Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.

1. HelaineW. Marshall, Ph.D.
LIU - Hudson
ATE Annual Conference
Phoenix, AZ
February 12-15, 2015

2.  Sub-population of English Learners
 May be pre-literate or have low literacy in their home
language and/or English
 At least 2 years below expected grade level
 Unfamiliar with expectations of schooling
 Do not share assumptions of US mainstream classrooms

3. (Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)
1. The goals of instruction are to
a) produce an independent learner
b) prepare the learner for the future
2. The learner is ready to
a) participate and demonstrate mastery on an
individual basis
b) engage in literacy-based, classroom tasks

4.  Oral transmission vs. written word
 Informal ways of learning vs. formal education
 Collectivism vs. individualism

6. I never care about reading until 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.

8.  Definitions
▪ What is a tree?
 True/False
▪ Washington DC is the capital of the U.S.
▪ NewYork City is the capital of NewYork State.
 Classification
▪ Categorize these objects

9. (Luria, 1976)
WHAT ISTHE
GROUP?
Which ITEM
does not
belong in the
group?

10. • Personal efforts praised,
rewarded
• Personal interests, desires,
primary
• Personal responsibility
• “Self-actualization”
(Hofstede, 2001;Lee & Oyserman, 2008; Triandis, 2000)

11. • “We” rather than “I.”
• People see themselves as part
of an interconnected whole
• “Web” of relationships
• Group is more important than
any single individual
(Triandis, 1995)

12. 1. The goals of instruction are to
a) produce an independent learner
b) prepare the learner for the future
2. The learner is ready to
a) participate and demonstrate mastery on an
individual basis
b) engage in literacy-based, classroom tasks
(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)

13. • Cultural competence
• Relevant curriculum
• Supportive learning community
• Cultural congruity
• Effective classroom interaction
Gay, 2000; 2001; Ladson-Billings, 1995)

14. Curriculum, Instruction, and Assessment
Culturally Responsive Teaching
SocietalFactors
Bedrock Layer

15.  Promise of future reward from education
 Individual participation – the hand raise
 Display of mastery – standardized testing

16. me
The farther a student is
from the “me” of the
culture, the less credible
the promise of future
reward from education
will be for the student.
(Crumpton & Gregory, 2011; Noguera, 2003)

17. The farther a student is
along the continuum of
individualism to
collectivism, the less
invested the student
will be in the individual
hand raise.
(Littleton & Howe, 2010)

18. The less comfortable a
student is with
mainstream processes of
individual accountability
and the written word, and
the less familiar a student
is with academic tasks,
the less successful the
student will be on
standardized testing. Individual
Accountability
Academic Tasks
Written Word
Standardized Testing!
(Menken, 2008; Wong Fillmore & Snow, 2000 )

19. Mutually
Adaptive
Learning
Paradigm

20. Culturally responsive teaching model
Elements from student’s learning paradigm
Elements from Western-style education
Addresses “deal breakers” of US education
✔
✔
✔
✔

21. SLIFE U.S.
Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of
Learning
Shared
Responsibility
Individual
Accountability
Pragmatic Tasks Academic Tasks
Interconnectedness
Oral Transmission
Future Relevance
Written Word
Immediate Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Independence

22. SLIFE U.S. Classrooms
Interconnectedness Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS on NEW
ACTIVITIES
with familiar
language
& content
Immediate
Relevance
Oral
Transmission
Written Word
with
Future
Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

23. with
Standardized Testing!
Interconnectedness
SLIFE U.S. Classrooms
Independence
Pragmatic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS on NEW
ACTIVITIES
with familiar
language
& content
Future
Relevance
Immediate
Relevance
Individual
Accountability
Shared
Responsibility
Written Word
Oral
Transmission
Academic
Tasks
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

24.  Ages:
18-61
 Education:
None to 5th grade
 Classes:
 ESL
 Hmong Literacy
 Life-skills Math
 Problem Posing
 Origin:
Hmong from Laos

25. Betty’s Class Paj Ntaub

26. Ages:
15 – 21
Education:
3rd grade to 8th grade
Classes: Self-contained
 English
 Social Studies
 Math
 Science
Countries of origin:
Haiti, Dominican Republic,
El Salvador, Guatemala

27. Carol’s Class

28. Curriculum, Instruction, and Assessment
Culturally Responsive Teaching
SocietalFactors
Bedrock Layer

29. From To

30. U.S. Mainstream
Formal EducationSLIFE
Informal Ways
of Learning
Oral Transmission
Collectivism
Deficit View
they know what to do but lack ability
Dissonance View
they are starting from a different paradigm

31. Students who do not find the
“promise of future reward”
credible in their lives
Students who do not embrace
the “individual hand raise”
to compete and excel
Students who do not perform
adequately on “standardized
tests”
 need immediate relevance
 need interconnectedness
 need the combination of:
 shared responsibility with built-in individual
accountability
 oral transmission to scaffold the written word
 a focus on academic tasks with familiar
language and content as scaffolds

32. SLIFE U.S. Classrooms
Interconnectedness Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS on NEW
ACTIVITIES
with familiar
language
& content
Immediate
Relevance
Oral
Transmission
Written Word
with
Future
Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Academic
Tasks

34. Books: (University of Michigan Press)
Making the transition to classroom success:Culturally responsive teaching
for struggling language learners (2013)
Breaking new ground:Teaching students with limited or interrupted
formal education in U.S. secondary schools (2011)
Websites:
http://malpeducation.com http://malp.pbworks.com
Email:
helaine.marshall@liu.edu drandreadecapua@gmail.com

35. Berliner, D. (2009). Poverty and potential: Out-of-school factors and school success. Boulder: Education and the Public Interest Center & Education Policy Researcher.
Crumpton, H. & Gregory, A. (2011). “I'm not learning”: The role of academic relevancy for low-achieving students, The Journal of Educational Research, 104, 42 — 53
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.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations. London: Sage Publications.
Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: University of Wisconsin Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Littleton, K. & Howe, C. (2010). (Eds.). Educational dialogues: Understanding and promoting productive interaction. New York: Routledge
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press. Marshall, H.W. &
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.
Menken, K. (2008). English learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.
Noguera, P.A. (2003). Schools, prisons and the social implications of punishment. Theory to Practice, 42, 341–351.
Oyserman, D. & Lee, S. (2008). Does culture influence what and how we think? Effects of priming, individualism and collectivism. Psychological Bulletin, 134, 311-342.
Triandis, H. (2000). Culture and conflict. International Journal of Psychology, 35, 145-152.
Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press.
Wong-Fillmore, L., & Snow, C. (2005 ). What teachers need to know about language. In C. Adger, C. Snow, C., & D. Christian (Eds.). What teachers need
to know about language (pp. 7-54). Washington, D.C.