This demonstration guidesd teachers through the process of designing and delivering instruction to LESLLA learners based on Culturally Responsive Teaching (CRT) with the Mutually Adaptive Learning Paradigm (MALP).

1. Implemen'ng
Culturally
Responsive
Instruc'on
in
the
LESLLA
Classroom
Andrea
DeCapua
New
York
University
Helaine
W.
Marshall
LIU
Hudson

2. Demonstra'on
Survey
h<p://PollEverywhere.com/lainemarsh

3. POLL
SLIDE:
Adolescents
or
Adults

4. POLL
SLIDE:
City
you
live
in

5. POLL
SLIDE:
Favorite
cuisine

6. POLL
SLIDE:
Poll
Everywhere

7. Be<y’s
Class
• Ages:
18-­‐61
• Educa'on:
None
to
5th
grade
• Classes:
⁻ ESL
⁻ Hmong
Literacy
⁻ Life-­‐skills
Math
⁻ Problem
Posing
• Origin:
Hmong
from
Laos

8. Class
Survey:
Crossing
the
Mekong
• Interviewing
at
home
• Sharing
data
in
class
• Drawing
map
&
flags
• Entering
data
in
table
• Using
sentence
frames
• Responding
to
quesTons

9. Paj
Ntaub

10. Mutually Adaptive Learning Paradigm - MALP
Instructional Model
SLIFE U.S. Classrooms
Interconnectedness Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
ACCEPT
SLIFE
CONDITIONS
COMBINE
SLIFE
&
U.S.
PROCESSES
FOCUS
on
U.S.
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Future
Relevance

11. 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 to my students with familiar language and
content.
©
University
of
Michigan
Press,
2011.
DeCapua
&
Marshall.
Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
Educa>on
in
Secondary
Schools
MALP
Teacher
Planning
Checklist

12. Class
Survey:
Crossing
the
Mekong
• Interviewing
at
home
• Sharing
data
in
class
• Drawing
map
&
flags
• Entering
data
in
table
• Using
sentence
frames
• Responding
to
quesTons

13. 1. Adolescents/Adults
2. City
3. Cuisine
4. Poll
Everywhere
How
could
this
survey
be
used
to
incorporate
MALP?

14. 1. Adolescents/Adults
2. City
3. Cuisine
4. Poll
Everywhere
5.
Add
your
own
Design
a
MALP
project
using
some
or
all
of
these
polls

15.
Prototypical
MALP
Project
Class
Surveys
Characteris'cs
that
foster
MALP
• Interpersonal
• Relevant
topics
likely
to
emerge
• Natural
movement
from
oral
interacTon
to
wriYen
product
• Provision
for
both
group
and
individual
task
delegaTon
• InstrucTon
in
academic
ways
of
thinking

16. Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
Educa>on
in
U.S.
Secondary
Schools
U.
of
Michigan
Press,
2011
MALP
Projects
• Class
Surveys:
Immigra>on
• Mapping
Time:
Timelines
• CollecTons:
Mystery
Bag
•
Autobiographies:
Transi>ons
•
Bookmarking:
delicious.com

17. Making
the
Transi>on
to
Classroom
Success:
Culturally
Responsive
Teaching
for
Struggling
Language
Learners
U.
of
Michigan
Press,
2013
MALP
Projects
• Class
Surveys:
Crossing
the
Mekong
• Mapping
Time:
Calendar
• Theme
Booklets:
– Curriculum
–
Fire
Preven>on
– Procedures
–
Driver’s
License
– Language
–
Comparison/Contrast
•
Murals:
Our
Community

18. Website:
hYp://malpeducaTon.com
Wiki:
hYp://malp.pbworks.com
Andrea
DeCapua:
drandreadecapua@gmail.com
Helaine
W.
Marshall:
helaine.marshall@liu.edu
MALP
Resources
&
Contacts