This document provides information about students with inconsistent or interrupted formal education (SIFE). It defines SIFE as English language learners who have been in the US for less than 12 months and function at least 2 years below grade level in their first language. It also discusses layers of instructional context including curriculum, instruction, assessment and culturally responsive teaching. Additionally, it provides data on the number of unaccompanied children released to sponsors in different states from 2013 to 2015.

1. ì
Helaine
W.
Marshall,
Ph.D.
Long
Island
University-­‐Hudson
MALP,
LLC
Warner
School
of
EducaBon
University
of
Rochester
November
19,
2015
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2. NYS
Definition:
Students
with
Inconsistent/Interrupted
Formal
Education
–
SIFE
ì Sub-­‐populaBon
of
English
Language
Learners
ì Less
than
12
months
since
arrival
in
U.S.
ì FuncBon
at
least
2
years
below
expected
grade
level
in
L1
Literacy
and/or
math
ì May
be
preliterate
in
their
first
language
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3. Layers
of
the
Instructional
Context
Curriculum,
Instruc)on,
and
Assessment
Culturally
Responsive
Teaching
Societal
Factors
Bedrock
Layer
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4. Fusion.net/Unaccompanied
“The
untold
history
of
unaccompanied
minors”
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5. By
the
Numbers
Source:
Office
of
Refugee
ReseHlement
STATE
TOTAL NUMBER OF
UCS RELEASED
TO SPONSORS
IN FY 2014
TOTAL NUMBER OF
UCS RELEASED
TO SPONSORS
IN FY15 YTD
(OCT 14 - AUG 15)
TOTAL NUMBER OF
UCS RELEASED
TO SPONSORS
OCT 2013 –
OCT 2015
Texas
7,416 2,769 10,185&
California
5,842 3,061 8,903&
New York
5,956 2,229 8,185&
Florida
5,447 2,485 7,932&
!
UCS = Unaccompanied Children Services
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6. malpeduca)on.com
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7.
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8.
Karin’s
Thoughts
and
Feelings
One
of
the
teachers,
Karin,
…reported
that
several
of
her
students
had
problems
geUng
to
school
in
the
morning.
Therefore,
Karin
and
some
of
her
pupils
agreed
on
a
coping
strategy.
Karin:
I
definitely
get
involved
in
the
private
lives
of
my
students,
perhaps
more
than
I
would
have
done
otherwise.
So
I
asked
him,
‘What
is
it
that
makes
you
not
go
to
school?’,
and
he
answered,
‘Yes..,
no..’.
I
asked
the
same
quesBon
to
this
girl
who
cannot
sleep
at
night,
is
crying
and
terribly
depressed.
So
we
made
a
deal,
a
joint
agreement
that
they
should
not
decide
that
they
were
ill
before
they
got
up,
had
taken
a
shower
and
eaten
breakfast,
unless
they
actually
had
a
fever.
Interviewer:
Did
it
work?
Karin:
Yes,
he
is
at
school
much
more
[laughs],
and
the
same
applies
to
this
girl.
It
was
rather
sweet,
one
of
the
first
Bmes
she
did
not
come
to
school
I
got
a
text
message:
‘I
have
done
everything
you
said
Karin
but
I
am
sBll
not
able
to
come
to
school.’
(Pastoor,
2015,
p.
249)
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9. malpeduca)on.com
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10. “Who
are
you?”
said
the
Caterpillar.
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12. Keep your eye on the ball.
“Keep
your
eye
on
the
ball!”
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14. “Making
the
strange
familiar.”
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15. malpeduca)on.com
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16. malpeduca)on.com
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17. Establish a Relationship
Identify Priorities
Make Associations
(Marshall, 1994; Marshall & DeCapua, 2013)
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18. Intercultural Communication
Framework
Step
1:
Establish and maintain an ongoing two-way relationship
ì Infuse instruction with interpersonal elements
Ø Teacher and students
Ø Students together
Ø Students with family members
Step
2:
Iden)fy
priori)es
in
both
cultures
ì Adapt instruction to accommodate learner priorities
ì Develop learner awareness of community priorities
Step
3:
Make
associa)ons
between
the
familiar
and
unfamiliar
ì Move from familiar to unfamiliar schemata
Linguistic Content
Formal
ì Build associations between familiar/unfamiliar concepts
(Marshall,
1994;
Marshall
&
DeCapua,
2013)
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19. Culturally
Responsive
Teaching
ì “…using
the
cultural
characterisBcs,
experiences,
and
perspecBves
of
ethnically
diverse
students
as
conduits
for
teaching
them
more
effecBvely.”
(Gay,
2002,
p.
106)
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20. Culturally
Responsive
Teaching
ì Cultural
competence
ì Relevant
curriculum
ì SupporBve
learning
community
ì Cultural
congruity
ì EffecBve
classroom
interacBon
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(Gay,
2000;
2001;2002;
2010)

