The document summarizes four presentations on the characteristics of SIFE (Students with Interrupted Formal Education) students and their experiences in language classrooms.
Browder's presentation found that low English proficiency on arrival, below grade-level math skills, and low L2 literacy correlated with low English gains for SIFE students. Years of schooling alone was not a reliable predictor.
Young's study observed limited opportunities for an oral SIFE student to interact with peers or answer open questions, as she spent most of her time copying from the board.
Bigelow & King found that a SIFE student brought strong task focus and completion skills to paired reading activities, helping
Content and Language Integrated Learning is a framework for curriculum development. Through a C.L.I.L.-oriented curriculum students work with a variety of discourse types and they learn language by using it. School subjects, any topic, theme, or issue of interest to students can qualify as content; this is the reason why there are so many different types and models of C.L.I.L.
A C.L.I.L. curriculum allows for the development of Basic Interactional Communication Skills (BICS) in the foreign language as well as the development of Cognitive Academic Language Proficiency (CALP) in students’ native language and in the foreign language(s) they are learning. In addition, students are given the opportunity to acquaint themselves with the culture of the community(-ies) who speak the target language(s).
Although the implementation of C.L.I.L.-oriented curricula requires that decisions be made by administrators and politicians, language teachers can still supplement the curricula followed at present with Content and Language Integrating Activities. To illustrate this, we will look at EFL activities based on content borrowed from current Greek Elementary School Math, Science and Geography textbooks.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Advising in open and distance settings: learner contributions and the learning context (Talk T14)
The significance of the learner’s individual contribution to the learning process has been explored by many researchers (Breen, 2001; Larsen-Freeman, 2001; Robinson, 2002; Dörnyei and Ushioda, 2009). Their focus has been largely on the classroom setting, but these days providers are increasingly offering open, distance or blended learning. This indicates the importance of considering the role of learner contributions in such settings where greater demands are placed on the learner to manage their learning (Hurd, 2003, 2007; White, 2003). White (1999, 2003, 2005) refers to an essential process of learner adjustment to the specific characteristics of open and distance learning as the ‘learner-context interface’. Drawing on the experience of distance learners of languages at The Open University (UK), this paper will examine the nature and influence of learner contributions in this setting and the skills required of teacher advisers supporting learners in reconciling their individual contributions and the learning context.
Content and Language Integrated Learning is a framework for curriculum development. Through a C.L.I.L.-oriented curriculum students work with a variety of discourse types and they learn language by using it. School subjects, any topic, theme, or issue of interest to students can qualify as content; this is the reason why there are so many different types and models of C.L.I.L.
A C.L.I.L. curriculum allows for the development of Basic Interactional Communication Skills (BICS) in the foreign language as well as the development of Cognitive Academic Language Proficiency (CALP) in students’ native language and in the foreign language(s) they are learning. In addition, students are given the opportunity to acquaint themselves with the culture of the community(-ies) who speak the target language(s).
Although the implementation of C.L.I.L.-oriented curricula requires that decisions be made by administrators and politicians, language teachers can still supplement the curricula followed at present with Content and Language Integrating Activities. To illustrate this, we will look at EFL activities based on content borrowed from current Greek Elementary School Math, Science and Geography textbooks.
Benefits of Having Culturally and Linguistically Diverse Students1teachingJ
This slide show presents a case study of a culturally and linguistically diverse student. It presents his challenges, his funds of knowledge, and things that teachers might consider when working with diverse students.
Advising in open and distance settings: learner contributions and the learning context (Talk T14)
The significance of the learner’s individual contribution to the learning process has been explored by many researchers (Breen, 2001; Larsen-Freeman, 2001; Robinson, 2002; Dörnyei and Ushioda, 2009). Their focus has been largely on the classroom setting, but these days providers are increasingly offering open, distance or blended learning. This indicates the importance of considering the role of learner contributions in such settings where greater demands are placed on the learner to manage their learning (Hurd, 2003, 2007; White, 2003). White (1999, 2003, 2005) refers to an essential process of learner adjustment to the specific characteristics of open and distance learning as the ‘learner-context interface’. Drawing on the experience of distance learners of languages at The Open University (UK), this paper will examine the nature and influence of learner contributions in this setting and the skills required of teacher advisers supporting learners in reconciling their individual contributions and the learning context.
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.
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.
Addressing the Needs of Students with Limited or Interrupted Formal Education...Andrea DeCapua
CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom
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.
Engaging Adult Learners with Limited or Interrupted Formal EducationAndrea DeCapua
An overview of our instructional model, the Mutually Adaptive Learning Paradigm, and the use of surveys with learners to build different ways of thinking
Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically. by Amado Montera Cadiong 2020. Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite. International Journal on Integrated Education. 2, 5 (Mar. 2020), 44-53. DOI:https://doi.org/10.31149/ijie.v2i5.141. https://journals.researchparks.org/index.php/IJIE/article/view/141/138 https://journals.researchparks.org/index.php/IJIE/article/view/141
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.
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.
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.
Addressing the Needs of Students with Limited or Interrupted Formal Education...Andrea DeCapua
CoTESOL 2012 presentation on students with limited/interrupted formal education. Includes overview of our instructional model, Mutually Adaptive Learning Paradigm (MALP) and innovative teaching approaches, including the flipped classroom
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.
