Meeting the needs of slife de capua sc 09 03-15
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This document discusses meeting the needs of students with limited or interrupted formal education (SLIFE). It notes that in 2012-2013, 9.2% of US public school students were English language learners (ELLs), estimated at 4.4 million students. In South Carolina in 2010-2011, ELL enrollment was over 36,000 students, accounting for 5.1% of the K-12 population. The document discusses SLIFE students' lack of formal education, low literacy, and missing content knowledge. It proposes an approach called the Mutually Adaptive Learning Paradigm to help SLIFE students by combining familiar and unfamiliar learning processes and activities.
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Meeting the needs of slife de capua sc 09 03-15
- 1. Meeting the Needs of Students with Limited or Interrupted formal education (SLIFE) Dr. Andrea DeCapua, Ed.D. New York University & MALP LLC Columbia, SC September 3, 2015 drandreadecapua@gmail.com
- 2. malpeducation.com The Numbers • In 2012-2013, 9.2% of students in U.S. public schools were ELLs (estimated 4.4 million students) • In 2010-2011 South Carolina’s ELL enrollment was over 36,000 students. – In 2010-11 ELLs accounted for 5.1 % of total K-12 public school population of about 756,000 in SC ( http://publications.sreb.org/2014/SouthCarolina2014SPS.pdf)
- 3. malpeducation.com The Human “House” Mind Body Emotions Spirit
- 4. malpeducation.compg. 33 Meeting the Needs
- 5. SLIFE ELLs Appropriate grade- level education Age-appropriate L1 literacy Grade-level content knowledge Identity as learner No / interrupted / limited formal education No / low literacy Missing grade-level content knowledge Unfamiliar with “doing” school malpeducation.com
- 6. malpeducation.com Ways of Learning Continuum No schooling New to print Full participation formal education Manuel Blanca Julio Lingshan Arielle http://timer.onlineclock.net/timers/2minutes/
- 7. malpeducation.com Indicators pg. 7 Meeting the Needs
- 9. malpeducation.com Types of Literacy of SLIFE • Pre-literate • Non-literate • Semi-literate Roman alphabet • Semi-literate other pg. 21 Meeting the Needs
- 10. malpeducation.com Alphabet Knowledge • abcdefghijklmnopqrstuvwxyz • brother father mother sister – feel for from • a e I o u b c d f g j k l m • My name is Sara My name is Sara
- 11. malpeducation.com Ways of thinking and lear2ing are shaped by prior lear2ing ex6eriences
- 13. malpeducation.com Teachers and learners assume that 1. The goals of instruction are to a) produce an independent learner b) prepare the learner for the future 2. The learner is ready to a) participate and demonstrate mastery on an individual basis b) engage in literacy-based, classroom tasks
- 14. malpeducation.com 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.
- 17. malpeducation.com Academic Ways of Thinking and Decontextualized Tasks • Definitions Ø What is a tree? • True / False Ø New York City is the capital of New York State. Ø Columbia is the capital of South Carolina.
- 19. malpeducation.com Sample Task Flynn, 2007 What do dogs and rabbits have in common?
- 20. malpeducation.com • Oral transmission / written word • Collectivism / individualism • Informal ways of learning / formal education Three Underlying Cultural Differences http://timer.onlineclock.net/timers/1minute/
- 21. (Ibarra, 2001)
- 22. malpeducation.com Layers of the Instructional Context Curriculum, Instruction, and Assessment Culturally Responsive Teaching Societal Factors Bedrock Layer
- 24. malpeducation.com SLIFE US Schools CONDITIONS PROCESSES ACTIVITIES Aspects of Learning Two Different Learning Paradigms Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
- 26. Mutually Adaptive Learning Paradigm® – MALP® SLIFE U.S. Schools Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission Written Word with Future Relevance malpeducation.com
- 29. malpeducation.com Project-Based Learning Students work collaboratively to produce a final product Learner-centered vs. teacher- centered pgs. 62-64 Meeting the Needs
- 30. malpeducation.com What Is A Project? http://timer.onlineclock.net/timers/1minute/
- 33. malpeducation.comMeeting the Needs, p.36 Listening when someone is talking Knowing what to bring to class (note book, textbook) How to interact in a group as a team member http://timer.onlineclock.net/timers/2minutes/
- 34. malpeducation.comMeeting the Needs, p.37 Recess etiquette Coming on time Sports opportunities School resources, e.g. study help Transportation options for after school programs Function and use of lockers /http://timer.onlineclock.net/timers/3minutes/
- 35. malpeducation.com (Photo: Alton Strupp/The Courier-Journal )
- 37. malpeducation.com They are by Room 110. This is a lock. These are lockers
- 38. malpeducation.com This is the school library. • It is Room 234. • It is on the second floor. You return books here.