21. Teachers
and
learners
assume
that
1.
The
goals
of
instruc)on
are
to
a)
produce
an
independent
learner
b)
prepare
the
learner
for
the
life
aOer
schooling
(Adapted
from
DeCapua
&
Marshall,
2011;
Marshall
&
DeCapua,
2013)
2.
The
learner
is
ready
to
a)
par)cipate
and
demonstrate
mastery
on
an
individual
basis
b)
engage
in
literacy-­‐based,
classroom
tasks
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22. Deep
Invisible
Culture
“Culture
acts
as
a
filter
or
set
of
lenses
through
which
we
view
and
interpret
the
world
around
us.”
(DeCapua
&
Wintergerst,
2004)
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23. Three
Underlying
Cultural
Differences
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ì Oral
transmission
vs.
wriHen
word
ì Informal
ways
of
learning
vs.
formal
educa)on
ì Collec)vism
vs.
individualism

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25. I
never
care
about
reading
until
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.
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26. Formal
vs
Informal
Ways
of
Learning
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27. Academic
Ways
of
Thinking
and
Decontextualized
Tasks
ì Defini)ons
ì What
is
a
tree?
ì True/False
ì Washington
DC
is
the
capital
of
the
U.S.
ì New
York
City
is
the
capital
of
New
York
State.
ì Classifica)on
ì Categorize
these
objects
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28. (Luria,
1976)
Sample
Question
What
is
the
group?
Which
ITEM
does
not
belong
in
the
group?
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29. • Personal
efforts
praised,
rewarded
• Personal
interests,
desires,
primary
• Personal
responsibility
• “Self-­‐actualization”
Individualism
(Hofstede,
2001;Lee
&
Oyserman,
2008;
Triandis,
2000)
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30. • “We”
rather
than
“I.”
• People
see
themselves
as
part
of
an
interconnected
whole
• “Web”
of
relationships
• Group
is
more
important
than
any
single
individual
Collectivism
(Triandis,
1995)
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31. Teachers
and
learners
assume
that
1.
The
goals
of
instruc)on
are
to
a)
produce
an
independent
learner
b)
prepare
the
learner
for
life
aOer
schooling
2.
The
learner
is
ready
to
a)
par)cipate
and
demonstrate
mastery
on
an
individual
basis
b)
engage
in
literacy-­‐based,
classroom
tasks
(Adapted
from
DeCapua
&
Marshall,
2011;
Marshall
&
DeCapua,
2013)
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32. (Ibarra,
2001)
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33. MALP®
Mutually
AdapBve
Learning
Paradigm
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34.
Mutually
Adaptive
Learning
Paradigm®
-­‐
MALP®
Culturally
responsive
teaching
model
Elements
from
student’s
learning
paradigm
Elements
from
Western-­‐style
educa)on
Transi)onal
model
to
address
the
achievement
gap
through
focusing
on
cultural
dissonance
✔
✔
✔
✔
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35. SLIFE
U.S.
Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Aspects
of
Learning
ç
Shared
Responsibility
Individual
Accountability
PragmaBc
Tasks
Academic
Tasks
Interconnectedness
Oral Transmission
Future
Relevance
Written Word
Immediate
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
Standardized
Tes-ng!
Independence
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36. SLIFE
U.S.
Classrooms
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
PragmaBc
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
Wripen
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
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37. Schema Theory
Dictionary definition of schema:
An abstract structure
representing concepts
stored in memory
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38. Linguistic Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X
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39. ➨ The batsmen were merciless against the bowlers. The
bowlers placed their men in slips and covers. But to no
