Pre k 12 day tesol 2016

ì
Helaine W. Marshall, Ph.D.
Long Island University-Hudson
MALP, LLC
50th Annual TESOL ConvenDon
PreK-12 Day
April 4, 2016
malpeduca)on.com © MALP, LLC

Students with Limited or Interrupted
Formal Education – SLIFE
ì  Sub-populaDon of English Learners
ì  Less than 12 months since arrival in U.S.
ì  Enter a U.S. school aOer age 9
ì  Minimum of 2-years less schooling than peers
ì  FuncDon at least 2 years below expected grade level
ì  May be pre-literate in their ﬁrst language

Layers of the Instructional Context
Curriculum, Instruc)on, and Assessment
Culturally Responsive Teaching
Societal Factors
Bedrock Layer

Teachers and learners assume that
1. The goals of PreK-12 instruc)on are to
a) produce an independent learner
b) prepare the learner for the life aKer schooling

(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)
2. The learner is ready to
a) par)cipate and demonstrate mastery on an
individual basis
b) engage in literacy-based, classroom tasks

Three Underlying Cultural Diﬀerences
ì  Oral transmission vs. wriZen word
ì  Informal ways of learning vs. formal
educaDon
ì  CollecDvism vs. individualism

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.


Formal v. Informal Ways of Learning

Decontextualized Tasks
based on Academic Ways of Thinking

ì  Deﬁni)ons
ì  What is a tree?

ì  True/False
ì  Washington DC is the capital of the U.S.
ì  Bal)more is the capital of Maryland.

ì  Classiﬁca)on
ì  Categorize these objects

(Luria, 1976)

Sample Question
What is the
group?

Which ITEM
does not
belong in the
group?


•  Personal eﬀorts praised,
rewarded

•  Personal interests, desires,
primary

•  Personal responsibility
•  “Self-actualization”

Individualism
(Hofstede, 2001;Lee & Oyserman, 2008; Triandis, 2000)

•  “We” rather than “I.”
•  People see themselves as part
of an interconnected whole
•  “Web” of relationships
•  Group is more important than
any single individual
Collectivism
(Triandis, 1995)

Teachers and learners assume that
1. The goals of instruc)on are to
a) produce an independent learner
b) prepare the learner for life aKer schooling

2. The learner is ready to
a) par)cipate and demonstrate mastery on an
individual basis
b) engage in literacy-based, classroom tasks
(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)

(Ibarra, 2001)

MALP®
Mutually
AdapDve
Learning
Paradigm

Mutually Adaptive Learning Paradigm®
MALP®
Culturally responsive teaching model
Elements from student’s learning paradigm
Elements from Western-style educa)on
Transi)onal model to address the
achievement gap through focusing on cultural
dissonance
✔
✔
✔
✔

Aspects of
Learning

Shared Responsibility Individual Accountability
Interconnectedness
Oral Transmission WriZen Word
Independence
© MALP, LLC
based on
Academic Ways of Thinking
SLIFE U.S. Classrooms
CONDITIONS

PROCESSES

ACTIVITIES

PragmaDc Tasks
Future Relevance Immediate Relevance
based on
Socio-Cultural Experiences
malpeduca)on.com

Aspects of
Learning

ç
Interconnectedness
Independence
© MALP, LLC
based on
Standardized Tes-ng!
SLIFE U.S. Classrooms
CONDITIONS

PROCESSES

ACTIVITIES

PragmaDc Tasks
Future Relevance Immediate Relevance
based on
malpeduca)on.com

SLIFE Mainstream U.S. Classrooms
Interconnectedness Independence
PragmaDc Tasks Decontextualized Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS on
NEW
ACTIVITIES with
familiar language
& content
Immediate Relevance
with
Future Relevance
based on
based on
Socio-cultural Experiences

Schema Theory
Dictionary definition of schema:
An abstract structure
representing concepts
stored in memory


Linguistic Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X

➨  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.
Version #1

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

Formal Schema
Please name the months of the year:
(James,1987)

TYPES of SCHEMATA
ì  Linguistic Schemata
ì  Content Schemata
ì  Formal Schemata

The Power of Prior Knowledge
When information is missing or confusing, we
compensate by accessing our familiar
schemata.
Observe the following:

Compensating Strategies Example #1
Ths sntnc s wrZn wth
th vwl smbls lO t.

