Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Talk given at TESOL France 2013 Annual Colloquium. In person it was run as a workshop with ideas for each example discussed by participants before solutions were presented.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
The critical factor in the learning and teaching of language is what the students DO in the classroom. It is through their “doing” that teachers might influence what the students learn. The technemes for practice and communication described here cover at least 40 years of professional language teaching and owe everything to colleagues and students.
The ‘technemes’ are presented in minimal thumbnail fashion. It is expected that teachers and students will exercise their creativity to adapt and expand these activities to make them their own. I hope that teachers and students will enjoy them and join in the “language play.”
How to make the LOTE classroom more engaging & communicativedesalynn
The activities focus on getting the students to speak, read, write and comprehend the target language. There are task-oriented activities that engage students in creative language use including games, information gap activities and using authentic resources.
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This presentation will help teachers explore some easy web tools and enrich their repertoire with simply appealing ways to get the most out of these tools to create meaningful and engaging language practices for in and outside classroom activities to maximize students' motivation and learning.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
Traditional & Technology Infused Foldables for the Foreign Language Classroom...desalynn
Traditional & Technology Infused Foldables for the Foreign Language Classroom - The technology infused foldables use PowerPoint templates allowing students to use technology skills while engaged in meaningful foreign language activities. The traditional foldables allow students to display information in a way to help them grasp concepts and ideas and also give them a sense of ownership and investiture in curriculum. Visit profehanson.weebly.com for examples & ideas for using foldables in the LOTE classroom
The critical factor in the learning and teaching of language is what the students DO in the classroom. It is through their “doing” that teachers might influence what the students learn. The technemes for practice and communication described here cover at least 40 years of professional language teaching and owe everything to colleagues and students.
The ‘technemes’ are presented in minimal thumbnail fashion. It is expected that teachers and students will exercise their creativity to adapt and expand these activities to make them their own. I hope that teachers and students will enjoy them and join in the “language play.”
How to make the LOTE classroom more engaging & communicativedesalynn
The activities focus on getting the students to speak, read, write and comprehend the target language. There are task-oriented activities that engage students in creative language use including games, information gap activities and using authentic resources.
Exploring Easy Web Tools (Wordle, Tagul & Padlet) for Meaningful Classroom Ac...Nina Septina
This presentation will help teachers explore some easy web tools and enrich their repertoire with simply appealing ways to get the most out of these tools to create meaningful and engaging language practices for in and outside classroom activities to maximize students' motivation and learning.
Making the Transition to Classroom Success: Culturally Responsive Teaching f...Andrea DeCapua
Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
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.
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Com...Andrea DeCapua
Immigrant students with limited formal schooling have assumptions and experiences that are very different from those of their teachers. Our instructional model, the Mutually Adaptive Learning Paradigm (MALP) addresses the issues these students encounter by reducing cultural dissonance and transitioning them to formal schooling. We describe the implementation of MALP in community-based adult language and literacy programs and examine how this culturally responsive model encouraged participation, developed a sense of community, and reduced cultural dissonance.
SIOP Refresher: Meeting the Needs of our ELLS Carla Huck
This was our first PD of the school year, providing our teachers with the key principles of language instruction for ELLs and classroom implementation examples. Supplemental materials were also provided in a binder, such as a glossary of terms, GO-TO Strategies Matrix, differentiated techniques for ELLs, and one page handouts on various instructional strategies discussed.
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.
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
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Presentation to refugee teachers on culturally responsive teaching, cultural diversity, differences in teaching and learning, and the Mutually Adaptive Learning Paradigm (MALP)
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Supporting Students with Limited or Interrupted Formal Education London Ontario DeCapua
1. Supporting
Students with Limited or
Interrupted Formal
Education
Thames Valley School District
London, Ontario
October 23, 2014
Andrea DeCapua, Ed.D.
MALP, LLC
drandreadecapua@gmail.com
2. Welcome and Warm-up Activity
• Look at the chart paper around the room
• Write your first name and the first initial of
your last name under each sentence that
describes you.
3. Agenda Topics
• Welcome and Warm-up Activity
• Background to Understanding SLIFE
• Culturally Responsive Model: Mutually Adaptive
Learning Paradigm
• Using the MALP Teacher Planning Checklist
• MALP and Project-Based Learning
• MALP in Action
• Designing a MALP Project
• Planning for Change
and . . .
break, lunch
8. To think about:
Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
9. SLIFE
Are unlike other ELs because
• no, interrupted, or limited formal education
• new to literacy or have limited literacy skills
• lack content-knowledge of their peers
• unfamiliar with “doing school”
10. Teachers and learners assume that
1. the goals of K-12 instruction are to
a) produce an independent learner
b) prepare that learner for life after schooling
2.
the learner is ready to
a) engage in literacy-based, school-related tasks
b) participate and demonstrate mastery on an
individual basis
(Adapted
from
DeCapua
&
Marshall,
2011)
11. Three Underlying Differences
• Oral transmission – Written Word
• Collectivism - Individualism
• Informal Ways of Learning – Formal
Western-Style Education
14. Collectivism
• “We” rather than “I”
• People see themselves as
part of an interconnected
whole
• “Web” of relationships
• Group is more important
than any single individual
15. Individualism
• Personal efforts praised,
rewarded
• Personal interests,
desires, primary
• Personal judgments
• Personal responsibility
• “Self-actualization”
16. Informal Ways of Learning
• Revolves around
immediate needs of
family, community
• Grounded in
observation, participation
in sociocultural practices
of family, community
• Has immediate
relevance
• Centered on orality
(Gahunga,
Gahunga,
&
Luseno,
2011;
Paradise
&
Rogoff,
2009)
17. Formal Western-Style Education
• Abstract knowledge
• Scientific reasoning
• Literacy is central
• Formal school settings
• Segmentation of
knowledge
• Age cohorts
(Anderson-‐LeviK,
2003;
Flynn,
2007;
Grigorenko,
2007;
Ozmon
&
Carver,
2008
)
18. Academic Tasks
• Definitions
Ø What is a tree?
