This document summarizes a presentation about supporting students with limited or interrupted formal education (SLIFE) in U.S. classrooms. It discusses how SLIFE come from educational backgrounds and cultures that differ significantly from typical U.S. schooling. The presentation explores integrating aspects of SLIFE's preferred learning paradigms into classroom instruction through a culturally responsive approach called the Mutually Adaptive Learning Paradigm. This transitional approach aims to help SLIFE adapt to U.S. academic expectations by addressing the cultural dissonance they experience. Examples provided include using project-based learning and creating welcome booklets to make content immediately relevant while developing literacy and academic skills.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...Andrea DeCapua
As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Com...Andrea DeCapua
Immigrant students with limited formal schooling have assumptions and experiences that are very different from those of their teachers. Our instructional model, the Mutually Adaptive Learning Paradigm (MALP) addresses the issues these students encounter by reducing cultural dissonance and transitioning them to formal schooling. We describe the implementation of MALP in community-based adult language and literacy programs and examine how this culturally responsive model encouraged participation, developed a sense of community, and reduced cultural dissonance.
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
Navigating Unseen Navigating Unseen Cultural Dissonance for Students with L...Andrea DeCapua
As immigration to the U.S. continues to grow, more and more students with interrupted or limited formal education (SLIFE) enter secondary schools and adult education programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, often in a limited timeframe. Beyond this, however, SLIFE come to formal education unfamiliar with classroom tasks and behaviors, and with little or no experience in expected types of learning and thinking. Dominant Western-style pedagogical practices derive from culturally- based priorities for learners and learning, priorities intrinsic to this style of schooling. Educators are often unaware how pervasive these priorities are and how much they shape pedagogical practices. I explore the priorities of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priorities through a culturally responsive, mutually adaptive approach, thereby reducing the cultural dissonance SLIFE confront in formal educational settings. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transitioning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic attainment in formal education.
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Com...Andrea DeCapua
Immigrant students with limited formal schooling have assumptions and experiences that are very different from those of their teachers. Our instructional model, the Mutually Adaptive Learning Paradigm (MALP) addresses the issues these students encounter by reducing cultural dissonance and transitioning them to formal schooling. We describe the implementation of MALP in community-based adult language and literacy programs and examine how this culturally responsive model encouraged participation, developed a sense of community, and reduced cultural dissonance.
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
DeCapua Practitioners and Researchers: Learning Together aaal 2016Andrea DeCapua
I describe a successful ongoing partnership between ESL researchers and practitioners. This partnership has allowed the researchers to follow closely the implementation of a culturally responsive instructional model. The partnership has also promoted the growth and development of the practitioners’ expertise and professionalism.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Connecting students with limited interrupted formal education (SLIFE) to US c...Andrea DeCapua
Students with limited/interrupted formal education (SLIFE) come to US classrooms with very different assumptions about teaching and learning than those of the educational system. Consequently, they confront cultural dissonance; that is, they are confounded by the ways in which language and content are presented, practiced, and assessed in U.S. classrooms. Understanding underlying cultural differences in assumptions about learning and teaching helps educators to develop teaching strategies that best address the needs of SLIFE. In this session, we examine some assumptions about teaching and learning to better understand elements of cultural dissonance experienced by these learners. I demonstrate how to incorporate projects for learning by using a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), designed to connect SLIFE to formal classrooms
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
5-hour interactive institute on addressing the needs of students with limited or interrupted formal education (SLIFE). Includes an exploration of participants’ assumptions about teaching and learning, and contrasting these with the expectations and assumptions of SLIFE. Examines how to build bridges for crossing the border to academic success by implementing a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), a tool designed to help teachers enable SLIFE to access the literacy practices and the academic ways of thinking and learning of formal education while honoring and respecting their learning paradigm.
Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal EducationsAndrea DeCapua
Part of a webinar on students with limited/interrupted formal education and refugee backgrounds, sponsored by the National Clearinghouse for English Language Acquisition. Full webinar available at: http://www.ncela.gwu.edu/webinars/event/39
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
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.
