supporting online learning for struggling els and slife

www.malpeducation.com
©MALP LLC 2020
Supporting Online
Learning for Struggling
ELs and SLIFE
Andrea DeCapua, Ed.D.
MALP LLC
Sponsored by the
Thanks to

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culture shock
cultural differences
grade-level subject knowledge

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culture shock
cultural differences
grade-level subject knowledge
literacy skills
foundational subject knowledge
school tasks and school-ways of thinking how
to be a learnertrauma

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Ways of Learning Continuum
No schooling
New to print
Age-appropriate
formal education
Rosalina
Juan
Nelson
Kasongo
Arielle
Veronica

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Our world of school

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malpeducation.com
COVID-19

School has moved online. Learn at home

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What is
most
important
now?

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Intercultural Communication
Framework (ICF)
Principle 1 Maintain and Build a Relationship
Principle 2 Identify Priorities
Principle 3 Make the Unfamiliar Familiar
Adapted from DeCapua et al., 2020; Marshall & DeCapua, 2013

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ICF Principle 1
Build and Maintain a Relationship
send personal texts
send personal e-mails
listenrethink lessons
do video chats
check-in regularly
record personal voice messages
Send a letter or card
Show caring

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ICF Principle 2
Identify Priorities
consider relevance to students’ lives
make learning manageable
be realistic be adaptable
be flexible
consider what is truly essential
listen

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ICF Principle 3
Make the Unfamiliar Familiar
keep to routines
be consistent
provide structure
deliver via multiple formats
encourage multigenerational support
focus on school-ways of thinking
build in redundancy
listen

©MALP LLC 2020
Intercultural Communication
Framework (ICF)
Principle 1 Build and Maintain a Relationship
Principle 2 Identify Priorities
Principle 3 Make the Unfamiliar Familiar
Adapted from DeCapua et al., 2020; Marshall & DeCapua, 2013

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Putting the
Intercultural
Communication
Framework (ICF)into
practice

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Projects
incorporate multimodalities
multilevel
multiage / multigenerational
multisubject
adaptable
creative
concrete, tangible
immediately relevant
foster relationships

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KISS
(Keep it Simple Sweetie)
• manageable
• structured
• recurring
• use available resources
• think ICF
brainstorm
select
focus
implement
share
reflect &
evaluate
propose
new
project
Projects
Adapted from DeCapua & Marshall, 2011

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1.
2
Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013

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What I like to do in my
free time
https://www.nps.gov/museum/exhibits/gettex/games.html
(Thanks to Carol Antolini)
DeCapua & Marshall, 2011; Marshall & DeCapua, 2013

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Sample Project- Poster
(Thanks to Sara Cole)
Sample Activities
• Sort words by first letter/initial/final sound
• Oral & written
My ___ hurts. I have a headache.
My stomach hurts. I have a stomachache.
• Word bank sentence completion:
elbows, joints, knees
The ___ and ___ are both ___ that help us move.
The knees and elbows are both joints that help us move.

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Sample Project- Poster
(Thanks to Gloria)
Sample Activities
Survey, graphs
Sentence completion:
____ students were born in ____.
Compare & Contrast
_____ is older than ____. _____ is younger than ____.
_____ is the same age as ____.
Analysis
Two facts you learned about age and frequency:
The age of _____ was the most frequent for _____.
The age of _____ was the least frequent for _____.

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Sample Project - Timelines
Marta
January 27
Jairo
February 2
Daniel
April 12
Luz
April 26
Juan Carlos
June 4
Sample sentence frames
My birthday is on ____ .
My birthday is on the ____of ____.
Mrs. Aquino’s birthday is on June 21st.
Her birthday is on ____ ____.
It is after Juan’s birthday.
Juan’s birthday is on ____ ____.
____ birthday is on ____
It is before Mrs. Aquino’s birthday.
(Thanks to Ann Marie K)
Survey
When is your birthday?
When is your _____’s birthday?
(sister, brother, mother, uncle . . .)
Timeline Creation

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Sample Project- Theme Booklets
Water fountain
fuente de agua
¿Puedo tomar agua?
Can I get some water?
(Thanks to Luyan Z.)
我可以喝点水吗
喝水处
Bal’s Neighborhood
I live in Bellevue.
In my neighborhood, there is a
children’s school.
There are many students.
There are many teachers.
There is a playground.
My neighborhood is beautiful.
I don’t like dogs.
I like my neighborhood.
(Thanks to Sara Cole)

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Sample Project: Recipes
(Thanks to Joanne)
Math – measurement, conversion, fractions,
proportions, multiplication, division
Science – chemical interactions
School-ways (academic ways ) of thinking –
process, order, cause and effect, analysis

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References
• DeCapua, A. (2019). SLIFE: What Every Teacher Needs to Know. University of
Michigan Press Amazon
• DeCapua, A. (2018). Students with limited or interrupted formal education (SLIFE)
Chapter 3 in J. Govoni (Ed.). Preparing the way: Teaching ELs in the pre-K-12
classroom (pp. 63-87). Kendall Hunt Amazon
• DeCapua, A., Marshall, H.W., & Tang, L. F. (2020). Meeting the Needs of SLIFE: A
Guide for Educators. Ann Arbor: University of Michigan Press. University of
Michigan Press Amazon
• DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with
limited or interrupted formal education. University of Michigan Press Amazon
• H.W., & DeCapua, A. (2013). Making the Transition to Classroom Success:
Culturally Responsive Teaching for Struggling Learners. University of Michigan Press
Amazon

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