avail. The batsmen hit one four after another with an
occasional six. Not once did a ball look like it would hit
their stumps or be caught.
Version #1
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40. Content Schema
➨ The men were at bat against the bowlers. They did not
show any pity. The bowlers placed their men in slips.
They placed their men in covers. They hit some sixes.
No ball hit the stumps. No ball was caught.
(Tierney & Pearson, 1985)
Version #2
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41. Formal
Schema
Please
name
the
months
of
the
year:
(James,1987)
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42. TYPES of SCHEMATA
ì Linguistic Schemata
ì Content Schemata
ì Formal Schemata
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43. The Power of Prior Knowledge
When information is missing or confusing, we
compensate by accessing our familiar
schemata.
Observe the following:
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44.
Compensating
Strategies
Example
#1
Ths
sntnc
s
wrpn
wth
th
vwl
smbls
lq
t.
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45. Compensating
Strategies
Example
#2
“I
pledge
a
lesson
to
the
frog
of
the
United
States
of
America,
and
to
the
wee
puppets
for
witches’
hands;
one
Asian
in
the
vesBbule,
with
liple
rice
and
just
tee
for
all.”
(Betty Bao Lord’s childhood understanding
of the Pledge of Allegiance)
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46. Compensating Strategies
Example #3
(Adapted from Peregoy & Boyle, 2005)
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47. Two Learning Activities
FAMILIAR
SCHEMATA
UNFAMILIAR
SCHEMATA
Describing
your favorite
game in your
first language
or dialect
Writing a
science lab
report on
buoyancy in
academic
English
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48. Guidelines
for
Designing
Classroom
Activities
ì Iden)fy
the
unfamiliar
linguisBc,
content
and
formal
schemata
ì Balance
familiar
and
unfamiliar
schemata
in
conducBng
the
acBvity
ì Build
associa)ons
between
the
familiar
and
unfamiliar,
developing
new
schemata
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49. Ø Interviewing at home
Ø Sharing data in class
Ø Drawing map & flags
Ø Entering data in table
Ø Using sentence frames
Ø Responding to questions
Class
Survey:
Crossing
the
Mekong
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50.
Paj
Ntaub
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51. A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to my students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating both shared responsibility and individual accountability.
B2. I am scaffolding the written word through oral interaction.
C. Focus on New Activities for Learning
C1. I am focusing on tasks requiring academic ways of thinking.
C2. I am making these tasks accessible with familiar language and content.
©
DeCapua,
A.
&
Marshall,
H.W.
(2011).
Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
EducaAon
in
Secondary
Schools
(p.68),
University
of
Michigan
Press.
MALP®
Teacher
Planning
Checklist
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52. Ø Interviewing at home
Ø Sharing data in class
Ø Drawing map & flags
Ø Entering data in table
Ø Using sentence frames
Ø Responding to questions
Class
Survey:
Crossing
the
Mekong
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53. malpeduca)on.com
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54. Renee’s
Class
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55. ì
Table
of
Contents
HOW
TO…
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56.
Non-­‐Fiction
Unit:
The
Welcome
Book
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57. (Photo:
Alton
Strupp/The
Courier-­‐Journal
)
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58. malpeduca)on.com
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59. These
are
lockers.
They
are
by
Room
110.
This
is
a
lock.
This
is
your
space
at
school.
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60. This
is
the
school
library.
ì It
is
Room
234.
ì It
is
on