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
DeCapua Practitioners and Researchers: Learning Together aaal 2016Andrea DeCapua
I describe a successful ongoing partnership between ESL researchers and practitioners. This partnership has allowed the researchers to follow closely the implementation of a culturally responsive instructional model. The partnership has also promoted the growth and development of the practitioners’ expertise and professionalism.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Connecting students with limited interrupted formal education (SLIFE) to US c...Andrea DeCapua
Students with limited/interrupted formal education (SLIFE) come to US classrooms with very different assumptions about teaching and learning than those of the educational system. Consequently, they confront cultural dissonance; that is, they are confounded by the ways in which language and content are presented, practiced, and assessed in U.S. classrooms. Understanding underlying cultural differences in assumptions about learning and teaching helps educators to develop teaching strategies that best address the needs of SLIFE. In this session, we examine some assumptions about teaching and learning to better understand elements of cultural dissonance experienced by these learners. I demonstrate how to incorporate projects for learning by using a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), designed to connect SLIFE to formal classrooms
Literacy Based Intervention: From Theory to PracticeBilinguistics
Identify research regarding literacy-based intervention, design literacy-based intervention to address a variety of goals, and create a literacy-based intervention kit
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
5-hour interactive institute on addressing the needs of students with limited or interrupted formal education (SLIFE). Includes an exploration of participants’ assumptions about teaching and learning, and contrasting these with the expectations and assumptions of SLIFE. Examines how to build bridges for crossing the border to academic success by implementing a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP), a tool designed to help teachers enable SLIFE to access the literacy practices and the academic ways of thinking and learning of formal education while honoring and respecting their learning paradigm.
Webinar 5 15-13 DeCapua Students with Limited/Interrupted Formal EducationsAndrea DeCapua
Part of a webinar on students with limited/interrupted formal education and refugee backgrounds, sponsored by the National Clearinghouse for English Language Acquisition. Full webinar available at: http://www.ncela.gwu.edu/webinars/event/39
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
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.
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
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This demonstration guidesd teachers through the process of designing and delivering instruction to LESLLA learners based on Culturally Responsive Teaching (CRT) with the Mutually Adaptive Learning Paradigm (MALP).
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Challenging the Deficit View of English Learners with Limited or Interrupted ...Andrea DeCapua
Given the challenges SLIFE encounter when they enter U.S. schools, a deficit view frequently pervades educators’ attitudes toward SLIFE because their assets are almost always invisible when viewed through the lens of formal education. This lens identifies and labels SLIFE based on what they don’t have: no or low language proficiency, no or low literacy skills, significant gaps in subject-area knowledge, and not knowing how to “do school”. However, it is not the students who are the “problem,” but rather the structure and constructs of formal education. After examining who SLIFE are, I briefly outline a culturally responsive instructional model that provides a ramp for SLIFE to formal education. This model promotes academic achievement by helping these students access the literacy practices and academic ways of thinking of Western-style formal education while honoring and respecting their language(s), existing skills, knowledge, and lived experiences to avoid the alienation, disenchantment, and failure SLIFE too often experience. By focusing on assets and by building bridges, SLIFE are granted a voice otherwise silenced in institutionalized educational practices that all too often paint them as intellectually inferior.
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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.
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Presentation by C Browder at the Colloquium "Understanding Language Learning Among Students with Limited or Interrupted Formal Education (SLIFE )." AAAL 2014 Convention, Portland, OR
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Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
1. Bridging the Gap:
Connecting SLIFE with U.S.
Classrooms
Michigan TESOL Annual Conference
October 17-18, 2014
Grand Valley State University
Grand Rapids
Andrea DeCapua, Ed.D.
MALPTM, LLC
2. As
immigra)on
to
the
U.S.
con)nues
to
grow,
more
and
more
students
with
interrupted
or
limited
formal
educa)on
(SLIFE)
enter
secondary
schools
and
adult
educa)on
programs.
