Academic	
  Session	
  
Secondary	
  Schools	
  Interest	
  Sec3on	
  
TESOL	
  2014	
  
Portland,	
  OR	
  
	
  
	
  
Cul...
Deep	
  Invisible	
  Cultural	
  Values	
  
“Culture	
  acts	
  as	
  a	
  filter	
  or	
  	
  
set	
  of	
  lenses	
  thro...
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.	
  the	
  goals	
  of	
  instruc:on	
  are	
  
a)	
  to	
  produce	
...
Three	
  Major	
  Differences	
  
1.  Orality	
  vs.	
  Literacy	
  
2.  Collec:vism	
  vs.	
  Individualism	
  
3.  Inform...
I	
  never	
  care	
  about	
  reading	
  un:l	
  	
  I	
  come	
  
here	
  	
  In	
  my	
  country	
  nothing	
  to	
  re...
Collec3vis3c	
  	
  vs.	
  Individualis3c	
  
Cultures	
  
(Adapted	
  from	
  Luria,	
  1976)	
  
Sample	
  Academic	
  Task	
  
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.	
  the	
  goals	
  of	
  instruc:on	
  are	
  
a)	
  to	
  produce	
...
(Ibarra,	
  2001)	
  
Students with Limited/
Interrupted Education
U.S. Classrooms
CONDITIONS
	
  
PROCESSES
	
  
ACTIVITIES
	
  
(Adapted from ...
Two	
  Different	
  Learning	
  Paradigms	
  
U.S. Classrooms
Immediate	
  Relevance	
   Future	
  	
  Relevance	
  
Shared...
Mutually Adaptive Learning Paradigm – MALPTM
Instructional Model
SLIFE U.S. Classrooms
Interconnectedness Independence
Sha...
 	
  	
  FAMILIAR	
  
	
  	
  SCHEMATA	
  
	
  
	
  	
  UNFAMILIAR	
  
	
  	
  	
  SCHEMATA	
  
	
  
Describing
your favor...
Class	
  Survey	
  :	
  Crossing	
  the	
  Mekong	
  
•  Interviewing	
  at	
  home	
  
•  Sharing	
  data	
  in	
  class	...
•  Class	
  brainstorming	
  
•  Five	
  most	
  common	
  
ac:vi:es	
  
•  Interviews	
  in	
  class	
  
•  Data	
  gathe...
Ways	
  of	
  Learning	
  Con3nuum	
  
U.S.	
  Mainstream	
  
Formal	
  Educa3on	
  
Struggling	
  
Learners	
  
Informal	...
More	
  about	
  MALP?	
  
Our	
  Books:	
  	
  	
  
Making	
  the	
  Transi.on:	
  Culturally	
  Responsive	
  Teaching	
...
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.

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SSIS Academic Session Marshall DeCapua TESOLl 2014

  1. 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. 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. 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. 4. Three  Major  Differences   1.  Orality  vs.  Literacy   2.  Collec:vism  vs.  Individualism   3.  Informal  Learning  vs.  Formal   Educa:on    
  5. 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. 6. Collec3vis3c    vs.  Individualis3c   Cultures  
  7. 7. (Adapted  from  Luria,  1976)   Sample  Academic  Task  
  8. 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. 9. (Ibarra,  2001)  
  10. 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. 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. 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. 13.      FAMILIAR      SCHEMATA        UNFAMILIAR        SCHEMATA     Describing your favorite game in your native language Writing a science lab report in academic English
  14. 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. 15. •  Class  brainstorming   •  Five  most  common   ac:vi:es   •  Interviews  in  class   •  Data  gathering   •  Graph   •  Sentences  below   graph     Bar  Graph  from  Survey  Data    
  16. 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. 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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