the
second
floor.
You
return
books
here.
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71. Carol’s
Class
Ages:
15
–
21
Educa)on:
3rd
grade
to
8th
grade
Classes:
Self-­‐contained
ì English
ì Social
Studies
ì Math
ì Science
Countries
of
origin:
HaiB,
Dominican
Republic,
El
Salvador,
Guatemala
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72. Carol's
Social
Studies
Unit
Objec)ves:
Students
will
be
able
to:
(1) Describe
the
everyday
life
of
a
Civil
War
soldier
(2) Compare/contrast
it
with
their
own
lives
today
(3) Use
academic
language
to
present
their
work
New
schemata
shown
in
red.
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73. Class
Survey:
Students’
Free
Time
Carol’s
Class
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74.
How
am
I
making
this
lesson
immediately
relevant
to
my
students?
§ Soldiers at Gettysburg
were bored sometimes
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’ information
BaHling
Boredom
Website
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75. How
am
I
helping
students
develop
and
maintain
interconnectedness?
ì Students talk about their
lives outside of school
ì Students and teacher
learn more about each
others’ interests
ì Teacher and students
share what they do when
they are bored
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76.
How
am
I
incorporating
both
group
responsibility
and
individual
accountability?
ì Class collectively creates
chart of activities with
each student making
contributions
ì Pairs work together to
identify what soldiers did
to combat boredom
ì Each member of pair
adds information to
personal Venn diagram
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77. How
am
I
scaffolding
the
written
word
through
oral
interaction?
ì Students read from own
chart as teacher writes on
class chart
ì Teacher’s oral explanation
of pictures of soldiers in
free time
ì Students contribute orally
what they found on website
ì Students read from Venn
diagram responding to
questions about
themselves and soldiers
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78. What
new
academic
tasks
am
I
introducing?
ì Gathering
data
from
secondary
sources
ì Comparing
and
contrasBng
data
ì Analyzing
data
from
graphs
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79. What
am
I
doing
to
make
the
new
tasks
accessible
to
my
students?
ì Language on Web site
accessible through
photos and captions
ì Language scaffolded by
use of L1 among
students
ì Content scaffolded by
relevant personal
information
ì Content scaffolded by
graphic organizers
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80. From
The
Achievement
Gap
To
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81. U.S.
Mainstream
Formal
Educa)on
SLIFE
Informal
Learning
Oran
Transmission
Collec)vism
Deficit
View
they
know
what
to
do
but
lack
ability
Dissonance
View
they
are
starBng
from
a
different
paradigm
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82. Hallmarks/Deal
Breakers
of
U.S.
Mainstream
Classrooms
ì Promise
of
future
reward
from
educaBon
ì Individual
parBcipaBon
–
the
hand
raise
ì Display
of
mastery
–
standardized
tesBng
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83. me
The
farther
a
student
is
from
the
“me”
of
the
culture,
the
less
credible
the
promise
of
future
reward
from
educaAon
will
be
for
the
student.
(Crumpton
&
Gregory,
2011;
Noguera,
2003)
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84. The
farther
a
student
is
along
the
conAnuum
of
individualism
to
collecAvism,
the
less
invested
the
student
will
be
in
the
individual
hand
raise.
(Lipleton
&
Howe,
2010)
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85. The
less
comfortable
a
student
is
with
mainstream
processes
of
individual
accountability
and
the
wriQen
word,
and
the
less
familiar
a
student
is
with
academic
tasks,
the
less
successful
the
student
will
be
on
standardized
tesAng.
Individual
Accountability
Academic Tasks
Written Word
Standardized
Tes-ng!
(Menken,
2008;
Wong
Fillmore
&
Snow,
2000
)
malpeduca)on.com
©
MALP,
LLC