- 40. malpeducation.com Non-Fiction Unit: The Welcome Book
- 41. Mutually Adaptive Learning Paradigm – MALP® SLIFE U.S. Schools Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission Written Word with Future Relevance malpeducation.com ®
- 42. malpeducation.com 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. MALP Teacher Planning Checklist© Available on:
- 43. malpeducation.com Carol’s Civil War Project Student ages: 15-21 Prior education: 3rd – 8th grade Home countries: Dominican Republic, El Salvador, Guatemala, Haiti Carol: Social Studies & ESL
- 44. malpeducation.com How am I making this lesson immediately relevant to my students?
- 45. malpeducation.com How am I helping students develop and maintain interconnectedness?
- 46. malpeducation.com How am I incorporating both group responsibility and individual accountability?
- 47. malpeducation.com How am I scaffolding the written word through oral interaction?
- 48. malpeducation.com What new academic tasks am I introducing?
- 49. malpeducation.com What am I doing to make the new tasks accessible to my students?
- 50. malpeducation.com Essential Practices • Language Experience Approach (LEA) – Choral Reading • Think-Pair-Share • Print-Rich Environment with visuals – Word Walls – Sentence Frames – Graphic Organizers – Vocabulary Binders
- 51. malpeducation.com Language Experience Approach (LEA) We are in Columbia, South Carolina. We are in a presentation. The room is big. There are many people.
- 55. malpeducation.com 2 Dimensional vs. 3 Dimensional
- 57. malpeducation.com Print-Rich Environment with Visuals
- 60. malpeducation.com Schema Theory Dictionary definition: An abstract structure representing concepts stored in memory
- 61. malpeducation.com Linguistic Schema (James, 1987) A B C D E F G H I F M J E O T P Y X
- 62. malpeducation.com Content Schema: Version #1 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.
- 63. malpeducation.com Content Schema: Version #2 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)
- 64. malpeducation.com Formal Schema Please name the months of the year: (James,1987)
- 65. malpeducation.com TYPES of SCHEMATA • Linguistic Schema • Content Schema • Formal Schema
- 66. malpeducation.com The Power of Prior Knowledge When information is missing or confusing, we compensate by accessing our familiar schemata. Observe the following:
- 67. malpeducation.com Compensating Strategy: Ex. #1 Ths sntnc s wrttn wth th vwl smbls lft t.
- 68. malpeducation.com Compensating Strategy: Ex #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 vestibule, with little rice and just tee for all.” (Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)
- 69. malpeducation.com Compensating Strategy: Ex. #3 _____________ ____________ ____________ ____________ __________, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________. Ασδφγηκκ (Adapted from Peregoy & Boyle, 2005)
- 70. malpeducation.com Two Learning Activities FAMILIAR SCHEMATA UNFAMILIAR SCHEMATA Describing your favorite game in your first language or dialect Writing a science lab report in academic English
- 71. malpeducation.com Balance Familiar & Unfamiliar Schemata in Activities • If content is new à L1, highly contextualized English • If focus is language à familiar concepts and tasks easily accessible to the learner • If tasks new à L1, highly contextualized English, familiar content
- 72. Mutually Adaptive Learning Paradigm – MALP® SLIFE U.S. Schools Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission Written Word with Future Relevance malpeducation.com
- 74. malpeducation.com Key Elements of Successful Programs • Implementation of MALP • Trained teachers & support staff • Administrative support • Ongoing communication • Ongoing professional development • Allocation of classroom space • Careful program planning • Understanding SLIFE http://timer.onlineclock.net/timers/3minutes/
- 75. malpeducation.com Intercultural Communication Framework (ICF) • Establish and maintain an ongoing two-way relationship • Identify priorities in both cultures • Make associations between the strange and the familiar
- 76. Establish and maintain a relationship “Who are you?” said the Caterpillar.
- 77. malpeducation.com Identify Priorities in Both Cultures
- 78. malpeducation.com Make the Strange Familiar
- 79. malpeducation.com Intercultural Communication Framework (ICF) • Establish and maintain an ongoing two-way relationship • Identify priorities in both cultures • Make associations between the strange and the familiar
- 81. malpeducation.com US Formal Education Informal Ways of Learning Orality Collectivism Deficit View they know what to do but lack ability Dissonance View they are starting from a different paradigm Ways of Learning Continuum
- 83. malpeducation.com Take - Aways NNote to Self to Self: Note Supervisor/ Admin: Note to Andrea
- 84. drandreadecapua@gmail.com More Information? malpeducation.com Breaking New Ground : Teaching students with limited or interrupted formal education in U. S. secondary schools Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling English Language Learners