Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.

1. Colliding
Assumptions
and
Priorities:
Cultural
Perspectives
on
Learning
Paradigms
AAAL
/
CAAL
March
21-­‐24
2015
Toronto,
Canada
Andrea
DeCapua,
Ed.D.
MALP®LLC
&
New
York
University
drandreadecapua@gmail.com

3. Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences

4. Most
of
the
World
is
not
“WEIRD”
Bigelow,
M.,
delMas,
R.,
Hansen,
K.,
&
Tarone,
E.
(2006)
Cole,
M.
(2005)
Flynn,
J.
(2007).
Henrich,
J.,
Heine,
S.,
Norenzayan,
A.
(2010)
Gauvain,
M.,
Beebe,
L.,
Zhao,
S.
(2011)
Henrich,J.
et
al.
(2005)
Maynard,
A.,
Greenfield,P.,
&
Childs,
C.
(2015)
Nisbett,
R.
(2003)..
Paradise,
R.,
&
Rogoff,
B.
(2009)
Rogoff,
B.
(2003)
Tarone,
E.,
Bigelow,
M.,
&
Hansen,
K.
(2009)

5. Intercultural
Communication
Framework
(ICF)
o Establish
and
maintain
a
relationship
o Identify
priorities
in
both
cultures
o Make
associations
between
the
strange
and
the
familiar
(Marshall,
1994;
Marshall
&
DeCapua,
2013)

6. Establish
and
maintain
a
relationship
(Marshall,
1994;
Marshall
&
DeCapua,
2013)

7. Identify
Priorities
in
Both
Cultures
(Marshall,
1994;
Marshall
&
DeCapua,
2013)

8. Make
the
Strange
Familiar
Marshall
&
DeCapua,
2013)

9. Some
Common
Assumptions
of
Western-­‐Style
Formal
Education
• Students
are
or
will
develop
into
independent
learners,
responsible
for
their
own
classwork,
and
performance
on
assessments.
• Students
are
familiar
with
and
prepared
to
engage
in
literacy-­‐based,
school-­‐related
tasks.
• The
role
of
education
is
to
prepare
students
for
life
after
school.
(DeCapua
&
Marshall
,
2011)

11. Selected
References
Bigelow,
M.,
delMas,
R.,
Hansen,
K.,
&
Tarone,
E.
(2006).
Literacy
and
the
processing
of
oral
recasts
in
SLA.
TESOL
Quarterly,
40,
665-­‐689.
Browder,
C.
(2014).
English
learners
with
limited
or
interrupted
formal
education:
Risk
and
resilience
in
educational
outcomes.
(Unpublished
doctoral
dissertation).
University
of
Maryland:
Baltimore.
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
or
interrupted
formal
education.
Ann
Arbor:
University
of
Michigan
Press.
DeCapua,
A.,
&
Marshall,
H.W.
(2010).
Serving
ELLs
with
limited
or
interrupted
education:
Intervention
that
works.
TESOL
Journal,
1,
49–70.
DeCapua,
A.,
&
Marshall,
H.W.
(2010).
Students
with
limited
or
interrupted
formal
education
in
U.S.
classrooms.
Urban
Review,
42,
159–173.

12. Selected
References
Flynn,
J.
(2007).
What
is
intelligence?
NY:
Cambridge.
Gauvain,
M.,
Beebe,
L.,
Zhao,
S.
(2011).
Applying
the
Cultural
Approach
to
Cognitive
Development.
Journal
of
Cognition
and
Development,
12,
121-­‐133.
Henrich,
J.,
Heine,
S.,
Norenzayan,
A.
(2010).
The
weirdest
people
in
the
world?
Behavioral
and
Brain
Sciences,
33,
61-­‐135.
Henrich,J.
et
al.
(2005).
“Economic
man”
in
cross-­‐cultural
perspective:
Behavioral
experiements
in
15
small-­‐scale
societies.
Behavioral
and
Brain
Sciences,
28,
795-­‐855.
Isserlis,
J.
(2010).
Trauma
and
learning-­‐-­‐-­‐What
do
we
know,
what
can
we
learn?
Proceedings
of
the
5th
International
LESLLA
Symposium,
(pp.
42-­‐51).
Banff,
Alberta.
Retrieved
from
http://lesllaportal.airprojects.org/Proceedings.aspx?EntryId=112
Kia-­‐Keating,
M.,
&
Ellis,
B.H.
(2007).
Belonging
and
connection
to
school
in
resettlement:
Young
refugees,
school
belonging,
and
psychosocial
adjustment.
Clinical
child
psychology
and
psychiatry,
12,
29-­‐43.

13.
Luria,
A.
R.
(1976).
Cognitive
development:
Its
cultural
and
social
foundations.
Cambridge,
MA:
Harvard
U
Press.
Marshall,
H.W.
&
DeCapua,
A.
(2013).
Making
the
transition
to
classroom
success:
Culturally
responsive
teaching
for
English
language
learners.
Ann
Arbor:
University
of
Michigan
Press.
Marshall,
H.
W.
(1994).
Hmong/English
bilingual
adult
literacy
project.
Final
report
of
research
conducted
under
the
National
Institute
for
Literacy,
grant
#X257A20457.
University
of
Wisconsin-­‐Green
Bay.
Maynard,
A.,
Greenfield,P.,
&
Childs,
C.
(2015).
Developmental
effects
of
economic
and
educational
change:
Cognitive
representation
in
three
generations
across
43
years
in
a
Maya
community.
International
Journal
of
Psychology,
50,
12-­‐19.
Nisbett,
R.
(2003).
The
geography
of
thought:
How
Asians
and
Westerners
think
differently
.
.
.
And
why.
NY:
Free
Press.
Paradise,
R.,
&
Rogoff,
B.
(2009).
Side
by
side:
Learning
by
observing
and
pitching.
Ethos,
37,
102-­‐138.

14.
Rogoff,
B.
(2003).
The
cultural
nature
of
human
development.
NY:
Oxford.
Tarone,
E.,
Bigelow,
M.,
&
Hansen,
K.
(2009).
Literacy
and
second
language
oracy.
Oxford,
UK:
Oxford.
Paradise,
R.,
&
Rogoff,
B.
(2009).
Side
by
side:
Learning
by
observing
and
pitching.
Ethos,
37,
102-­‐138.
Pastoor,
L.
de
W.
(2014).
The
meditational
role
of
schools
in
supporting
psychosocial
transitions
among
unaccompanied
young
refugees
upon
resettlement
in
Norway.
International
Journal
of
Educational
Development.
doi:10.1016/j.ijedudev.2014.10.009
Rogoff,
B.
(2003).
The
cultural
nature
of
human
development.
NY:
Oxford.
Tarone,
E.,
Bigelow,
M.,
&
Hansen,
K.
(2009).
Literacy
and
second
language
oracy.
Oxford,
UK:
Oxford.