ì
HelaineW.Marshall,Ph.D.LongIslandUniversity-Hudson
MALP,LLC
50thAnnualTESOLConvenDonPreK-12DayApril4,2016
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StudentswithLimitedorInterruptedFormalEducation–SLIFE
ì Sub-populaDonofEnglishLearners
ì Lessthan12monthssincearrivalinU.S.
ì EnteraU.S.schoolaOerage9
ì Minimumof2-yearslessschoolingthanpeers
ì FuncDonatleast2yearsbelowexpectedgradelevel
ì Maybepre-literateintheirfirstlanguage
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LayersoftheInstructionalContext
Curriculum,Instruc)on,andAssessment
CulturallyResponsiveTeaching
SocietalFactors
BedrockLayermalpeduca)on.com©MALP,LLC
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Teachersandlearnersassumethat
1.ThegoalsofPreK-12instruc)onaretoa)produceanindependentlearnerb)preparethelearnerforthelifeaKerschooling
(AdaptedfromDeCapua&Marshall,2011;Marshall&DeCapua,2013)
2.Thelearnerisreadytoa)par)cipateanddemonstratemasteryonanindividualbasisb)engageinliteracy-based,classroomtasks
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ThreeUnderlyingCulturalDifferences
ì Oraltransmissionvs.wriZenword
ì Informalwaysoflearningvs.formaleducaDon
ì CollecDvismvs.individualismmalpeduca)on.com©MALP,LLC
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InevercareaboutreadinguntilIcomehereInmycountrynothingtoreadbuthere,everywhereprint,wordsandsignsandbooksandyouhavetoread.
ThemostimportantsIhavelearnedabouttheUnitedStatesthatisabook,newspapers,ornotebookandpens.Thesethingsarealwaysletmeknowhowtolivehere.
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Formalv.InformalWaysofLearning
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DecontextualizedTasksbasedonAcademicWaysofThinking
ì Defini)onsì Whatisatree?
ì True/Falseì WashingtonDCisthecapitaloftheU.S.ì Bal)moreisthecapitalofMaryland.
ì Classifica)onì Categorizetheseobjects
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(Luria,1976)
SampleQuestion
Whatisthegroup?
WhichITEMdoesnot
belonginthegroup?
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• Personaleffortspraised,rewarded
• Personalinterests,desires,primary
• Personalresponsibility
• “Self-actualization”
Individualism
(Hofstede,2001;Lee&Oyserman,2008;Triandis,2000)
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• “We”ratherthan“I.”
• Peopleseethemselvesaspartofaninterconnectedwhole
• “Web”ofrelationships
• Groupismoreimportantthananysingleindividual
Collectivism
(Triandis,1995)malpeduca)on.com©MALP,LLC
Teachersandlearnersassumethat
1.Thegoalsofinstruc)onaretoa)produceanindependentlearnerb)preparethelearnerforlifeaKerschooling
2.Thelearnerisreadytoa)par)cipateanddemonstratemasteryonan
individualbasisb)engageinliteracy-based,classroomtasks
(AdaptedfromDeCapua&Marshall,2011;Marshall&DeCapua,2013)
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(Ibarra,2001)malpeduca)on.com©MALP,LLC
MALP®
MutuallyAdapDve
LearningParadigm
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MutuallyAdaptiveLearningParadigm®MALP®
Culturallyresponsiveteachingmodel
Elementsfromstudent’slearningparadigm
ElementsfromWestern-styleeduca)on
Transi)onalmodeltoaddresstheachievementgapthroughfocusingonculturaldissonance
✔
✔
✔
✔
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AspectsofLearning
SharedResponsibility IndividualAccountability
DecontextualizedTasks
Interconnectedness
Oral Transmission WriZenWord
Independence
©MALP,LLC
basedonAcademicWaysofThinking
SLIFE U.S.Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
PragmaDcTasks
FutureRelevanceImmediateRelevance
basedonSocio-CulturalExperiences
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AspectsofLearning
ç
SharedResponsibility IndividualAccountability
DecontextualizedTasks
Interconnectedness
Oral Transmission WriZenWord
Independence
©MALP,LLC
basedonAcademicWaysofThinking
StandardizedTes-ng!
SLIFE U.S.Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
PragmaDcTasks
FutureRelevanceImmediateRelevance
basedonSocio-CulturalExperiences
malpeduca)on.com
SLIFE MainstreamU.S.Classrooms
Interconnectedness Independence
SharedResponsibility IndividualAccountability
PragmaDcTasks DecontextualizedTasks
ACCEPTCONDITIONS
COMBINEPROCESSES
FOCUSonNEW
ACTIVITIESwithfamiliarlanguage
&content
ImmediateRelevance
OralTransmission WriZenWord
with
FutureRelevance
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basedon
AcademicWaysofThinking
basedon
Socio-culturalExperiences
Schema Theory
Dictionary definition of schema:
An abstract structure representing concepts
stored in memory
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Linguistic Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X
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➨ 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
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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
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FormalSchema
Pleasenamethemonthsoftheyear:
(James,1987) malpeduca)on.com©MALP,LLC
TYPES of SCHEMATA
ì Linguistic Schemata
ì Content Schemata
ì Formal Schemata
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The Power of Prior Knowledge
When information is missing or confusing, we compensate by accessing our familiar schemata.