These
learners
face
major
challenges,
including
the
need
to
develop
literacy
skills
and
a
content
knowledge
base,
oFen
in
a
limited
)meframe.
Beyond
this,
however,
SLIFE
come
to
formal
educa)on
unfamiliar
with
classroom
tasks
and
behaviors,
and
with
liHle
or
no
experience
in
expected
types
of
learning
and
thinking.
Dominant
Western-‐style
pedagogical
prac)ces
derive
from
culturally-‐
based
priori)es
for
learners
and
learning,
priori)es
intrinsic
to
this
style
of
schooling.
Educators
are
oFen
unaware
how
pervasive
these
priori)es
are
and
how
much
they
shape
pedagogical
prac)ces.
I
explore
the
priori)es
of
both
US
mainstream
educators
and
those
of
SLIFE,
and
discuss
how
each
can
accommodate
the
other’s
priori)es
through
a
culturally
responsive,
mutually
adap)ve
approach,
thereby
reducing
the
cultural
dissonance
SLIFE
confront
in
formal
educa)onal
seNngs.
I
conclude
by
considering
how
educators
can
bridge
the
gap
to
culturally
new
ways
of
learning
by
transi)oning
SLIFE
from
their
preferred
ways
of
learning
to
those
deemed
necessary
for
literacy
and
academic
aHainment
in
formal
educa)on.
3.
4. SLIFE
• Develop basic literacy skills
• Learn basic and grade-level subject area
concepts
• Develop academic ways of thinking
• Adapt to cultural differences in learning
and teaching
5. Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
(DeCapua
&
Wintergerst,
2004)
6. The Hidden Assumptions
• Preferences in
accessing &
transmitting information
• Responsibilities in
imparting, receiving
knowledge and for
working together
• Ways of thinking &
learning
10%
90%
Flaitz,
2012
7.
8. Teachers and learners assume that
1. the goals of K-12 instruction are
a) to produce an independent learner
b) to prepare that learner for life after
schooling
2.
the learner is prepared to
a) participate as an individual
b) engage in literacy-based, school-related
tasks
(Adapted
from
DeCapua
&
Marshall,
2011)
9. Three Major Differences
• Oral versus Print
• Collectivism versus Individualism
• Informal versus Formal Ways of Learning
11. 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.
14. Collectivism
• “We” rather than “I”
• People see themselves as
part of an interconnected
whole
• “Web” of relationships
• Group is more important
than any single individual
15. Individualism
• Personal efforts praised,
rewarded
• Personal interests,
desires, primary
• Personal judgments
• Personal responsibility
• “Self-actualization”
16. Informal Ways of Learning
• Revolves around
immediate needs of
family and community
• Grounded in
observation, participation
in sociocultural practices
of family and community
• Has immediate
relevance
• Centered on orality
(Gahunga,
Gahunga,
&
Luseno,
2011;
Paradise
&
Rogoff,
2009)
18. Academic Tasks
• Definitions
Ø What is a tree?
• True/False
Ø New York City is the capital of New York
State
Ø Lansing is the capital of Michigan
• Classification
Ø Categorize these objects (see next slide)
22. Teachers and learners assume that
1. the goals of K-12 instruction are
a) to produce an independent learner
b) to prepare that learner for life after
schooling
2. the learner is prepared to
a) participate as an individual
b) engage in literacy-based, school-related
tasks
(Adapted
from
DeCapua
&
Marshall,
2011)
24. Culturally Responsive Teaching
• Cultural competence
• Relevant curriculum
• Supportive learning community
• Cultural congruity
• Effective classroom interaction
25. Mutually Adaptive Learning Paradigm
MALPTM
• Culturally responsive teaching model
• Elements from students’learning
paradigm
• Elements from Western-style education
• Transitional approach to achievement gap
by addressing cultural dissonance
26. Two Different Learning Paradigms
SLIFE North American
Classrooms
Immediate
Relevance
Future
Relevance
Shared
Responsibility
Pragma)c
Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral
Transmission
Independence
Standardized
Tes0ng!
