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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
Students with Limited or Interrupted Formal Education
How do we refer to them?
• LFS • SIFE • SLIFE
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
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)
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
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.
• Choose a bag.
• Look inside.
• What is it?
• Think about your answer.
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.
Sharing Answers
› Tabulate answers
› Write answers as students say them
› Copy down all descriptive words
And now………
Apple Collection
Benefits of Collections
• Building definitions
• Learning ways to categorize objects
• Developing vocabulary – academic terms
– descriptive adjectives
• Collaborating on a class project
Categorization
A/An _______________________
is
a/an _______________________
Important: small before big!
Characteristics
• with ___________________
or
• that has ________________
Specific Descriptions
• green
• good
• delicious
• round
• sweet
• plastic
• wood
• heavy
• glass
• silver
• small
• soap
• key chain
• teapot
• bank
• basket
• magnet
• paperweight
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
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.
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
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
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
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
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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