“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 vesDbule, with liZle rice and just tee for all.”
(Betty Bao Lord’s childhood understanding
of the Pledge of Allegiance)

(Adapted from Peregoy & Boyle, 2005)

Two Learning Activities
FAMILIAR
SCHEMATA

UNFAMILIAR
SCHEMATA

Describing
your favorite
game in your
first language
or dialect
Writing a
science lab
report on
buoyancy in
academic
English

Ø  Interviewing at home
Ø  Sharing data in class
Ø  Drawing map & flags
Ø  Entering data on board
Ø  Using sentence frames
Ø  Responding to questions

Class Survey: Crossing the Mekong


Paj Ntaub

Renee’s Class

ì
Table of Contents
HOW TO…

Non-Fiction Unit: The Welcome Book


(Photo: Alton Strupp/The Courier-Journal )

These are lockers.
They are by Room 110.
This is a lock.
This is your space at school.

This is the school library.
ì  It is Room 234.
ì  It is on the second ﬂoor.
You return books here.

Carol’s Class
Ages:
15 – 21

Educa)on:
3rd grade to 8th grade

Classes: Self-contained
ì  English
ì  Social Studies
ì  Math
ì  Science

Countries of origin:
HaiD, Dominican Republic,
El Salvador, Guatemala

Carol's Social Studies Unit
Objec)ves
Students will be able to:
(1)  Describe the everyday life of a Civil War soldier
(2)  Compare/contrast it with their own lives today
(3)  Use academic language to present their work
New schemata shown in red.

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.
© DeCapua, A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or
Interrupted Formal EducaIon in Secondary Schools (p.68), University of Michigan Press.
MALP® Teacher Planning Checklist

How am I making this lesson immediately relevant
to my students?

ì  Soldiers at GeZysburg
were bored someDmes just
like them
ì  Finding out what soldiers
did and seeing if any
students do the same
ì  Adding more ideas to own
list based on soldiers’
informaDon

Ba]ling Boredom Website

How am I helping students develop and maintain
interconnectedness?
ì  Students talk about their
lives outside of school
ì  Students and teacher learn
more about each others’
interests
ì  Teacher and students
share what they do when
they are bored

How am I incorporating both shared responsibility
and individual accountability?

ì  Pairs work together to
idenDfy what soldiers did
to combat boredom
ì  Each member of pair adds
informaDon to personal
Venn diagram
ì  Class collecDvely creates
chart of acDviDes with each
student making
contribuDons

How am I scaﬀolding the written word through
oral interaction?
ì  Teacher’s oral explanation
of pictures of soldiers in
free time
ì  Students contribute orally
what they found on website
ì  Students read from own
chart as teacher writes on
class chart
ì  Students read from Venn
diagram responding to
questions about
themselves and soldiers
malpeduca)on.com
© MALP, LLC

What new academic tasks am I introducing?

ì  Gathering data from
secondary sources
ì  Comparing and
contrasDng data
ì  Analyzing data from
graphs

What am I doing to make the new tasks
accessible to my students?
ì  Language on website
accessible through photos
and capDons
ì  Language scaffolded by use
of L1 among students
ì  Content scaffolded by
relevant personal
informaDon
ì  Content scaffolded by
graphic organizers

From
The
Achievement
Gap
To

U.S. Mainstream
Formal Educa)on SLIFE

Informal Learning
Oral Transmission
Collec)vism
Deﬁcit View
Students know what to do but lack ability
Dissonance View
Students are starDng from a diﬀerent paradigm

Hallmarks/Deal Breakers
of U.S. Mainstream Classrooms
ì  Promise of future reward from educaDon

ì  Individual parDcipaDon – the hand raise

ì  Display of mastery – standardized tesDng


me
The farther a student is
from the “me” of the
culture, the less credible
the promise of future
reward from educaIon
will be for the student.

