This document discusses the Mutually Adaptive Learning Paradigm (MALP) instructional model for teaching Students with Limited or Interrupted Formal Education (SLIFE). MALP combines elements of SLIFE's informal learning paradigm with elements of a North American formal education paradigm to help SLIFE close achievement gaps. It addresses differences in SLIFE and North American assumptions around independence vs. interconnectedness and individual vs. shared responsibility. The document provides an example of how MALP was implemented in a Hmong literacy class for SLIFE ranging from 18-61 years old with varying education backgrounds.