TESOL 2014 presentation; part of session focusing on culturally and linguistically responsive instruction for English language learner success.

1. Academic
Session
Secondary
Schools
Interest
Sec3on
TESOL
2014
Portland,
OR
Culturally
Responsive
Teaching
for
Students
with
Limited
or
Interrupted
Formal
Educa3on
(SLIFE)
Andrea
DeCapua
–
NYU
Helaine
W.
Marshall
–
LIU-­‐Hudson
©2014
MALP,
LLC.
For
terms
and
condi:ons
of
use,
contact
informa:on@malpeduca:on.com

2. Deep
Invisible
Cultural
Values
“Culture
acts
as
a
filter
or
set
of
lenses
through
which
we
view
and
interpret
the
world
around
us.”
(DeCapua
&
Wintergerst,
2004)

3. Teachers
and
learners
assume
that:
1.
the
goals
of
instruc:on
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
aMer
schooling
2.
the
learner
brings
along
a) an
urge
to
par:cipate
as
an
individual
b)
age-­‐appropriate
prepara:on
for
(i)
literacy
development
(ii)
academic
tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)

4. Three
Major
Differences
1. Orality
vs.
Literacy
2. Collec:vism
vs.
Individualism
3. Informal
Learning
vs.
Formal
Educa:on

5. I
never
care
about
reading
un:l
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.

6. Collec3vis3c
vs.
Individualis3c
Cultures

8. (Adapted
from
Luria,
1976)
Sample
Academic
Task

9. Teachers
and
learners
assume
that:
1.
the
goals
of
instruc:on
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
aMer
schooling
2.
the
learner
brings
along
a) an
urge
to
par:cipate
as
an
individual
b)
age-­‐appropriate
prepara:on
for
(i)
literacy
development
(ii)
academic
tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)

10. (Ibarra,
2001)

11. Students with Limited/
Interrupted Education
U.S. Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
Aspects of
Learning
Two
Different
Learning
Paradigms
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future RelevanceImmediate Relevance

12. Two
Different
Learning
Paradigms
U.S. Classrooms
Immediate
Relevance
Future
Relevance
Shared
Responsibility
Pragma:c
Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral
Transmission
Independence
(DeCapua
&
Marshall,
2009,
2010;
Marshall,
1994,
1998)
Aspects of
Learning
Individual
Accountability
Academic
Tasks
Wri^en
Word
Standardized
Tes-ng!
Students with
Limited/Interrupted
Education

13. Mutually Adaptive Learning Paradigm – MALPTM
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

14.
FAMILIAR
SCHEMATA
UNFAMILIAR
SCHEMATA
Describing
your favorite
game in your
native
language
Writing a
science lab
report in
academic
English

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

16. • Class
brainstorming
• Five
most
common
ac:vi:es
• Interviews
in
class
• Data
gathering
• Graph
• Sentences
below
graph
Bar
Graph
from
Survey
Data

17. Ways
of
Learning
Con3nuum
U.S.
Mainstream
Formal
Educa3on
Struggling
Learners
Informal
Ways
of
Learning
Deficit
View
–
they
know
how
but
cannot
do
it
–
lack
ability
Dissonance
View
–
they
are
star:ng
from
a
different
paradigm

18. More
about
MALP?
Our
Books:
Making
the
Transi.on:
Culturally
Responsive
Teaching
for
Struggling
Language
Learners
(2013)
Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
Educa.on
in
U.
S.
Secondary
Schools
(2011)
Our
Websites:
h^p://malp.pbworks.com
H^p://malpeduca:on.com
Contact
us:
Andrea
DeCapua
drandreadeapua@gmail.com
Helaine
W.
Marshall
helaine.marshall@liu.edu
©2014
MALP,
LLC.
For
terms
and
condi:ons
of
use,
contact
informa:on@malpeduca:on.com