Observe the following:
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CompensatingStrategiesExample#1
ThssntncswrZnwththvwlsmblslOt.
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CompensatingStrategiesExample#2
“IpledgealessontothefrogoftheUnitedStatesofAmerica,andtotheweepuppetsforwitches’hands;oneAsianinthevesDbule,withliZlericeandjustteeforall.”
(Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)
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Compensating Strategies Example #3
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(Adapted from Peregoy & Boyle, 2005)
Two Learning Activities
FAMILIARSCHEMATA
UNFAMILIARSCHEMATA
Describing your favorite game in your first language or dialect
Writing a science lab report on
buoyancy in academic English
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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
ClassSurvey:CrossingtheMekong
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PajNtaub
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Renee’sClass
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ìTableofContentsHOWTO…
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Non-FictionUnit:TheWelcomeBook
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(Photo:AltonStrupp/TheCourier-Journal)malpeduca)on.com©MALP,LLC
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Thesearelockers.
TheyarebyRoom110.
Thisisalock.
Thisisyourspaceatschool.
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Thisistheschoollibrary.
ì ItisRoom234.
ì Itisonthesecondfloor.
Youreturnbookshere.
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Carol’sClass
Ages:15–21
Educa)on:3rdgradeto8thgrade
Classes:Self-containedì Englishì SocialStudiesì Mathì Science
Countriesoforigin:HaiD,DominicanRepublic,ElSalvador,Guatemala
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Carol'sSocialStudiesUnit
Objec)ves
Studentswillbeableto:
(1) DescribetheeverydaylifeofaCivilWarsoldier
(2) Compare/contrastitwiththeirownlivestoday
(3) Useacademiclanguagetopresenttheirwork
Newschematashowninred.
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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 with familiar language and content.
©DeCapua,A.&Marshall,H.W.(2011).BreakingNewGround:TeachingStudentswithLimitedorInterruptedFormalEducaIoninSecondarySchools(p.68),UniversityofMichiganPress.
MALP®TeacherPlanningChecklist
HowamImakingthislessonimmediatelyrelevant
tomystudents?
ì SoldiersatGeZysburgwereboredsomeDmesjustlikethem
ì Findingoutwhatsoldiersdidandseeingifanystudentsdothesame
ì Addingmoreideastoownlistbasedonsoldiers’informaDon
Ba]lingBoredomWebsite
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HowamIhelpingstudentsdevelopandmaintaininterconnectedness?
ì Studentstalkabouttheirlivesoutsideofschool
ì Studentsandteacherlearnmoreabouteachothers’interests
ì Teacherandstudentssharewhattheydowhentheyarebored
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HowamIincorporatingbothsharedresponsibility
andindividualaccountability?
ì PairsworktogethertoidenDfywhatsoldiersdidtocombatboredom
ì EachmemberofpairaddsinformaDontopersonalVenndiagram
ì ClasscollecDvelycreateschartofacDviDeswitheachstudentmakingcontribuDons
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HowamIscaffoldingthewrittenwordthroughoralinteraction?
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
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WhatnewacademictasksamIintroducing?
ì Gatheringdatafromsecondarysources
ì ComparingandcontrasDngdata
ì Analyzingdatafromgraphs
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WhatamIdoingtomakethenewtasksaccessibletomystudents?
ì LanguageonwebsiteaccessiblethroughphotosandcapDons
ì LanguagescaffoldedbyuseofL1amongstudents
ì ContentscaffoldedbyrelevantpersonalinformaDon
ì Contentscaffoldedbygraphicorganizers
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From
TheAchievement
Gap
To
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U.S.MainstreamFormalEduca)onSLIFE
InformalLearningOralTransmission
Collec)vism
DeficitViewStudentsknowwhattodobutlackability
DissonanceViewStudentsarestarDngfromadifferentparadigm
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Hallmarks/DealBreakersofU.S.MainstreamClassrooms
ì PromiseoffuturerewardfromeducaDon
ì IndividualparDcipaDon–thehandraise
ì Displayofmastery–standardizedtesDng
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me
Thefartherastudentisfromthe“me”oftheculture,thelesscrediblethepromiseoffuturerewardfromeducaIonwillbeforthestudent.
(Crumpton&Gregory,2011;Noguera,2003)
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ThefartherastudentisalongtheconInuumofindividualismtocollecIvism,thelessinvestedthestudentwillbeintheindividualhandraise.
(LiZleton&Howe,2010)
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ThelesscomfortableastudentiswithmainstreamprocessesofindividualaccountabilityandthewriQenword,andthelessfamiliarastudentiswithacademictasks,thelesssuccessfulthestudentwillbeonstandardizedtesIng.
Individual Accountability
Decontextualized Tasks based on Academic Ways of Thinking
Written Word
StandardizedTes-ng!
