ELLs with Limited Prior Schooling: Six Instructional ...malp.pbworks.com/w/file/fetch/47985562/ELLs...
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ELLs with Limited Prior Schooling: Six Instructional Guidelines
CoTESOL Convention
Denver 2011
Andrea DeCapua
The College of New Rochelle
Helaine W. Marshall
Long Island University
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Students with Limited or Interrupted Formal Education
How do we refer to them?
• LFS • SIFE • SLIFE
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Needs of SLIFE
• Develop basic literacy skills • Master content & concepts in curriculum
• Adapt to cultural differences in learning and
teaching
• Develop academic ways of thinking
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Mutually Adaptive Learning Paradigm - MALP
SLIFE
North American 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
Future Relevance
Written Word
with
(DeCapua & Marshall, 2011; Marshall 1994, 1998)
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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 to my students with familiar language and
content.
© University of Michigan Press, 2011. DeCapua & Marshall. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in Secondary Schools
MALP Teacher Planning Checklist
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DeCapua, A. & Marshall, H. W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. Ann Arbor: U of Michigan Press.
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• Choose a bag.
• Look inside.
• What is it?
• Think about your answer.
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Questions to ask about the Mystery Bag
• Do you know what it is?
• Do you know what it is called in your language?
• Do you like it?
• Give 4 words to describe it.
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Sharing Answers
› Tabulate answers
› Write answers as students say them
› Copy down all descriptive words
And now………
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Apple Collection
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Benefits of Collections
• Building definitions
• Learning ways to categorize objects
• Developing vocabulary – academic terms
– descriptive adjectives
• Collaborating on a class project
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Categorization
A/An _______________________
is
a/an _______________________
Important: small before big!
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Characteristics
• with ___________________
or
• that has ________________
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Specific Descriptions
• green
• good
• delicious
• round
• sweet
• plastic
• wood
• heavy
• glass
• silver
• small
• soap
• key chain
• teapot
• bank
• basket
• magnet
• paperweight
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Classify and Place in Order
1. Opinion
2. Size
3. Shape
4. Condition
5. Age
6. Color
7- Origin
(Where from)
8- Material
(Made of)
9- Function
(Used for)
big red teapot heavy glass paperweight
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Talking & Writing about Collections
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.
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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 to my students with familiar language and
content.
© University of Michigan Press, 2011. DeCapua & Marshall. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in Secondary Schools
MALP Teacher Planning Checklist
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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
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B. Combine Processes
for Learning
• 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
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C. Focus on New Activities
for Learning
• Classifying
• Representational vs. functional identification
• Language scaffolded by use of L1 among students
• Content scaffolded by relevant personal information
• Content scaffolded by sentence frames
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Mutually Adaptive Learning Paradigm - MALP
SLIFE
North American 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
Future Relevance
Written Word
with
(DeCapua & Marshall, 2011; Marshall 1994, 1998)
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