promoting academic achievement for struggling els nys tesol 2014 decapua & marshall
DESCRIPTION
Workshop presentation at the New York State TESOL Conference, November 16, 2013 Andrea DeCapua & Helaine MarshallTRANSCRIPT
Promo%ng Academic Achievement for Struggling ELLs
NYS TESOL Annual Conference November 15-‐16, White Plains, NY
Andrea DeCapua, NYU
Helaine W. Marshall, LIU-‐Hudson
Teachers and learners assume that:
1. the goals of K-‐12 instrucFon are a) to produce an independent learner
b) to prepare that learner for life aJer schooling
2. the learner brings along a) an urge to parFcipate as an individual
b) age-‐appropriate preparaFon for
i. literacy development
ii. academic tasks
(DeCapua & Marshall, 2011)
Three Major Differences
1. Oral vs. Print Preferences 2. CollecFvism vs. Individualism
3. PragmaFc vs. Academic Ways of Thinking
Collec%vis%c vs. Individualis%c Cultures
Tasks Requiring Academic Ways of Thinking
• DefiniFons
Ø What is a tree?
• True / False Ø New York is the capital of New York State. Ø HarZord is the capital of ConnecFcut.
• ClassificaFon Ø Categorize these objects (see next slide)
Sesame Street video
(Adapted from Luria, 1976)
Sample Task
Teachers and learners assume that:
1. the goals of K-‐12 instrucFon are a) to produce an independent learner
b) to prepare that learner for life aJer schooling
2. the learner brings along a) an urge to parFcipate as an individual
b) age-‐appropriate preparaFon for
i. literacy development
ii. academic tasks
(DeCapua & Marshall, 2011)
(Ibarra, 2001)
Struggling ELLs
U.S. Classrooms
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of Learning
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future Relevance Immediate Relevance
Two Different Learning Paradigms
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Two Different Learning Paradigms
Struggling ELLs
U.S. Classrooms
Immediate Relevance Future Relevance
Shared Responsibility
PragmaFc Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Aspects of Learning
Individual Accountability
Academic Tasks
Wriden Word
Standardized Tes-ng!
Two Different Learning Paradigms
Mutually Adap%ve Learning Paradigm – MALP©
Instruc%onal Model Struggling ELLs U.S. Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
PragmaFc Tasks
Academic Tasks
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with
familiar language & content
Immediate Relevance
Oral Transmission
Wriden Word with
Future Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Two Learning Ac%vi%es
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Describing your favorite game in your first language or dialect
Writing a science lab report in academic English
Project-‐Based Learning and MALP
To Define is to Know
The most common question asked in classrooms in all subjects and at all levels:
WHAT IS ______?
Ques%ons to ask about the Mystery Bag
• Do you know what it is? • Do you know what it is called in your language or
another language? • What do you do with it? What is it for? • Do you like it? • Give 4 words to describe it.
Checking Answers Together
• One by one, check all the answers • All participate in the checking
Ø Give answers - tabulate them Ø Write answers up as others give them Ø Copy down all descriptive words
And now……
…
Apple Collec%on
Benefits of Collec%ons
• Building definiFons • Learning ways to categorize objects • Developing vocabulary
Ø descripFve adjecFves Ø academic terms
• PracFcing academic ways of responding Ø (T/F, MC)
• CollaboraFng on a class project
Categoriza%on
A/An _______________________ is
a/an _______________________ Important: small before big!
Characteris%cs
• with ___________________
Or
• that has ________________
Specific Descrip%ons
• green • good • delicious • round • sweet • plasFc
• 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. CondiFon 5. Age 6. Color
7. Origin (where from)
8. Material (made of)
9. funcFon (Used for)
big red teapot heavy glass paperweight
Talking & Wri%ng about Collec%ons
Talk/write about the items in the collecFons using sentence frames
My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
Breaking New Ground: Teaching Students with Limited or Interrupted Formal EducaGon in U.S. Secondary Schools U. of Michigan Press, 2011
MALP Projects
Making the TransiGon to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners U. of Michigan Press, 2013
Scaffolding A
cademic
Ways of Thinkin
g and
Responding
Q & A
NYS TESOL 2013 DeCapua/Marshall Handouts Available at
hdp://bit.ly/HRcsgs
More about MALP?
Websites: hdp://malp.pbworks.com Hdp://malpeducaFon.com
Andrea DeCapua [email protected]
Helaine W. Marshall [email protected]