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
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
The unified unit plan for Hokkaido International School, Secondary school. This is the initial unit for each academic year, with changes according to theme.
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
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
The unified unit plan for Hokkaido International School, Secondary school. This is the initial unit for each academic year, with changes according to theme.
Phases of Adult Education in the PhilippinesArjel Diongson
The slide includes the brief history on how Adult Education had been developed in the Philippines way back from spanish colonization until the pacific war in 1941.
Alternative Learning System (ALS)) is the other side of basic education in the Philippines whereby programs and projects are delivered to the Out of school children, youths and adults through ALS Mobile Teachers and District ALS Coordinators in every district/municipality all over the country.
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
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.
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
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.
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
Phases of Adult Education in the PhilippinesArjel Diongson
The slide includes the brief history on how Adult Education had been developed in the Philippines way back from spanish colonization until the pacific war in 1941.
Alternative Learning System (ALS)) is the other side of basic education in the Philippines whereby programs and projects are delivered to the Out of school children, youths and adults through ALS Mobile Teachers and District ALS Coordinators in every district/municipality all over the country.
This presentation is all about the Alternative Learning System and the Formal Education here in the Philippines. This was made by our teacher in our NFE class.
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.
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
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.
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
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.
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.
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)
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Incorporating Learners' Cultural and LanguagePpriorities in a Haitian Adult Education Community Program
1. INCORPORATING LEARNERS'
CULTURAL AND LANGUAGE
PRIORITIES IN A HAITIAN ADULT
EDUCATION COMMUNITY PROGRAM
Andrea DeCapua, Ed.D.
NABE Annual Convention
Orlando, FL
February 9, 2013
2. Students with Limited/Interrupted
Formal Education
How do we refer to them?
LFS Limited Formally Schooled
SIFE Students with Interrupted Formal
Education
SLIFE Students with Limited/Interrupted/
Formal education
3. Background to Study
The Mutually Adaptive Learning Paradigm
(MALP) Instructional Model
Culturally Responsive Teaching (CRT)
(DeCapua & Marshall, 2009, 2010, 2011; Marshall, 1994, 1998; Gay,
2000; 2001; Ladson-Billings, 1995)
4. Mutually Adaptive Learning Paradigm and
Culturally Responsive Teaching
• Cultural competence
• Cultural congruity
• Culturally relevant curriculum
• Supportive learning community
• Effective classroom interaction
(Gay, 2001; Ladson-Billings, 1995)
5. Cultural Competence
Figure 1.1 The Iceberg Model
Culture Model: Tip of
the Iceberg
food visible culture
dance architecture
literature holidays
music clothing
ways of learning hidden
culture
ways of teaching
assumptions about teacher / student roles
concept of time importance of print
role of group
role of individual
(DeCapua & Marshall, 2011; Ting-Toomey& Chang, 2005)
6. Two Different Learning Paradigms
Aspects of SLIFE North American
Learning Classrooms
Immediate Future
CONDITIONS Relevance Relevance
Interconnectedness Independence
Shared Individual
PROCESSES Responsibility Accountability
Oral Transmission Written Word
Pragmatic Tasks Decontextualized
ACTIVITIES Classroom Tasks
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
7. Mutually Adaptive Learning Paradigm (MALP)
SLIFE North American
Classrooms
Immediate Future
Accept learner
Relevance Relevance
conditions
Interconnectedness Independence
Combine learner &
North American Shared Individual
processes Responsibility Accountability
with
Oral
Transmission Written Word
Focus on new
activities with
Pragmatic Academic
familiar language Tasks
& content Tasks
(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
8.
