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Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011
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Cultural perspectives on students with limited or interrupted education co tesol plenary address 2011

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Plenary Address, Colorado TESOL 2011 …

Plenary Address, Colorado TESOL 2011
Cultural Perspectives on Students with Limited or Interrupted Formal Education
Introduces the Mutually Adaptive Learning Paradigm (MALP)

Published in: Education
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  • 1. Andrea DeCapua Helaine W. MarshallThe College of New Rochelle Long Island University
  • 2. “Culture acts as a filter or set of lenses through which we view and interpret the world around us.”(DeCapua & Wintergerst, 2004)
  • 3. I never care about reading untilI come here In my countrynothing to read but here,everywhere print, words andsigns and books and you haveto read
  • 4. Needs of SLIFE• Develop basic literacy skills• Learn basic and grade-level subject area concepts• Develop academic ways of thinking• Adapt to cultural differences in learning and teaching
  • 5. Two Aspects of Culture1 Ways of Learning: Formal / Informal2 Individualism / Collectivism
  • 6. Western-Style Formal Education • Abstract knowledge • Scientific reasoning • Logical deduction • Formal school settings • Literacy as central(Anderson-Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008)
  • 7. Informal Ways of Learning• Revolves around immediate needs of family and community• Grounded in observation, participation in sociocultural practices of family and community• Has immediate relevance• Centered on orality(Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
  • 8. Sample Task(Luria, 1976)
  • 9. Sample Question What do dogs and rabbits have in common?(Flynn, 2007)
  • 10. Academic Tasks• Definitions • What is a tree?• True/False • Denver is the capital of Colorado. • New York City is the capital of New York State.• Classification • Categorize these objects
  • 11. Contrasting Ways of Thinking and Learning Academic Pragmatic • Classification • Cooking • Sorting • Childcare • Sequencing • Farming • Compare/contrast • Crafts • Defining • Religious practices
  • 12. A Continuum of Ways of Thinking & Learning SLIFEInformal Western-styleLearning Formal Education
  • 13. Cultural Dimensions of: Individualism and Collectivism(Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
  • 14. Individualism• Personal efforts praised, rewarded• Personal interests, desires, primary• Personal judgments• Personal responsibility• “Self-actualization”
  • 15. Collectivism• “We” rather than “I.”• People see themselves as part of an interconnected whole• “Web” of relationships• Group is more important than any single individual
  • 16. Cooperative Learning  Individual Responsibility SAMPLE ROLES • Checker • Datakeeper • Group Leader • Keyboard Operator • Materials Manager • Messenger • Permission Giver • Questioner • Reader • Reporter • Summarizer • Timekeeper • Word Analyst • Writer/Recorder
  • 17. Assumptions of North American Teachers and Learners 1. The goals of instruction are a) to produce independent learners b) to prepare the learners for their future 2. The learner brings along a) preparation for academic tasks b) an urge to compete and excel as an individual(Adapted from DeCapua & Marshall, 2011)
  • 18. (Ibarra, 2001)
  • 19. 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
  • 20. Two Different Learning Paradigms Aspects of North American SLIFE Learning Classrooms Immediate FutureCONDITIONS Relevance Relevance Interconnectedness Independence Shared IndividualPROCESSES Responsibility Accountability Oral Transmission Written Word Pragmatic Tasks Academic TasksACTIVITIES(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
  • 21. MALP SLIFE North American Classrooms Immediate FutureAccept SLIFE Relevance Relevanceconditions Interconnectedness IndependenceCombine SLIFE &North American Shared Individualprocesses Responsibility Accountability with Oral Transmission Written WordFocus on newactivities with Pragmatic Academicfamiliar language Tasks& content Tasks(Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  • 22. Project-Based Learning with MALP
  • 23. Project-Based Learning• Allows for differentiation• Promotes integration of literacy and content knowledge• Improves student engagement; learner-centered rather than teacher-centered
  • 24. 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
  • 25. Sample MALP Projects • Class Surveys • Concept Posters • Bookmarking • Class Collections • Theme BookletsDeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with limited orinterrupted formal education 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 formallyschooled students. ELT Journal, 64, 396-404.
  • 26. Prototypical MALP Project Class Surveys Characteristics that foster MALP• Interpersonal• Relevant topics likely to emerge• Natural movement from oral interaction to written product• Provision for both group and individual task delegation• Instruction in academic ways of thinking
  • 27. Betty’s Class• Ages: 18-61• Education: None to 5th grade• Classes: – ESL – Hmong Literacy – Life-skills Math – Problem Posing• Origin: Hmong from Laos
  • 28. Class Diagram• Crossing the Mekong• Interviewing at home• Sharing data in class• Drawing map & flags• Using sentence frame• Entering data• Responding to questions
  • 29. Paj Ntaub
  • 30. Carol’s ClassAges: 15 – 21Education: 3rd grade to 8th gradeClasses: Self-contained – English – Social Studies – Math – ScienceCountries of origin: Haiti, Dominican Republic, El Salvador, Guatemala
  • 31. Class Brainstorming
  • 32. Bar Graph• Class brainstorming• Five most common activities• Interviews in class• Data gathering• Graph• Sentences below graph
  • 33. And now on to math . . .
  • 34. Gloria’s Math Class• Ages: 14 - 18• Education: – 5th grade – 9th grade• Class: – Integrated Algebra – Low-proficiency ELLs and SLIFE• Origin: – Dominican Republic, Ecuador, Mexico, Puerto Rico and Albania
  • 35. What does a MALP Classroom Look Like?• Word wall• Calendar• Sentence frames• Teacher-made concept posters• Student–produced posters
  • 36. Word Wall
  • 37. Class Calendar
  • 38. Sentence Frames
  • 39. Teacher-made Concept Poster
  • 40. Number Lines
  • 41. Bar Graph Posters
  • 42. Venn Diagrams
  • 43. Like and Unlike Terms Posters
  • 44. Tomorrow’s Session
  • 45. http://malpeducation.com

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