(Crumpton & Gregory, 2011; Noguera, 2003)


The farther a student is
along the conInuum of
individualism to
collecIvism, the less
invested the student
will be in the individual
hand raise.
(LiZleton & Howe, 2010)

The less comfortable a
student is with
mainstream processes of
individual accountability
and the wriQen word,
and the less familiar a
student is with academic
tasks, the less successful
the student will be on
standardized tesIng.
Individual Accountability
based on
Written Word
Standardized Tes-ng!
(Menken, 2008; Wong Fillmore & Snow, 2000 )

Summary of Equity Pedagogy through
Culturally Responsive Teaching with MALP ®

Students who do not find the
“promise of future reward”
credible in their lives

Students who do not embrace
the “individual hand raise”
to compete and excel

Students who do not perform
adequately on “standardized
tests”

Ø  need immediate relevance

Ø  need interconnectedness

Ø  need the combina)on of:
§  shared responsibility with built-in individual
accountability
§  oral transmission to scaffold the wriZen word
§  a focus on academic tasks with familiar language
and content as scaffolds

SLIFE Mainstream U.S. Classrooms
Interconnectedness Independence
PragmaDc Tasks Decontextualized Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS on
NEW
ACTIVITIES with
familiar language
& content
Immediate Relevance
with
Future Relevance
based on
based on

More about MALP®
?
Books: (University of Michigan Press)
Making the transiIon to classroom success: Culturally responsive
teaching for struggling language learners (2013)

Breaking new ground: Teaching students with limited or interrupted
formal educaIon in U. S. secondary schools (2011)

Websites:
hZp://malpeducaDon.com hZp://malp.pbworks.com
Email:
helaine.marshall@liu.edu drandreadecapua@gmail.com


MALP® Workshops
ì  Project-based learning
ì  Flipped learning
ì  Academic ways of thinking and responding
ì  Using class surveys to teach academic tasks
ì  Using MALP Assessment Rubrics
ì  Training of Trainers InsDtute
ì  Mentoring and coaching of teachers/supervisors

References
Crumpton, H. & Gregory, A. (2011). “I'm not learning”: The role of academic relevancy for low-achieving students, The Journal of EducaIonal Research, 104, 42-53
DeCapua, A., & Marshall, H.W. (2015). Reframing the conversaDon for students with limited or interrupted formal educaDon: From achievement gap to cultural
dissonance. NASSP BulleIn, 99, 356-370.
DeCapua, A., & Marshall, H.W. (2010). Serving ELLs with limited or interrupted educaDon: IntervenDon that works. TESOL Journal, 1, 49-70.
DeCapua, A., & Marshall, H.W. (2010). Students with limited or interrupted formal educaDon in U.S. classrooms. Urban Review, 42, 159-173.
Ibarra, R. (2001). Beyond aﬃrmaIve acIon: Reframing the context of higher educaIon. Madison: University of Wisconsin Press.
James, M. (1987). ESL reading pedagogy: ImplicaDons of schema-theoreDcal research. In J. Devine, P.L. Carrell, & D.E. Eskey (Eds.), Research in reading in English as a
second language (pp.175-188). Washington, D. C.: Teachers of English to Speakers of Other Languages.
Li]leton, K. & Howe, C. (2010). (Eds.). EducaIonal dialogues: Understanding and promoIng producIve interacIon. New York: Routledge
Luria, A. R. (1976). CogniIve development: Its cultural and social foundaIons. Cambridge, MA: Harvard University Press. Marshall, H.W. &
Marshall, H. W. (1994). Hmong/English bilingual adult literacy project. Final report of research conducted under the NaDonal InsDtute for Literacy, grant
#X257A20457. University of Wisconsin-Green Bay.
Menken, K. (2008). English learners lec behind: Standardized tesIng as language policy. Clevedon, UK: MulDlingual MaZers.
Noguera, P.A. (2003). Schools, prisons and the social implicaDons of punishment. Theory to PracIce, 42, 341-351.
de Wal Pastoor, L. (2015). The mediaDonal role of schools in supporDng psychosocial transiDons among unaccompanied young refugees upon reseZlement in
Norway. InternaIonal Journal of EducaIonal Development, 41, 245-254.
Peregoy, S., & Boyle, O. (2013). Reading, wriIng, and learning in ESL: A resource book for teaching K-12 learners (6th ed). New York: Pearson.
RuZer, J., 2003. SupporDng Refugee Children in 21st Century Britain: A Compendium of EssenDal InformaDon, New Revised EdiDon. Trentham Books, Stoke on Trent,
UK.
Triandis, H. (1995). Individualism & collecIvism. Boulder, CO: Westview Press.
Wong-Fillmore, L., & Snow, C. (2005 ). What teachers need to know about language. In C. Adger, C. Snow, C., & D. ChrisDan (Eds.). What teachers need to know
about language (pp. 7-54). Washington, D.C.


Pre k 12 day tesol 2016

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Pre k 12 day tesol 2016

Ähnlich wie Pre k 12 day tesol 2016 (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Pre k 12 day tesol 2016