ssis academic session marshall decapua tesoll 2014
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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
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)
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)
Three Major Differences
1. Orality vs. Literacy 2. Collec:vism vs. Individualism
3. Informal Learning vs. Formal Educa:on
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.
Collec3vis3c vs. Individualis3c Cultures
(Adapted from Luria, 1976)
Sample Academic Task
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)
(Ibarra, 2001)
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 Relevance Immediate Relevance
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
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
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Describing your favorite game in your
native language
Writing a science lab report in academic English
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
• Class brainstorming
• Five most common ac:vi:es
• Interviews in class • Data gathering • Graph • Sentences below graph
Bar Graph from Survey Data
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
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
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