• True/False
Ø Vancouver is the capital of British Columbia.
Ø Toronto is the capital of Ontario.
• Classification
Ø Categorize these objects (see next slide)
21. SLIFE
• Develop basic literacy skills
• Learn basic and grade-level subject area
concepts
• Adapt to cultural differences in learning
and teaching
• Develop academic ways of thinking
22. Teachers and learners assume that
1. the goals of K-12 instruction are to
a) produce an independent learner
b) prepare that learner for life after schooling
2.
the learner is ready to
a) engage in literacy-based, school-related tasks
b) participate and demonstrate mastery on an
individual basis
(Adapted
from
DeCapua
&
Marshall,
2011)
27. 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.
28. 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
33. Compensating Strategies
Example #2
Our Father makes art in heaven
Howdja know my name?
Thy kingdom come,
Thy Wimbledon,
On earth as it is in Heaven.
Give us this steak and jelly bread,
And forgive us our trash baskets
As we forgive those who put trash in our baskets.
And lead a snot into Kemp's station,
But deliver us from eagles,
For mine is the kingdom, the flower, and the jewelry.
35. FAMILIAR
SCHEMATA
UNFAMILIAR
SCHEMATA
Describing
your favorite
game in your
first language
or dialect
Writing a
science lab
report in
academic
English
38. Two Different Learning Paradigms
SLIFE North American
Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Immediate Relevance Future Relevance
(Adapted from DeCapua & Marshall, 2009, 2011;
Marshall, 1994,1998; Marshall & DeCapua, 2013)
Aspects of
Learning
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic Task
Interconnectedness
Oral Transmission
Independence
Written Word
39. Mutually Adaptive Learning
Paradigm® - MALP®
ü Culturally Responsive Instructional Model
ü Elements from students’ learning paradigm
ü Elements from North American learning paradigm
ü Transitional approach to close achievement gap
(DeCapua & Marshall, 2010; 2011 )
40. Mutually Adap.ve
Learning
Paradigm®
–
MALP®
Culturally
Responsive
Teaching
Model
SLIFE
North
American
Classrooms
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
PragmaWc
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
WriKen
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
44. Project-Based Learning
• Allows for differentiation
• Promotes integration of literacy
and content knowledge
• Improves student engagement;
learner-centered rather than
teacher-centered
45. and…
from a MALP® perspective
• Provides immediate relevance
• Fosters a sense of interconnectedness
• Allows for both shared responsibility and
individual accountability
• Incorporates oral transmission with print
• Develops academic ways of thinking
48. Prototypical MALP® Project
Class Surveys
Characteristics that foster MALP
• Interpersonal
• Relevant topics likely to emerge
• Natural movement from oral interaction to written
product
• Provision for both group and individual task delegation
• Instruction in academic ways of thinking
56. Using the Poster Surveys
Looking at the surveys we did
at the beginning of the
session, how could you use
information like this to develop
projects for your SLIFE?
57. To Define is to Know
The most common question asked in classrooms
in all subjects and at all levels:
WHAT IS ______?
59. Questions to ask
about the Mystery Bag
• Do you know what it is?
• Do you know what it is called in your
language/another language?
• What do you do with it? What is it for?
• Do you like it?
• Give 4 words to describe it.
60. Checking Answers
• One by one, check all the answers
• All participate in the checking
Ø Give answers - tabulate them
Ø Write answers up as others give them
Ø Copy down all descriptive words
62. Benefits of Collections
• Building definitions
• Learning ways to categorize objects
• Developing vocabulary
Ø academic terms
Ø descriptive adjectives
• Collaborating on a class project
65. Specific Descriptions
• red
• good
• delicious
• round
• sweet
• plastic
• wood
• so^
• glass
• wax
• small
•
soap
• key
chain
• potholder
• candle
• light
• magnet
• pin
66. Talking & Writing about Collection
Talk/write about the items in the collections using
sentence frames
My apple is a/an ____key chain________.
It is ___________, ___________ and ________.
It is a/an ________, ________, _________ key chain.
67. 1. Opinion
2. Size
3. Shape
4. Condition
5. Age
6. Color
7. Origin
(where from)
8. Material
(made of)
9. function
(Used for)
small white light pretty cloth potholder
DeCapua,
A.
2008.
Grammar
for
Teacher.
Boston:
Springer
68. Talking & Writing about Collection
Talk/write about the items in the collections using
sentence frames
My apple is a/an ____key chain________.
It is ___________, ___________ and ________.
It is a/an ________, ________, _________ key chain.
70. A. Accept Conditions for Learning
• The category each object
represents is something
familiar
• The activity makes abstract—
classification— concrete, by
using real-world objects
• Students and teacher learn
more about each others’
interests
• Students create collections
together as a class
71. • Class collectively creates
sentences
• Pairs come up with additional
sentences
• Each person adds information
related to own object
• Students share answers to
questions orally as teacher
writes on board.
• Students read from board orally
and later copy into their
notebooks.
72. • Classifying
• Representational vs.
functional identification
• Language scaffolded by
use of L1 among students
• Content scaffolded by
relevant personal
information
• Content scaffolded by
sentence frames
83. Timelines
• At your table, take a sheet of construction
paper and print in large letters the month
and day of your birthday, e.g. September
27th.
• When you finish, stand up, go to a corner
of the room and arrange yourselves
physically by birthdays.
84. Timelines
• Why timelines?
• What did this activity demonstrate in terms
of the development of:
– Formal schemata
– Linguistic
– Content