pre k 12 day tesol 2016

ì

HelaineW.Marshall,Ph.D.LongIslandUniversity-Hudson

MALP,LLC

50thAnnualTESOLConvenDonPreK-12DayApril4,2016

malpeduca)on.com©MALP,LLC

StudentswithLimitedorInterruptedFormalEducation–SLIFE

ì  Sub-populaDonofEnglishLearners

ì  Lessthan12monthssincearrivalinU.S.

ì  EnteraU.S.schoolaOerage9

ì  Minimumof2-yearslessschoolingthanpeers

ì  FuncDonatleast2yearsbelowexpectedgradelevel

ì  Maybepre-literateintheirfirstlanguage


LayersoftheInstructionalContext

Curriculum,Instruc)on,andAssessment

CulturallyResponsiveTeaching

SocietalFactors

BedrockLayermalpeduca)on.com©MALP,LLC

Teachersandlearnersassumethat

1.ThegoalsofPreK-12instruc)onaretoa)produceanindependentlearnerb)preparethelearnerforthelifeaKerschooling

(AdaptedfromDeCapua&Marshall,2011;Marshall&DeCapua,2013)

2.Thelearnerisreadytoa)par)cipateanddemonstratemasteryonanindividualbasisb)engageinliteracy-based,classroomtasks


ThreeUnderlyingCulturalDifferences

ì  Oraltransmissionvs.wriZenword

ì  Informalwaysoflearningvs.formaleducaDon

ì  CollecDvismvs.individualismmalpeduca)on.com©MALP,LLC

InevercareaboutreadinguntilIcomehereInmycountrynothingtoreadbuthere,everywhereprint,wordsandsignsandbooksandyouhavetoread.

ThemostimportantsIhavelearnedabouttheUnitedStatesthatisabook,newspapers,ornotebookandpens.Thesethingsarealwaysletmeknowhowtolivehere.


Formalv.InformalWaysofLearning


DecontextualizedTasksbasedonAcademicWaysofThinking

ì  Defini)onsì  Whatisatree?

ì  True/Falseì  WashingtonDCisthecapitaloftheU.S.ì  Bal)moreisthecapitalofMaryland.

ì  Classifica)onì  Categorizetheseobjects


(Luria,1976)

SampleQuestion

Whatisthegroup?

WhichITEMdoesnot

belonginthegroup?


•  Personaleffortspraised,rewarded

•  Personalinterests,desires,primary

•  Personalresponsibility

•  “Self-actualization”

Individualism

(Hofstede,2001;Lee&Oyserman,2008;Triandis,2000)


•  “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)


(Ibarra,2001)malpeduca)on.com©MALP,LLC

MALP®

MutuallyAdapDve

LearningParadigm


MutuallyAdaptiveLearningParadigm®MALP®

Culturallyresponsiveteachingmodel

Elementsfromstudent’slearningparadigm

ElementsfromWestern-styleeduca)on

Transi)onalmodeltoaddresstheachievementgapthroughfocusingonculturaldissonance

✔

✔

✔

✔


AspectsofLearning

SharedResponsibility IndividualAccountability

DecontextualizedTasks

Interconnectedness

Oral Transmission WriZenWord

Independence

©MALP,LLC

basedonAcademicWaysofThinking

SLIFE U.S.Classrooms

CONDITIONS

PROCESSES

ACTIVITIES

PragmaDcTasks

FutureRelevanceImmediateRelevance

basedonSocio-CulturalExperiences

malpeduca)on.com

AspectsofLearning

ç


DecontextualizedTasks

Interconnectedness

Oral Transmission WriZenWord

Independence

©MALP,LLC


StandardizedTes-ng!

SLIFE U.S.Classrooms

CONDITIONS

PROCESSES

ACTIVITIES

PragmaDcTasks

FutureRelevanceImmediateRelevance


malpeduca)on.com

SLIFE MainstreamU.S.Classrooms

Interconnectedness Independence


PragmaDcTasks DecontextualizedTasks

ACCEPTCONDITIONS

COMBINEPROCESSES

FOCUSonNEW

ACTIVITIESwithfamiliarlanguage

&content

ImmediateRelevance

OralTransmission WriZenWord

with

FutureRelevance


basedon

AcademicWaysofThinking

basedon

Socio-culturalExperiences

Schema Theory

Dictionary definition of schema:

An abstract structure representing concepts

stored in memory


Linguistic Schema

(James, 1987)

A B C D E F G H I

F M J E O T P Y X


➨  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


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


FormalSchema

Pleasenamethemonthsoftheyear:

(James,1987) malpeduca)on.com©MALP,LLC

TYPES of SCHEMATA

ì  Linguistic Schemata

ì  Content Schemata

ì  Formal Schemata


The Power of Prior Knowledge

When information is missing or confusing, we compensate by accessing our familiar schemata.

Observe the following:


CompensatingStrategiesExample#1

ThssntncswrZnwththvwlsmblslOt.


CompensatingStrategiesExample#2

“IpledgealessontothefrogoftheUnitedStatesofAmerica,andtotheweepuppetsforwitches’hands;oneAsianinthevesDbule,withliZlericeandjustteeforall.”

(Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)


Compensating Strategies Example #3


(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


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


PajNtaub


Renee’sClass


ìTableofContentsHOWTO…


Non-FictionUnit:TheWelcomeBook


(Photo:AltonStrupp/TheCourier-Journal)malpeduca)on.com©MALP,LLC

Thesearelockers.

TheyarebyRoom110.

Thisisalock.

Thisisyourspaceatschool.


Thisistheschoollibrary.

ì  ItisRoom234.

ì  Itisonthesecondfloor.

Youreturnbookshere.


Carol’sClass

Ages:15–21

Educa)on:3rdgradeto8thgrade

Classes:Self-containedì  Englishì  SocialStudiesì  Mathì  Science

Countriesoforigin:HaiD,DominicanRepublic,ElSalvador,Guatemala


Carol'sSocialStudiesUnit

Objec)ves

Studentswillbeableto:

(1)  DescribetheeverydaylifeofaCivilWarsoldier

(2)  Compare/contrastitwiththeirownlivestoday

(3)  Useacademiclanguagetopresenttheirwork

Newschematashowninred.


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


HowamIhelpingstudentsdevelopandmaintaininterconnectedness?

ì  Studentstalkabouttheirlivesoutsideofschool

ì  Studentsandteacherlearnmoreabouteachothers’interests

ì  Teacherandstudentssharewhattheydowhentheyarebored


HowamIincorporatingbothsharedresponsibility

andindividualaccountability?

ì  PairsworktogethertoidenDfywhatsoldiersdidtocombatboredom

ì  EachmemberofpairaddsinformaDontopersonalVenndiagram

ì  ClasscollecDvelycreateschartofacDviDeswitheachstudentmakingcontribuDons


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


WhatnewacademictasksamIintroducing?

ì  Gatheringdatafromsecondarysources

ì  ComparingandcontrasDngdata

ì  Analyzingdatafromgraphs


WhatamIdoingtomakethenewtasksaccessibletomystudents?

ì  LanguageonwebsiteaccessiblethroughphotosandcapDons

ì  LanguagescaffoldedbyuseofL1amongstudents

ì  ContentscaffoldedbyrelevantpersonalinformaDon

ì  Contentscaffoldedbygraphicorganizers


From

TheAchievement

Gap

To


U.S.MainstreamFormalEduca)onSLIFE

InformalLearningOralTransmission

Collec)vism

DeficitViewStudentsknowwhattodobutlackability

DissonanceViewStudentsarestarDngfromadifferentparadigm


Hallmarks/DealBreakersofU.S.MainstreamClassrooms

ì  PromiseoffuturerewardfromeducaDon

ì  IndividualparDcipaDon–thehandraise

ì  Displayofmastery–standardizedtesDng


me

Thefartherastudentisfromthe“me”oftheculture,thelesscrediblethepromiseoffuturerewardfromeducaIonwillbeforthestudent.

(Crumpton&Gregory,2011;Noguera,2003)


ThefartherastudentisalongtheconInuumofindividualismtocollecIvism,thelessinvestedthestudentwillbeintheindividualhandraise.

(LiZleton&Howe,2010)


ThelesscomfortableastudentiswithmainstreamprocessesofindividualaccountabilityandthewriQenword,andthelessfamiliarastudentiswithacademictasks,thelesssuccessfulthestudentwillbeonstandardizedtesIng.

Individual Accountability

Decontextualized Tasks based on Academic Ways of Thinking

Written Word

StandardizedTes-ng!

(Menken,2008;WongFillmore&Snow,2000)


SummaryofEquityPedagogythroughCulturallyResponsiveTeachingwithMALP®

Studentswhodonotfindthe“promiseoffuturereward”credibleintheirlivesStudentswhodonotembracethe“individualhandraise”tocompeteandexcelStudentswhodonotperformadequatelyon“standardizedtests”

Ø  needimmediaterelevance

Ø  needinterconnectednessØ  needthecombina)onof:

§  sharedresponsibilitywithbuilt-inindividualaccountability

§  oraltransmissiontoscaffoldthewriZenword

§  afocusonacademictaskswithfamiliarlanguageandcontentasscaffolds


SLIFE MainstreamU.S.Classrooms

Interconnectedness Independence


PragmaDcTasks DecontextualizedTasks

ACCEPTCONDITIONS

COMBINEPROCESSES

FOCUSonNEW

ACTIVITIESwithfamiliarlanguage

&content

ImmediateRelevance

OralTransmission WriZenWord

with

FutureRelevance




Equity

Enrichment

Engagement


MoreaboutMALP®?

Books:(UniversityofMichiganPress)MakingthetransiIontoclassroomsuccess:Culturallyresponsiveteachingforstrugglinglanguagelearners(2013)

Breakingnewground:TeachingstudentswithlimitedorinterruptedformaleducaIoninU.S.secondaryschools(2011)

Websites:hZp://malpeducaDon.comhZp://malp.pbworks.com

Email:[email protected]@gmail.com


MALP®Workshops

ì  Project-basedlearning

ì  Flippedlearning

ì  Academicwaysofthinkingandresponding

ì  Usingclasssurveystoteachacademictasks

ì  UsingMALPAssessmentRubrics

ì  TrainingofTrainersInsDtute

ì  Mentoringandcoachingofteachers/supervisors


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.
