reaching students with limited or interrupted formal education through culturally responsive...
TRANSCRIPT
Bay Area Regional TESOL Symposium (BART) November 15, 2014
St. Petersburg College, Clearwater
Andrea DeCapua, Ed.D. MALP®, LLC
are unlike other ELs because
• no, interrupted, or limited formal education • new to literacy or have limited literacy skills • lack content-‐knowledge of their peers • unfamiliar with “doing school”
1. the goals of K-‐12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling
2. the learner is ready to
a) engage in literacy-‐based, school-‐related tasks b) participate and demonstrate mastery on an
individual basis
(Adapted from DeCapua & Marshall, 2011)
Curriculum, Instruction, and Assessment
Culturally Responsive Teaching
Societal Factors
Bedrock Layer
¡ Oral Transmission -‐ Written Word
¡ Collectivism -‐ Individualism ¡ Informal Ways of Learning -‐
Western-‐style Formal Education
© www.globalafricanvillage.org Used by permission
§ Few or no textbooks
§ Minimal supplies
§ Memorization, recitation
§ Copying without processing
(Flaitz, 2012)
I never care about reading until 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.
§ “We” rather than “I” § People see themselves as
part of interconnected whole
§ “Web” of relationships
§ Group more important than any single individual
§ “I” rather than “we” § Personal efforts praised,
rewarded
§ Personal interests, desires, primary
§ Personal responsibility
§ “Self-‐actualization” (Hofstede, 2001; Lee & Oyserman, 2008; Triandis, 2000)
§ Revolves around immediate needs of family, community
§ Grounded in observation, participation
§ Has immediate relevance
§ Centered on orality
(Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
¡ Abstract knowledge
¡ Scientific reasoning
¡ Logical deduction
¡ Formal school settings
¡ Literacy is central
(Anderson-‐Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008 )
¡ Definitions Ø What is a tree?
¡ True/False Ø New York City is the capital of New York State.
Ø Tallahassee is the capital of Florida.
¡ Classification Ø Categorize these objects (see next slide)
(Luria, 1976)
What is the GROUP? Which ITEM does not belong in the group?
1. The goals of instruction are to a) produce an independent learner b) prepare the learner for the future
2. The learner is ready to a) participate and demonstrate mastery on an individual basis b) engage in literacy-‐based, decontextualized tasks
(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)
(Ibarra, 2001)
CONDITIONS
PROCESSES
ACTIVITIES
Aspects of Learning
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future Relevance Immediate Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
SLIFE North American Formal Education
Mutually Adaptive
Learning Paradigm
§ Cultural competence § Culturally relevant curriculum § Supportive learning community § Cultural congruity § Effective classroom interaction
(Gay, 2001; 2002; 2010; Ladson-‐Billings, 1995)
Mutually Adaptive Learning Paradigm – MALP® Culturally Responsive Teaching Model
SLIFE U.S. Formal Education
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
ACCEPT CONDITIONS
COMBINE PROCESSES
FOCUS on NEW
ACTIVITIES with familiar language & content
Immediate Relevance
Oral Transmission
Written Word with
Future Relevance
(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Mutually Adaptive Learning Paradigm®
MALP Teacher Planning Checklist
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating 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). Breaking new ground: Teaching students with limited or interrupted formal education in U.S. secondary schools. p. 68. For terms and conditions of use, contact: [email protected]
¡ 15 – 21 years old ¡ 3rd grade to 8th grade
education ¡ Haiti, Dominican
Republic, Guatemala El Salvador
¡ Self-‐contained classes § English § Social Studies § Math § Science
:
A1. Immediate relevance Learning about what soldiers did in free time and relating it to their lives A2. Interconnectedness sharing personal information and forming web of social relationships
B1. Shared responsibility with individual accountability
Class creates chart, students contribute orally.
Students copy relevant items into personal Venn diagrams
B2. Oral transmission scaffolds the written word Teacher writes, students read aloud their contributions. Students read personal Venn diagram to partners
C1. Focus on decontextualized tasks
Comparing and contrasting data
Analyzing data from graphs
C2. Tasks made accessible using familiar language and content
English and subject matter from their lives
U.S. Formal Education SLIFE Informal Ways of Learning
Deficit View § lack ability
Dissonance View § different paradigm
Ways of Learning Continuum
®
The following websites provide links to information and articles about students with limited/interrupted formal education: http://malpeducation.com http://malp.pbworks.com http://readingrockets.org http://minnetesol.org/journal/index_vol25.html http://www.leslla.org http://cnx.org/content/m37446/latest/
Anderson-‐Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave. Bigelow, M. (2010). Mogadishu on the Mississippi: Language, Racialized Identity and Education in a New Land. Malden, MA: Wiley-‐Blackwell. Cole, M. (2005). Cross-‐cultural and historical perspectives on the developmental consequences of education. Human Development, 48, 195-‐216. DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with or interrupted formal education. Ann Arbor: University of Michigan Press. DeCapua, A., & Marshall, H.W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49–70. DeCapua A., & Marshall, H.W. (2010). Students with limited or interrupted formal education in U.S. classrooms. Urban Review, 42, 159–173. Flynn, J. (2007). What is intelligence? New York: Cambridge University Press. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Grigorenko, E. (2007). Hitting, missing, and in between: A typology of the impact of western education on the non-‐western world. Comparative Education, 43, 165-‐186. Hofstede, G., & McCrae, R. R. (2004). Personality and culture revisited: Linking traits and dimensions of culture. Cross-‐Cultural Research: The Journal of Comparative Social Science, 38, 52-‐88. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: U of Wisconsin Press. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard U Press. Marshall, H.W. & DeCapua, A. (2013). Making the transition to classroom success: Culturally responsive teaching for English language learners. Ann Arbor: University of Michigan Press. Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A project forlimited formally schooled students. ELT Journal, 64, 396-‐404. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37, 102-‐138. Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press. .