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Immigrant students with limited formal schooling have assumptions and experiences that are very different from those of their teachers. Our instructional model, the Mutually Adaptive Learning Paradigm (MALP) addresses the issues these students encounter by reducing cultural dissonance and transitioning them to formal schooling. We describe the implementation of MALP in community-based adult language and literacy programs and examine how this culturally responsive model encouraged participation, developed a sense of community, and reduced cultural dissonance.
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Implemen(ng a Mutually Adap(ve
Model of Instruc(on for ESL Literacy in Community-‐Based
Programs Andrea DeCapua, Ed.D. Helaine W. Marshall, Ph.D.
New York University LIU Hudson
Allegra Elson Sara Cole KaEe Murphy
Greater PiGsburgh Literacy Council
(c) copyright MALP, LLC. For terms and condiEons of use, contact [email protected]
Low Educated Second Language and Literacy AcquisiEon for Adults (LESLLA)
LESLLA Symposium San Francisco, CA
August 2013 LESLLA Partnerships
Researchers PracEEoners
Andrea DeCapua NYU
Helaine W. Marshall LIU Hudson
Allegra Elson Sara Cole
KaEe Murphy
Greater PiGsburgh Literacy Council
✚
The Hidden Assump(ons
• Preferences in accessing & transmiWng informaEon
• Ways of interacEng
• ResponsibiliEes in imparEng & receiving knowledge
• Ways of thinking & learning
90%
10%
Flaitz, 2012
Three Cultural Differences
• Orality versus Literacy • Informal Learning vs. Formal EducaEon
• CollecEvism versus Individualism
I never care about reading unEl 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.
Informal Ways of Learning
• Revolves around immediate needs of family and community
• Grounded in observation, participation in sociocultural practices of family and community
• Has immediate relevance
• Centered on orality
(Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
• “We” rather than “I” • People see themselves as
part of an interconnected whole
• “Web” of relationships • Group is more important
than any single individual
Collec(vism
• Personal efforts praised, rewarded
• Personal interests,
desires, primary • Personal judgments • Personal responsibility • “Self-actualization”
Individualism
SLIFE 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
Struggling Language Learners
U.S. Classrooms
Immediate Relevance Future Relevance
Shared Responsibility
PragmaEc Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
(DeCapua & Marshall, 2009, 2010; Marshall, 1994, 1998)
Aspects of Learning
Individual Accountability
School-Based Tasks
WriGen Word
Standardized Tes-ng!
Mutually Adaptive Learning Paradigm MALPTM
Instructional Model
SLIFE* U.S. Classrooms
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
with
(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
School-Based Tasks
Immediate Relevance
Oral Transmission Written Word
Future Relevance
*Students with limited/interrupted formal educaEon
Collabora(on:
Greater PiQsburgh Literacy Council
Downtown Center • Serves adult ELL immigrants & refugees
• ESL, computer, GED classes Familes for Learning Center • Provides adult ESL, parenEng educaEon, early childhood educaEon, literacy
Goals of Collabora(on
• To transi(on low-‐educated adult learners to formal schooling and different ways of thinking and learning
• To reduce cultural dissonance
• Develop English language skills • Create posiEve learning experience • Establish warm classroom climate • Build relaEonships • Improve aGendance
Data Collec(on
• BEST Plus • Classroom observaEons
– peer – researcher
• MALP Checklist • Google Hangout meeEngs
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.
MALPTM Teacher Planning Checklist
© University of Michigan Press, 2011. DeCapua, A. & Marshall, H.W. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools.
Voices
Part I: From the Field • Sara: MALP Teacher Planning Checklist • Allegra: Peer ObservaEons • KaEe: Mural Project
Part II: From the “Ivory Tower” • Helaine: A LESLLA-‐Inspired Partnership
Sara’s Class
• 2 Classes: High Beginner, Bridge Literacy
• Prior EducaEon: 0-‐ 16 • Oral Skills: Beginning to Low Intermediate
• Literacy Levels: none to some
• Ages: 19-‐75 • Time in US: 5 days – 8 years
Sara’s Checklist: Component A Accept Condi(ons for Learning
A1. I am making this lesson/project immediately relevant to my students.
– incorporated daily activities that the students engage in �
A2. I am helping students develop and maintain interconnectedness.
– interview each other and ask about where they shop on a daily basis�
– must work together to get answers for the whole class�
Sara’s Checklist: Component B Combine Processes for Learning
B1. I am incorpora(ng both shared responsibility and individual accountability. - Shared Responsibility: create and fill out grid; put
answers on board together�- Individual Accountability: complete worksheet by
themselves, respond to questions�
B2. I am scaffolding the wriQen word through oral interac(on. - worksheet & grid first introduced orally and talked about
as class. �- class gives examples and talks about personal experience
and preferences �- students ask questions and then begin working with grid�
Sara’s Checklist: Component C Focus on New Ac(vi(es
C1. I am focusing on tasks requiring academic ways of thinking - numeracy skills �- comparing and classifying �- drawing conclusions from data�C2. I am making these tasks accessible to my students with familiar language and content. - students are familiar with language about food,
buying food, neighborhoods, and basic numbers�- Food shopping idea familiar from earlier units on
daily activities. �
Allegra’s Class
• Morning FoundaEons
• Prior EducaEon: None to some high school
• Oral Skills: Minimal oral English skills
• Literacy Levels: Zero to minimal literacy in first language
• Ages: 26 -‐75 • Time in US: 3 weeks -‐ 2 years
Allegra – Peer Observa(ons
• Teachers observed each other • Teachers took notes, reviewed using MALP Checklist
• Helpful having second set of eyes and ears and sounding board for beGer ways to implement Checklist
• Challenge to schedule observaEons since all teach at the same Eme.
Ka(e’s Class
• 2 Family Literacy Classes
• MulElevel
• Prior EducaEon: 0 -‐ 14 years
• Oral Skills: very low-‐advanced
• Literacy Level: alphabet recogniEon -‐ 4th grade
• Time in US: 1 month -‐ 10 years
• Age: mid-‐20s to mid-‐40s
• All women with young children
Ka(e’s Mural Project
Reflec(ons
The Students and MALP: • Family literacy parEcipants very engaged in mural project • Interconnectedness:
– Students developing friendships inside and outside of class – Support and helping each other in class
The Teachers and MALP: • Very enthusiasEc • Reminder to keep lessons learner-‐centered and to bring ‘outside in’ • Open entry/open exit program challenges:
– integraEng new students – keeping lesson on track
A LESLLA-‐Inspired Partnership
• Met the goal of bringing together researchers and pracEEoners in adult educaEon
• Significance – Helped establish validity of MALP in adult ESL and literacy program
• Future direcEons • On-‐going, not ending yet
Website: hGp://malpeducaEon.com Wiki: hGp://malp.pbworks.com Book: Marshall, H.W,, & DeCapua, A., (2013). Making the Transi4on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI:University of Michigan Press
MALP Resources
(c) copyright MALP, LLC. For terms and condiEons of use, contact [email protected]
Contact Us!
Researchers Andrea DeCapua [email protected] Helaine W. Marshall [email protected] Prac((oners Allegra Elson [email protected] Sara Cole [email protected] KaEe Murphy [email protected]
(c) copyright MALP, LLC. For terms and condiEons of use, contact [email protected]