames   •  Responding  to  ques:ons  
  • 15. •  Class  brainstorming   •  Five  most  common   ac:vi:es   •  Interviews  in  class   •  Data  gathering   •  Graph   •  Sentences  below   graph     Bar  Graph  from  Survey  Data    
  • 16. Ways  of  Learning  Con3nuum   U.S.  Mainstream   Formal  Educa3on   Struggling   Learners   Informal  Ways   of  Learning   Deficit  View  –  they  know  how     but  cannot  do  it  –  lack  ability   Dissonance  View  –  they  are  star:ng   from  a  different  paradigm  
  • 17. More  about  MALP?   Our  Books:       Making  the  Transi.on:  Culturally  Responsive  Teaching  for  Struggling   Language  Learners  (2013)     Breaking  New  Ground:    Teaching  Students  with  Limited  or  Interrupted   Formal  Educa.on  in  U.  S.  Secondary  Schools  (2011)     Our  Websites:     h^p://malp.pbworks.com   H^p://malpeduca:on.com   Contact  us:     Andrea  DeCapua          drandreadeapua@gmail.com   Helaine  W.  Marshall    helaine.marshall@liu.edu       ©2014  MALP,  LLC.  For  terms  and  condi:ons  of  use,  contact    informa:on@malpeduca:on.com    

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