9. Haitian Adult Learning Center
• Community-Based Organization (CBO)
• 2 ESL levels
• High demand for English language &
literacy classes
• SLIFE population
• Volunteer Teachers
10. Teacher & Class
• Volunteer
• MALP-trained
• Master’s in TESOL student
• Assistant (last 3 months)
• Occasional creole-speaking volunteer
• Once weekly, five months instruction
• Class ranged in size from 12 – 32
11. Students
• English oral proficiency: very low beginner to
advanced beginner
• Alphabet recognition to basic sentence
formation
• Little or no French
• Formal education 2 – 14 years
• 16-70 years old, majority over 40
• In the U.S. 3 months – 7 years
• Almost all female, only 2 males
12. Design of Study
• Intake assessment
• Informal interviews
• Outtake assessment
• Classroom observations
• Video recordings, photos
• MALP Checklist
• Journaling
14. Preliminary Results
• Underscored importance of immediate
relevance
• Validated necessity of introducing
classroom language and behaviors using
familiar language and content
• Created positive learning experience
• Introduced classroom learning tasks
• Developed literacy skills
15. Limitations of Study
• Classroom observations
• Video recordings
• Photos
• Journaling
• Limited interviews
• No formal assessments
• 1 teacher
16. Difficulties of Implementing Controlled
Studies in CBOs vs. K-12 settings
• Loosely structured programs
• Funding issues
• Lack of consistent attendance
• Volunteer teachers
• Lack of consistent training, pedagogical
support
17. Questions for Researchers
• Should such research be disqualified?
• Is it valuable if it is not controlled or
“scientific?”
• How do we draw the line between
anecdotal and research?
• What can we do to improve the quality of
research given the realities of CBO’s?
18. Male Day Laborers’ Program
• Expansion of trial study
• Drop-in
• Volunteer teachers
• Strong funding sources--good resources,
including computers
• Primarily Spanish speakers
• No video taping or recording
19. Special thanks to Kathryn Mercury
without whom
this project would not have been possible
20. Selected References
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.
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.
21. Gahungu, A., Gahungu, O., & Luseno, F. (2011, April 15). Educating
culturally displaced students with truncated formal education (CDS-
TFE): The case of refugee students and challenges for administrators,
teachers, and counselors. http://cnx.org/content/m37446/1.1/
Ladson-Billings, G. (1995). Toward a theory of culturally relevant
pedagogy. American Educational Research Journal, 32(3), 465-491.
Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A
project for limited formally schooled students. ELT Journal, 64, 396-
404.
Marshall, H. W., & DeCapua, A., & Antolini, C. (2010). Engaging
English language learners with limited or interrupted formal education.
Educator’s Voice, 3, 56-65.
Smith, C., & Hofer, J. (2003). The characheteristcs and concersns of
adult basic education teachers. Boston: National Center for the Study
of Adult Learning and Literacy.
http://www.ncsall.net/fileadmin/resources/research/report26.pdf
Ting-Toomey, S., & Chung, L. (2005). Understanding intercultural
communication. Los Angeles, CA: Roxbury Publications.
Local Education Agencies LEA—These are typically public schools or school districts. In addition to K-12 education, they provide adult education classes open to all members of the community. • Community-Based Organizations (CBOs)—This is a broad category which encompasses religious and social service groups, libraries, volunteer literacy organizations, literacy coalitions, community action groups, and other kinds of public or private nonprofit groups.
Not clear whether education in French or creole, although understood very little French. Aide indicated that French was not something most felt comfortable with, either understanding or speaking.
Photos of board, students’ notebooks, paper, class
Established warm classroom climateBuilt relationships with teacher and observersHow do we know above: Evidence anecdotal—give specific examples. Describe before and after classroom. Describe wall supports. Yes to literacy anecdotally, starting using wall supports, writing not just form letters– few at least.
Nature of program itself makes it difficult to see improvement; however, certain indicators, e.g. world-of-mouth in terms of increased number of students coming (not in terms of increased attendance—family demands, work demands, weather,) So—need to reconsider research –how can we conduct effective research in such situations? Premise is NOT to abandon research because these populations often neglected! Train teachers—even volunteers, to reach these students. Type of advocacy. Move into ARC—Joanne.Nature of centers, etc. but preliminary indicationsNature of programs (CBOs) make it difficult to see improvement; however, certain indicators, e.g. world-of-mouth in terms of increased number of students coming (not in terms of increased attendance—family demands, work demands, weather,)