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Cognition, Learning, and Formal Education


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Part of the 2013 AAAL Colloquium on Low-Literate and Adult L2 Learners

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Cognition, Learning, and Formal Education

  1. 1. COGNITION, LEARNING AND FORMAL EDUCATION Andrea DeCapua AAAL Dallas, TX March 18, 2013 drandreadecapua@gmail.comThursday, March 21, 13 1
  2. 2. Ways  of  thinking  and  lear2ing   are  shaped  by   prior    lear2ing  ex6eriencesThursday, March 21, 13 2
  3. 3. INFORMAL WAYS OF LEARNING immediate practical needs relevance observation orality and participationThursday, March 21, 13 3
  4. 4. SLIFE • used to pragmatic learning with immediate relevance • oral means preferred communication and information-sharing mode • accustomed to contextualized thinkingThursday, March 21, 13 4
  5. 5. WESTERN-STYLE FORMAL EDUCATION literacy scientific reasoning logical deduction abstract knowledge formal school settingsThursday, March 21, 13 5
  6. 6. Cognitive Dissonance Ibarra, 2001Thursday, March 21, 13 6
  7. 7. COMMON SLA RESEARCH QUESTIONS on adolescents and adults • What are the optimal conditions for SLA? • What are the characteristics of successful SL learners? • What sociocultural factors impact SLA? • What is the role of motivation in SLA? • How does L1 impact on the learning of L2?Thursday, March 21, 13 7
  8. 8. on adolescents and adults RESEARCH HAS FOCUSED ON LEARNERS WHO ARE •literate & educated or in the process of becoming so •at or close to grade-level knowledge and skills •in Western-style formal classroom settingsThursday, March 21, 13 8
  9. 9. Ways  of  thinking,  lear2ing,  and   researching   are  shaped  by   prior    lear2ing  ex6eriencesThursday, March 21, 13 9
  10. 10. NOW IT IS TIME FOR SLA RESEARCH TO re-consider SLA theory and research questions by turning attention to adolescent and adult learners who have developed different cognitive processes as a result of limited or no literacy and because they have not fully participated in Western-style formal educationThursday, March 21, 13 10
  11. 11. Selected References Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave. Calderón, M. & Minaya-Rowe, L. (2010). Preventing long-term ELs (Thousand Oaks, Calif.: Corwin Press, 2010). Cole, M. (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development 48, 195-216. DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with limited or interrupted formal education. Ann Arbor, MI: University of Michigan Press. DeCapua, A. & Marshall, H.W. (2010a). Serving ELLs with limited or interrupted education:  Intervention that works. TESOL Journal, 1, 49-70. DeCapua A., & Marshall, H.W. (2010b). Students with limited or interrupted formal education in US classrooms. Urban Review, 42, 159-173. DOI 10.1007/s11256-009-0128-z. DeCapua, A., Smathers, W., & Tang, F. (2009). Students with Limited or Interrupted Schooling: A Guide for Educators. Ann Arbor, MI: University of Michigan Press. Flynn, J. (2007). What is intelligence? New York: Cambridge University Press. Grigorenko, E. (2007). Hitting, missing, and in between: A typology of the impact of western education on the non-western world. Comparative Education, 43, 165-186. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison, WI: The University of Wisconsin Press.Thursday, March 21, 13 11
  12. 12. Marshall, H.. W., & DeCapua, A. (2013). Making the transition: Culturally responsive teaching for struggling language learner. Ann Arbor, MI: University of Michigan Press. Paradise, R., & Rogoff, B. (2009). Side by side: learning by observing and pitching in. Ethos, 37, 102-138. Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). Longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal, 37, 633–662. Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Tarone, E. (2010). Social context and cognition in SLA: A variationist perspective. In R. Batstone (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 54-72). Oxford: Oxford University Press. Tarone, E., M. Bigelow & K. Hansen (2009). Literacy and second-language oracy. Oxford: Oxford University Press. Ozmon, H., & Craver, S. (2008). Philosophical foundations of education. (8th ed.). Pearson: Upper Saddle River: NJ. Wolff, E. (2004). Marketing multilingual education in Africa: with special reference to bilingual approaches to basic education in Niger (Francophone Africa). In J. Pfaffe (Ed.). Making multilingual education a reality for all: Operationalising good intention (117-158). Proceedings of the joint Proceedings of the joint Third International Conference of the Association for the Development of African Languages in Education, Science and Technology (ADALEST) and the Fifth Malawian National Language Symposium, Mangochi, Malawi 30 August-3 September. 212-233. Zomba: Centre for Language Studies, University of Malawi & GTZ (German Technical Cooperation).Thursday, March 21, 13 12