(Menken,2008;WongFillmore&Snow,2000)
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SummaryofEquityPedagogythroughCulturallyResponsiveTeachingwithMALP®
Studentswhodonotfindthe“promiseoffuturereward”credibleintheirlivesStudentswhodonotembracethe“individualhandraise”tocompeteandexcelStudentswhodonotperformadequatelyon“standardizedtests”
Ø needimmediaterelevance
Ø needinterconnectednessØ needthecombina)onof:
§ sharedresponsibilitywithbuilt-inindividualaccountability
§ oraltransmissiontoscaffoldthewriZenword
§ afocusonacademictaskswithfamiliarlanguageandcontentasscaffolds
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SLIFE MainstreamU.S.Classrooms
Interconnectedness Independence
SharedResponsibility IndividualAccountability
PragmaDcTasks DecontextualizedTasks
ACCEPTCONDITIONS
COMBINEPROCESSES
FOCUSonNEW
ACTIVITIESwithfamiliarlanguage
&content
ImmediateRelevance
OralTransmission WriZenWord
with
FutureRelevance
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basedonAcademicWaysofThinking
basedonSocio-CulturalExperiences
Equity
Enrichment
Engagement
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MoreaboutMALP®?
Books:(UniversityofMichiganPress)MakingthetransiIontoclassroomsuccess:Culturallyresponsiveteachingforstrugglinglanguagelearners(2013)
Breakingnewground:TeachingstudentswithlimitedorinterruptedformaleducaIoninU.S.secondaryschools(2011)
Websites:hZp://malpeducaDon.comhZp://malp.pbworks.com
Email:[email protected]@gmail.com
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MALP®Workshops
ì Project-basedlearning
ì Flippedlearning
ì Academicwaysofthinkingandresponding
ì Usingclasssurveystoteachacademictasks
ì UsingMALPAssessmentRubrics
ì TrainingofTrainersInsDtute
ì Mentoringandcoachingofteachers/supervisors
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References
Crumpton,H.&Gregory,A.(2011).“I'mnotlearning”:Theroleofacademicrelevancyforlow-achievingstudents,TheJournalofEducaIonalResearch,104,42-53
DeCapua,A.,&Marshall,H.W.(2015).ReframingtheconversaDonforstudentswithlimitedorinterruptedformaleducaDon:Fromachievementgaptoculturaldissonance.NASSPBulleIn,99,356-370.
DeCapua,A.,&Marshall,H.W.(2010).ServingELLswithlimitedorinterruptededucaDon:IntervenDonthatworks.TESOLJournal,1,49-70.
DeCapua,A.,&Marshall,H.W.(2010).StudentswithlimitedorinterruptedformaleducaDoninU.S.classrooms.UrbanReview,42,159-173.
Ibarra,R.(2001).BeyondaffirmaIveacIon:ReframingthecontextofhighereducaIon.Madison:UniversityofWisconsinPress.
James,M.(1987).ESLreadingpedagogy:ImplicaDonsofschema-theoreDcalresearch.InJ.Devine,P.L.Carrell,&D.E.Eskey(Eds.),ResearchinreadinginEnglishasasecondlanguage(pp.175-188).Washington,D.C.:TeachersofEnglishtoSpeakersofOtherLanguages.
Li]leton,K.&Howe,C.(2010).(Eds.).EducaIonaldialogues:UnderstandingandpromoIngproducIveinteracIon.NewYork:Routledge
Luria,A.R.(1976).CogniIvedevelopment:ItsculturalandsocialfoundaIons.Cambridge,MA:HarvardUniversityPress.Marshall,H.W.&
Marshall,H.W.(1994).Hmong/Englishbilingualadultliteracyproject.FinalreportofresearchconductedundertheNaDonalInsDtuteforLiteracy,grant#X257A20457.UniversityofWisconsin-GreenBay.
Menken,K.(2008).Englishlearnerslecbehind:StandardizedtesIngaslanguagepolicy.Clevedon,UK:MulDlingualMaZers.
Noguera,P.A.(2003).Schools,prisonsandthesocialimplicaDonsofpunishment.TheorytoPracIce,42,341-351.
deWalPastoor,L.(2015).ThemediaDonalroleofschoolsinsupporDngpsychosocialtransiDonsamongunaccompaniedyoungrefugeesuponreseZlementinNorway.InternaIonalJournalofEducaIonalDevelopment,41,245-254.
Peregoy,S.,&Boyle,O.(2013).Reading,wriIng,andlearninginESL:AresourcebookforteachingK-12learners(6thed).NewYork:Pearson.
RuZer,J.,2003.SupporDngRefugeeChildrenin21stCenturyBritain:ACompendiumofEssenDalInformaDon,NewRevisedEdiDon.TrenthamBooks,StokeonTrent,UK.
Triandis,H.(1995).Individualism&collecIvism.Boulder,CO:WestviewPress.
Wong-Fillmore,L.,&Snow,C.(2005).Whatteachersneedtoknowaboutlanguage.InC.Adger,C.Snow,C.,&D.ChrisDan(Eds.).Whatteachersneedtoknowaboutlanguage(pp.7-54).Washington,D.C.
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