Engaging Adult Learners with Limited or Interrupted Formal EducationAndrea DeCapua
An overview of our instructional model, the Mutually Adaptive Learning Paradigm, and the use of surveys with learners to build different ways of thinking
Factors Affecting the Reading Comprehension Level of Grade VI Learners of Sel...SubmissionResearchpa
This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically. by Amado Montera Cadiong 2020. Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite. International Journal on Integrated Education. 2, 5 (Mar. 2020), 44-53. DOI:https://doi.org/10.31149/ijie.v2i5.141. https://journals.researchparks.org/index.php/IJIE/article/view/141/138 https://journals.researchparks.org/index.php/IJIE/article/view/141
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
Gabriele and Shettle developing contextually relevant esp curricula tesol ...dshettle
The presenters will discuss their personal experience of developing ESP programs at Indiana University, focusing on how the development process lead to contextually relevant academic curriculum and materials. Advice will be given on how other teachers can develop ESP curricula.
In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
supporting online learning for struggling els and slifeAndrea DeCapua
What can you do to help your struggling ELs and SLIFE, especially those with little or no access to technology during this pandemic and looking to the future?
Students with Limited/Interrupted Formal Education (SLIFE)Andrea DeCapua
Lecture at the University of Cologne, Germany - Discussion of the dissonance between the learning paradigm of students with limited/interrupted formal education and the learning paradigm of formal education; overview of how to address the needs of SLIFE through the Mutually Adaptive Learning Paradigm (MALP).
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.
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.
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
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.
DeCapua keynote Building Bridges to Academic Success through Culturally Respo...Andrea DeCapua
Keynote at the MELEd conference Minnesota November 2015 discussing how to best understand and meet the needs of struggling English learners in our schools
Culturally Responsive Teaching Restad Wweden oct 16 2015 Andrea DeCapua
Presentation to refugee teachers on culturally responsive teaching, cultural diversity, differences in teaching and learning, and the Mutually Adaptive Learning Paradigm (MALP)
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
2. SIFE/SLIFE
S These presentations explore different characteristics of “the SIFE student … the student
w/limited formal schooling”
S Browder: what factors correlate with low English proficiency gains? SIFE? 2 year
gap=interruption to schooling. What is schooling? Not good predictor of English gains. What
does:# ESOL classes, below grade level measured math skills, low self-reported literacy.
S Young: what opportunities for oral question-oriented usage events does a classroom provide a
low-literate SIFE student (Amina)? Interlocutor effects? How does print interact with oral SLA?
Answer: not many, as she spends a lot of time copying words from board, doesn’t interact with
peers who cut her off or write in her answers.
S Bigelow & King: what personal strengths does a low-literate SIFE student bring to peer
interaction in reading activities with a higher-schooled & literate peer? Ayan is very focused on
task-completion, keeps pair on task (impt role in cooperative learning groups), benefits from
Aisha’s scaffolding. (mutual support, scaffolding in oral interaction around print reading)
S Pettitt & Dillard: what pragmatic skills are used to reach communicative goals? Roba’s excellent
pragmatic and conversational skills in alignment with interlocutor to achieve communicative
goals: strategic lexical repetition, utterance completion, back-channels, encapsulation. None
depend on formal instruction or literacy.
3. Browder
S What correlates with English proficiency gains?
S Low proficiency on arrival, below grade-level math, low L2
literacy all correlate with low English proficiency gains.
S No difference SIFE and non-SIFE as defined by NY
S NY state def. SIFE: 2yr gap in schooling
S Asks “Is it possible that schooling measured in years or
grade is an unreliable way to measure education as the effect
of one year can vary greatly from country to country or
even student to student?”
5. Literacy level of SIFE learner?
S The four studies used four different ways of characterizing the
literacy levels of their SIFE learners:
S Browder: self-assessment.
S Young’s Amina: 6 years or fewer of formal instruction, ‘has
trouble writing independently’ but exact literacy level not
measured.
S Big & King: measured Ayan and Aiesha individually with
NLLSD (though ethical dilemmas here). Most recent arrivals
class.
S Pettitt & Dillard: qualitative battery of skills: LINCS 2012 read-
aloud: word analysis, blending, onset-rime, structural analysis;
sound-symbol production; use of focal strategies; following print
w/ finger; self & teacher assessment; CASAS.
6. Role of print in interaction w/
SIFEs in classroom ecology
S (Non-SIFE) Guerrettaz & Johnston (2013) and upcoming MLJ Perspectives
colum: what opportunities for SLA occur in a teacher’s and students’ oral
interactions around a testbook grammar drill? Little previous research
documenting how materials are actually used in interaction in classroom ecology,
or the opportunities for SLA their use provides.
S Bigelow & King: how pair manages reading activity, scaffolding each
other’s progress through task w/ diff strengths. What opportunities for L2
learning?
S Young: ‘materials’= board, notes. SIFE learner copies all writing from
board, asks scripted questions, little interaction w/peers, few
opportunities for L2 Q learning. Note: social context can affect
Pienemann’s order acquisition of questions (see Tarone & Liu 1995).
Why did peers cut her off? Does her slow writing slowing them down in
task completion?
S Submit to MLJ, citing both the G&J paper and the Perspectives column
summer 2014.!
7. What learner assets are NOT affected by
lower alphabetic print literacy?
S Pettitt & Dillard: pragmatic conversational skill in achieving
one’s communicative goals (Roba).
S Bigelow & King: strong goal and task-completion
orientation in small group work (Ayan).
S Young: persistence in goal orientation & task completion
(Amina’s board-copying); willingness to ask for and give
help (Amina)
S Others?