The document discusses ways of thinking, learning, and researching that have been shaped by prior learning experiences. Specifically, it contrasts informal, pragmatic learning common in many cultures with Western-style formal education, which emphasizes literacy, scientific reasoning, and logical deduction. It argues that second language acquisition (SLA) research has primarily focused on learners educated in Western-style schools, and calls for re-considering SLA theory and research questions to turn attention to learners with limited or interrupted formal education who have developed different cognitive processes.
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.
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.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
When Assumptions and Priorities Collide TESOL 2014 DeCapuaAndrea DeCapua
This presentation introduces the Intercultural Communication Framework as a means to address conflicts in cultural orientations to learning and teaching, resulting in cultural dissonance for struggling language learners. By applying the Framework’s three guidelines, educators can greatly improve their effectiveness in classroom communication and instructional delivery for this population.
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Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docxSHIVA101531
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
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Kara Halley
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Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
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In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
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1. COGNITION, LEARNING AND
FORMAL EDUCATION
Andrea DeCapua
AAAL
Dallas, TX
March 18, 2013
drandreadecapua@gmail.com
Thursday, March 21, 13 1
2. Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
Thursday, March 21, 13 2
3. INFORMAL WAYS OF LEARNING
immediate practical needs
relevance
observation
orality and
participation
Thursday, March 21, 13 3
4. SLIFE
• used to pragmatic learning with immediate
relevance
• oral means preferred communication and
information-sharing mode
• accustomed to contextualized thinking
Thursday, March 21, 13 4
5. WESTERN-STYLE FORMAL
EDUCATION
literacy
scientific
reasoning
logical deduction
abstract knowledge formal school
settings
Thursday, March 21, 13 5
7. COMMON SLA RESEARCH
QUESTIONS
on
adolescents
and adults
• What are the optimal conditions for SLA?
• What are the characteristics of successful SL
learners?
• What sociocultural factors impact SLA?
• What is the role of motivation in SLA?
• How does L1 impact on the learning of L2?
Thursday, March 21, 13 7
8. on adolescents and
adults
RESEARCH HAS FOCUSED
ON LEARNERS WHO ARE
•literate & educated or in the process of
becoming so
•at or close to grade-level knowledge and skills
•in Western-style formal classroom settings
Thursday, March 21, 13 8
9. Ways of thinking, lear2ing, and
researching
are shaped by
prior lear2ing ex6eriences
Thursday, March 21, 13 9
10. NOW IT IS TIME FOR SLA
RESEARCH TO
re-consider SLA theory and research questions by
turning attention to adolescent and adult learners
who have developed different cognitive processes as
a result of limited or no literacy and because they
have not fully participated in Western-style formal
education
Thursday, March 21, 13 10
11. Selected References
Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave.
Calderón, M. & Minaya-Rowe, L. (2010). Preventing long-term ELs (Thousand Oaks,
Calif.: Corwin Press, 2010).
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
limited or interrupted formal education. Ann Arbor, MI: University of Michigan Press.
DeCapua, A. & Marshall, H.W. (2010a). Serving ELLs with limited or interrupted
education: Intervention that works. TESOL Journal, 1, 49-70.
DeCapua A., & Marshall, H.W. (2010b). Students with limited or interrupted formal
education in US classrooms. Urban Review, 42, 159-173. DOI 10.1007/s11256-009-0128-z.
DeCapua, A., Smathers, W., & Tang, F. (2009). Students with Limited or Interrupted
Schooling: A Guide for Educators. Ann Arbor, MI: University of Michigan Press.
Flynn, J. (2007). What is intelligence? New York: Cambridge University 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, WI: The University of Wisconsin Press.
Thursday, March 21, 13 11
12. Marshall, H.. W., & DeCapua, A. (2013). Making the transition: Culturally responsive
teaching for struggling language learner. Ann Arbor, MI: University of Michigan Press.
Paradise, R., & Rogoff, B. (2009). Side by side: learning by observing and pitching in.
Ethos, 37, 102-138.
Reese, L., Garnier, H., Gallimore, R., & Goldenberg, C. (2000). Longitudinal analysis
of the antecedents of emergent Spanish literacy and middle-school English reading achievement
of Spanish-speaking students. American Educational Research Journal, 37, 633–662.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University
Press.
Tarone, E. (2010). Social context and cognition in SLA: A variationist perspective. In R. Batstone
(Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 54-72). Oxford:
Oxford University Press.
Tarone, E., M. Bigelow & K. Hansen (2009). Literacy and second-language oracy. Oxford:
Oxford University Press.
Ozmon, H., & Craver, S. (2008). Philosophical foundations of education. (8th ed.). Pearson:
Upper Saddle River: NJ.
Wolff, E. (2004). Marketing multilingual education in Africa: with special reference to bilingual
approaches to basic education in Niger (Francophone Africa). In J. Pfaffe (Ed.). Making multilingual
education a reality for all: Operationalising good intention (117-158). Proceedings of the joint
Proceedings of the joint Third International Conference of the Association for the Development of
African Languages in Education, Science and Technology (ADALEST) and the Fifth Malawian
National Language Symposium, Mangochi, Malawi 30 August-3 September. 212-233. Zomba: Centre
for Language Studies, University of Malawi & GTZ (German Technical Cooperation).
Thursday, March 21, 13 12