WriHen
Word
(DeCapua
&
Marshall,
2010;
2011;
Marshall,
1994,
1998)
Aspects of
Learning
Individual
Accountability
Academic
Tasks
27. Mutually Adap7ve
Learning
Paradigm
–
MALPTM
Culturally
Responsive
Teaching
Model
SLIFE
North
American
Classrooms
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
Pragma)c
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
WriHen
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
28. Project-Based Learning
(PBL)
• Allows for differentiation
• promotes integration of literacy
and content knowledge
• improves student engagement
– student-centered rather than
teacher centered
29. PBL and MALP™
• Provides immediate relevance
• Fosters a sense of interconnectedness
• Allows for both shared responsibility and
individual accountability
• Incorporates oral transmission with print
• Develops academic ways of thinking
30. and from a MALP perspective,
PBL:
• fosters a sense of community
• provides immediate relevance
• allows for shared responsibility and
individual responsibility
• accommodates oral transmission
with print
• promotes school-based ways of
thinking
32. Newcomer Booklets
• Explain common procedures, routines
– school basics
• sharpening a pencil
• lockers
• the library
– community information
• the emergency room
• calling 911
41. How am I making this lesson immediately
relevant to my students?
BaMling
Boredom
• Soldiers
at
GeHysburg
were
bored
some)mes
just
like
them
• Finding
out
what
soldiers
did
and
seeing
if
any
students
do
the
same
• Adding
more
ideas
to
own
list
based
on
soldiers’
informa)on
42. How am I helping students develop and
maintain Interconnectedness?
• Students talk about
their lives outside of
school
• Students and teacher
learn more about
each others’ interests
• Teacher and students
share what they do
when they are bored
43. How am I incorporating both group
responsibility and individual accountability?
• Class collectively
creates chart of
activities with each
student making
contributions
• Pairs work together to
identify what soldiers
did to combat boredom
• Each member of pair
adds information to
personal Venn diagram
44. How am I scaffolding the written word
through oral interaction?
• Class collectively
creates chart of
activities with each
student making
contributions orally.
• Teacher writes,
students read aloud
their contributions.
• Students copy relevant
items into their Venn
diagrams.
45. What new academic tasks
am I introducing?
• Gathering data from
secondary sources
• Comparing and
contrasting data
• Analyzing data from
graphs
46. What am I doing to make the new tasks
accessible to my students?
• Language on Web site
accessible through photos
and captions
• Language scaffolded by
use of L1 among students
• Content scaffolded by
relevant personal
information
• Content scaffolded by
graphic organizers
47. What does a MALP Classroom Look
Like?
• Word wall
• Calendar
• Sentence frames
• Teacher-made
concept posters
• Student–produced
posters
56. Intercultural Communication
Framework (ICF)
Ø Establish and maintain a relationship
Ø Identify priorities in both cultures
Ø Make associations between familiar and unfamiliar
(Marshall,
1994;
Marshall
&
DeCapua,
2013)
60. Intercultural Communication
Framework
Step 1: Establish and maintain a relationship
• Infuse instruction with interpersonal elements
Ø Teacher and students
Ø Students together
Ø Students with family members
Step 2: Identify priorities in both cultures
• Adapt instruction to accommodate learner priorities
• Develop learner awareness of community priorities
Step 3: Make associations between familiar and unfamiliar
• Move from familiar to unfamiliar schemata
Linguistic Content
Formal
• Build associations between familiar/unfamiliar concepts
(Marshall,
1994;
Marshall
&
DeCapua,
2013)
61. Selected References
Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave.
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.
Flynn, J. (2007). What is intelligence? New York: Cambridge University Press.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers
College 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:
University of Wisconsin Press.
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA:
Harvard University 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. & DeCapua A. (2009). The newcomer booklet: A project for
limited formally schooled students. ELT Journal, 64, 396-404.
Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press.
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching. Ethos, 37,
102-138.