86.
Summary
of
Equity
Pedagogy
through
Culturally
Responsive
Teaching
with
MALP
®
Students
who
do
not
find
the
“promise
of
future
reward”
credible
in
their
lives
Students
who
do
not
embrace
the
“individual
hand
raise”
to
compete
and
excel
Students
who
do
not
perform
adequately
on
“standardized
tests”
Ø need
immediate
relevance
Ø
need
interconnectedness
Ø need
the
combina)on
of:
§ shared
responsibility
with
built-­‐in
individual
accountability
§ oral
transmission
to
scaffold
the
wripen
word
§ a
focus
on
academic
tasks
with
familiar
language
and
content
as
scaffolds
malpeduca)on.com
©
MALP,
LLC

87. SLIFE
U.S.
Classrooms
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
PragmaBc
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
Wripen
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
Academic
Tasks
malpeduca)on.com
©
MALP,
LLC

88.
Equity
Enrichment
Engagement
malpeduca)on.com
©
MALP,
LLC

89. malpeduca)on.com
©
MALP,
LLC

90. More
about
MALP®
?
Books:
(University
of
Michigan
Press)
Making
the
transiAon
to
classroom
success:
Culturally
responsive
teaching
for
struggling
language
learners
(2013)
ISBN:
978-­‐0472035335
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
educaAon
in
U.
S.
secondary
schools
(2011)
ISBN:
978-­‐0472034529
Websites:
hpp://malpeducaBon.com
hpp://malp.pbworks.com
Email:
helaine.marshall@liu.edu
malpeduca)on.com
©
MALP,
LLC

91. MALP®
Workshops
ì Project-­‐based
learning
ì Flipped
learning
ì Academic
ways
of
thinking
and
responding
ì Using
class
surveys
to
teach
academic
tasks
ì Using
MALP
Assessment
Rubrics
ì Training
of
Trainers
InsBtute
ì Mentoring
and
coaching
of
teachers/supervisors
malpeduca)on.com
©
MALP,
LLC

92. References
Crumpton,
H.
&
Gregory,
A.
(2011).
“I'm
not
learning”:
The
role
of
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relevancy
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students,
The
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EducaAonal
Research,
104,
42
—
53
DeCapua,
A.,
&
Marshall,
H.W.
(2011).
Breaking
new
ground:
Teaching
students
with
or
interrupted
formal
educaAon.
Ann
Arbor:
University
of
Michigan
Press.
DeCapua,
A.,
&
Marshall,
H.W.
(2010).
Serving
ELLs
with
limited
or
interrupted
educaBon:
IntervenBon
that
works.
TESOL
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1,
49–70.
DeCapua,
A.,
&
Marshall,
H.W.
(2010).
Students
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limited
or
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formal
educaBon
in
U.S.
classrooms.
Urban
Review,
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R.
(2001).
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A.
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to
classroom
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University
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Menken,
K.
(2008).
English
learners
le_
behind:
Standardized
tesAng
as
language
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Clevedon,
UK:
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Noguera,
P.A.
(2003).
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implicaBons
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punishment.
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PracAce,
42,
341–351.
de
Wal
Pastoor,
L.
(2015).
The
mediaBonal
role
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in
supporBng
psychosocial
transiBons
among
unaccompanied
young
refugees
upon
reseplement
in
Norway.
InternaAonal
Journal
of
EducaAonal
Development,
41,
245-­‐254.
Peregoy,
S.,
&
Boyle,
O.
(2013).
Reading,
wriAng,
and
learning
in
ESL:
A
resource
book
for
teaching
K-­‐12
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(6th
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New
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Pearson.
Ruper,
J.,
2003.
SupporBng
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21st
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EdiBon.
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on
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UK.
Triandis,
H.
(1995).
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&
collecAvism.
Boulder,
CO:
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Wong-­‐Fillmore,
L.,
&
Snow,
C.
(2005
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What
teachers
need
to
know
about
language.
In
C.
Adger,
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Snow,
C.,
&
D.
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(Eds.).
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(pp.
7-­‐54).
Washington,
D.C.
malpeduca)on.com
©
MALP,
LLC