Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall

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Workshop presentation at the New York State TESOL Conference, November 16, 2013 Andrea DeCapua & Helaine Marshall

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Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall

  1. 1. Promo%ng  Academic  Achievement       for  Struggling  ELLs   NYS  TESOL  Annual  Conference   November  15-­‐16,  White  Plains,  NY     Andrea  DeCapua,  NYU   Helaine  W.  Marshall,  LIU-­‐Hudson  
  2. 2. Teachers  and  learners  assume  that:   1.  the  goals  of  K-­‐12  instrucFon  are     a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aJer  schooling   2.  the  learner  brings  along   a)  an  urge  to  parFcipate  as  an  individual   b)  age-­‐appropriate  preparaFon  for   i.      literacy  development   ii.    academic  tasks   (DeCapua  &  Marshall,  2011)  
  3. 3. Three  Major  Differences   1.  Oral  vs.  Print  Preferences     2.  CollecFvism  vs.  Individualism   3.  PragmaFc  vs.  Academic  Ways   of  Thinking    
  4. 4. Collec%vis%c    vs.  Individualis%c   Cultures  
  5. 5. Tasks  Requiring  Academic    Ways  of  Thinking     •  DefiniFons   Ø What  is  a  tree?   True  /  False   Ø New  York  is  the  capital  of  New  York  State.   Ø HarZord  is  the  capital  of  ConnecFcut.       •  ClassificaFon   Ø Categorize  these  objects  (see  next  slide)   • 
  6. 6. Sesame  Street  video  
  7. 7.                                                                 Sample  Task   (Adapted  from  Luria,  1976)  
  8. 8. Teachers  and  learners  assume  that:   1.  the  goals  of  K-­‐12  instrucFon  are     a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aJer  schooling   2.  the  learner  brings  along   a)  an  urge  to  parFcipate  as  an  individual   b)  age-­‐appropriate  preparaFon  for   i.      literacy  development   ii.    academic  tasks   (DeCapua  &  Marshall,  2011)  
  9. 9. (Ibarra,  2001)  
  10. 10.     Two  Different  Learning  Paradigms     Struggling   U.S.   Aspects  of     Learning   ELLs   CONDITIONS Immediate  Relevance   Future    Relevance   Interconnectedness   Independence         Shared PROCESSES   Responsibility  Classrooms   Individual Accountability Oral Transmission ACTIVITIES Written Word Pragmatic Tasks Academic Tasks (DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994;  Marshall  &  DeCapua,  2013)  
  11. 11.   Two  Different  Learning  PParadigms Two  Different   earning   aradigms       Aspects  of     Learning   Struggling   ELLs   U.S.  Classrooms   Immediate  Relevance   CONDITIONS     Future    Relevance   Interconnectedness   Independence   Standardized  Tes-ng!   PROCESSES   ACTIVITIES     Shared  Responsibility   Oral  Transmission   PragmaFc  Tasks   Individual    Accountability   Wriden  Word     Academic  Tasks   (DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994;  Marshall  &  DeCapua,  2013)  
  12. 12. Mutually Adap%ve  Learning  Paradigm  –  MALP©   Instruc%onal  Model   Struggling  ELLs      Immediate          Relevance   ACCEPT    SLIFE   CONDITIONS   Future              Relevance   Independence   Interconnectedness   COMBINE  SLIFE                       &  U.S.   PROCESSES   FOCUS  on  U.S.   ACTIVITIES  with   familiar   language     &  content   U.S.  Classrooms    Shared        Responsibility   Oral              Transmission   with Individual    Accountability    Wriden  Word    PragmaFc            Tasks   (DeCapua  &  Marshall,  2009,  2011;  Marshall,   1994;  Marshall  &  DeCapua,  2013)        Academic                    Tasks  
  13. 13. Two  Learning  Ac%vi%es        FAMILIAR      SCHEMATA     Describing your favorite game in your first language or dialect    UNFAMILIAR        SCHEMATA     Writing a science lab report in academic English
  14. 14. Project-­‐Based  Learning  and  MALP    
  15. 15. To  Define  is  to  Know   The most common question asked in classrooms in all subjects and at all levels: WHAT IS ______?
  16. 16. Ques%ons  to  ask     about  the  Mystery  Bag   •  Do you know what it is? •  Do you know what it is called in your language or another language? •  What do you do with it? What is it for? •  Do you like it? •  Give 4 words to describe it.  
  17. 17. Checking  Answers  Together   •  One by one, check all the answers •  All participate in the checking Ø  Give answers - tabulate them Ø  Write answers up as others give them Ø  Copy down all descriptive words d  n An …   …… ow
  18. 18. Apple  Collec%on  
  19. 19. Benefits  of  Collec%ons   •  Building  definiFons   •  Learning  ways  to  categorize  objects     •  Developing  vocabulary       Ø  descripFve  adjecFves     Ø  academic  terms   •  PracFcing  academic  ways  of  responding   Ø  (T/F,  MC)     •  CollaboraFng  on  a  class  project  
  20. 20. Categoriza%on   A/An  _______________________                    is              a/an  _______________________                            Important:    small  before  big!  
  21. 21. Characteris%cs   •  with  ___________________     Or     •  that  has  ________________    
  22. 22. Specific  Descrip%ons   •  •  •  •  •  •  green   good   delicious   round   sweet   plasFc   •  •  •  •  •  •  wood   heavy   glass   silver   small    soap   •  •  •  •  •  •  key  chain   teapot   bank   basket   magnet   paperweight  
  23. 23. Classify  and  Place  in  Order   1.  2.  3.  4.  5.  6.  Opinion     Size   Shape   CondiFon   Age   Color   big red teapot 7.      Origin      (where  from)   8.      Material              (made  of)   9.      funcFon        (Used  for)   heavy glass paperweight
  24. 24. Talking  &  Wri%ng  about  Collec%ons   Talk/write  about  the  items  in  the  collecFons  using   sentence  frames           My  apple  is  a/an  ____key chain________.     It  is  ___________,  ___________  and  ________.     It  is  a/an  ________,  ________,  _________  key chain.    
  25. 25. MALP  Projects   Breaking  New   Ground:  Teaching   Students  with  Limited   or  Interrupted  Formal   EducaGon  in  U.S.   Secondary  Schools        U.  of  Michigan  Press,  2011     Making  the  TransiGon  to   Classroom  Success:   Culturally  Responsive   Teaching  for  Struggling   Language  Learners                                                                                                   U.  of  Michigan  Press,  2013     emic   d g  Aca  and   n ffoldi hinking Sca T ys  of   g   Wa ondin Resp  
  26. 26. Q  &  A  
  27. 27. NYS  TESOL  2013          DeCapua/Marshall   Handouts  Available  at     hdp://bit.ly/HRcsgs    
  28. 28. More  about  MALP?   Websites:     hdp://malp.pbworks.com   Hdp://malpeducaFon.com     Andrea  DeCapua          drandreadeapua@gmail.com   Helaine  W.  Marshall    helaine.marshall@liu.edu  

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