Bay  Area  Regional  TESOL  Symposium  (BART)    November  15,  2014  

St.  Petersburg  College,  Clearwater  

Andrea  DeCapua,  Ed.D.  MALP®,  LLC  

drandreadecapua@gmail.com  

 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”  

 

1.  the  goals  of  K-­‐12  instruction  are    a)  to  produce  an  independent  learner  b)  to  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)  

   Curriculum,  Instruction,  and  Assessment  

       Culturally  Responsive  Teaching  

Societal  Factors  

Bedrock  Layer    

¡ Oral    Transmission  -­‐    Written  Word  

¡  Collectivism    -­‐    Individualism    ¡  Informal  Ways  of  Learning    -­‐      

     Western-­‐style  Formal    Education    

©  www.globalafricanvillage.org      Used  by  permission    

§  Few  or  no  textbooks  

§  Minimal  supplies  

§  Memorization,  recitation  

§  Copying  without  processing  

(Flaitz,  2012)  

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.        

§  “We”  rather  than  “I”    §  People  see  themselves  as  

part  of  interconnected  whole  

 §  “Web”  of  relationships  

§  Group  more  important  than  any  single  individual  

§  “I”  rather  than  “we”    §  Personal  efforts  praised,  

rewarded  

§  Personal  interests,  desires,  primary  

 §  Personal  responsibility  

§  “Self-­‐actualization”    (Hofstede,  2001;  Lee  &  Oyserman,  2008;  Triandis,  2000)  

§  Revolves  around  immediate  needs  of  family,  community  

§  Grounded  in  observation,  participation  

§  Has  immediate  relevance  

§  Centered  on  orality    

(Gahunga,  Gahunga,  &  Luseno,  2011;  Paradise  &  Rogoff,  2009)  

¡  Abstract  knowledge  

¡  Scientific  reasoning  

¡  Logical  deduction  

¡  Formal  school  settings  

¡  Literacy  is  central    

(Anderson-­‐Levitt,  2003;  Flynn,  2007;  Grigorenko,  2007;    Ozmon  &  Carver,  2008  )  

¡  Definitions  Ø What  is  a  tree?    

¡  True/False  Ø New  York  City  is  the  capital  of  New  York  State.  

Ø Tallahassee  is  the  capital  of  Florida.    

¡  Classification  Ø Categorize  these  objects  (see  next  slide)  

(Luria,  1976)  

                                                               

 What  is  the  GROUP?    Which  ITEM  does  not  belong  in  the  group?    

1.    The  goals  of  instruction  are  to  a)  produce  an  independent  learner  b)  prepare  the  learner  for  the  future  

2.    The  learner  is  ready  to  a)  participate  and  demonstrate  mastery  on  an              individual  basis  b)  engage  in  literacy-­‐based,  decontextualized  tasks    

(Adapted  from  DeCapua  &  Marshall,  2011;  Marshall  &  DeCapua,  2013)  

(Ibarra, 2001)

CONDITIONS  

PROCESSES  

ACTIVITIES

Aspects  of    Learning  

   

Shared Responsibility

Individual Accountability

Pragmatic Tasks

Academic Tasks

Interconnectedness  

Oral Transmission

Independence  

Written Word

Future    Relevance  Immediate  Relevance  

(DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994;  Marshall  &  DeCapua,  2013)  

SLIFE  North  American    Formal  Education  

Mutually      Adaptive    

                                   Learning                                                             Paradigm  

§  Cultural  competence  §  Culturally  relevant  curriculum  §  Supportive  learning  community  §  Cultural  congruity  §  Effective  classroom  interaction    

   (Gay,  2001;  2002;  2010;  Ladson-­‐Billings,  1995)  

Mutually  Adaptive  Learning  Paradigm  –  MALP®  Culturally  Responsive  Teaching  Model  

SLIFE   U.S.  Formal  Education  

Interconnectedness   Independence  

 Shared        Responsibility  

Individual    Accountability  

 Pragmatic            Tasks  

   Academic                            Tasks  

ACCEPT  CONDITIONS  

COMBINE  PROCESSES  

FOCUS  on  NEW  

ACTIVITIES  with  familiar  language    &  content  

   Immediate          Relevance  

Oral              Transmission  

 Written  Word   with

Future              Relevance  

           (DeCapua  &  Marshall,  2009,  2011;    Marshall,  1994;  Marshall  &  DeCapua,  2013)      

Mutually Adaptive Learning Paradigm®

MALP Teacher Planning Checklist

A. Accept Conditions for Learning

A1. I am making this lesson/project immediately relevant to students.

A2. I am helping students develop and maintain interconnectedness.

B. Combine Processes for Learning

B1. I am incorporating 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  education  in  U.S.  secondary  schools.    p.  68.  For  terms  and  conditions  of  use,  contact:    information@malpeducation.com        

¡  15  –  21  years  old  ¡  3rd  grade  to  8th  grade  

education  ¡  Haiti,  Dominican  

Republic,  Guatemala                            El  Salvador  

¡  Self-­‐contained  classes  §  English    §  Social  Studies  §  Math  §  Science  

:    

A1.    Immediate  relevance      Learning  about  what  soldiers  did  in  free  time  and  relating  it  to  their  lives    A2.  Interconnectedness    sharing  personal  information  and  forming  web  of  social  relationships  

B1.  Shared  responsibility  with  individual  accountability  

Class  creates  chart,  students  contribute  orally.  

Students  copy  relevant  items  into  personal  Venn  diagrams    

B2.    Oral  transmission  scaffolds  the  written  word    Teacher  writes,  students  read  aloud  their  contributions.  Students  read  personal  Venn  diagram  to  partners    

C1.    Focus  on  decontextualized  tasks  

Comparing  and  contrasting  data  

Analyzing  data  from  graphs  

C2.  Tasks  made  accessible  using  familiar  language  and  content  

English  and  subject  matter  from  their  lives  

U.S.  Formal  Education  SLIFE  Informal  Ways  of  Learning  

Deficit  View      §  lack  ability  

Dissonance  View    §  different  paradigm  

Ways  of  Learning  Continuum  

   

                     

®  

The  following  websites  provide  links  to  information  and  articles  about  students  with  limited/interrupted  formal  education:    http://malpeducation.com  http://malp.pbworks.com  http://readingrockets.org  http://minnetesol.org/journal/index_vol25.html  http://www.leslla.org  http://cnx.org/content/m37446/latest/    

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