2nd Friday Family Literacy Webinar December 11,...
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Professional Development System 2 nd Friday Family Literacy Webinar December 11, 2015 1
Transcript of 2nd Friday Family Literacy Webinar December 11,...
Professional Development System
2nd Friday Family Literacy Webinar December 11, 2015
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Professional Development System
What is MALP®?
MALP® is an instructional model that teachers can use to plan and to evaluate their English language teaching directed at learners who
may be new to or have had limited exposure to formal education.
Marshall and DeCapua, 2009
DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann
Arbor: University of Michigan Press.; Marshall, H.W. & DeCapua, A. (2013). Making the Transition to Classroom
Success: Culturally Responsive Teaching for Struggling Language Learners
Professional Development System
“Limited” formal education
Does the home language have a written form?
Did the student attend school (and acquire basic print literacy) as a child?
Examples
Preliterate - - Somali Bantu or Hmong students
Nonliterate + - Nepali-speaking Southern Bhutanese students who did not
go to school as children
Semiliterate + + Students from Burma who left school after a few years
because they couldn’t afford it, or they had to work to help
support their families, or they had to flee a war zone
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Professional Development System
In the Classroom
• May be uncomfortable with the physical set-up of the classroom • May not be familiar with “basic” classroom expectations and rules • May not distinguish print that needs to be copied down from print
that really doesn’t • May not understand what to do with written classroom exercises,
(true/false, fill in the blank, read a dialogue out loud, etc.) • Too much print in the classroom can actually be a distraction
• May seem to find print overwhelming and exhausting
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Print exercise: Copy this down!
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What are their strengths?
• Often speak two or three languages fluently
• Often have huge auditory and memory capacity
• Strong coping skills and survival mechanisms
• Hands-on learning
• Practical skills
• Real-life experience
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The Hidden Assumptions
• Preferences in accessing & transmitting information
• Ways of interacting
• Responsibilities in imparting & receiving knowledge
• Ways of thinking & learning
90%
10%
Flaitz, 2012 DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted
Education. Ann Arbor: University of Michigan Press.; Marshall, H.W. & DeCapua, A. (2013). Making the
Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners
Professional Development System
Three Cultural Differences
• Collectivism vs. Individualism
• Orality vs. Literacy
• Informal Learning vs. Formal Education
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DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted
Education. Ann Arbor: University of Michigan Press.; Marshall, H.W. & DeCapua, A. (2013). Making the Transition to
Classroom Success: Culturally Responsive Teaching for Struggling Language Learners
Professional Development System
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.
DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann Arbor: University of Michigan
Press.; Marshall, H.W. & DeCapua, A. (2013). Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language
Learners
Professional Development System
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
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(Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann Arbor: University of Michigan Press.;
Marshall, H.W. & DeCapua, A. (2013). Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners
Professional Development System
Collectivism
• “We” rather than “I”
• People see themselves as part of an interconnected whole
• “Web” of relationships
• Group is more
important than any single individual
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DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann
Arbor: University of Michigan Press.; Marshall, H.W. & DeCapua, A. (2013). Making the Transition to Classroom
Success: Culturally Responsive Teaching for Struggling Language Learners
Professional Development System
Individualism
• Personal efforts praised, rewarded
• Personal interests, desires, primary
• Personal judgments
• Personal responsibility
• “Self-actualization”
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DeCapua A. & Marshall, H.W. (2011). Breaking New
Ground: Teaching Students with Limited or Interrupted
Education. Ann Arbor: University of Michigan Press.;
Marshall, H.W. & DeCapua, A. (2013). Making the Transition
to Classroom Success: Culturally Responsive Teaching for
Struggling Language Learners
Professional Development System
SLIFE= students with limited or
informal education
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
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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
Academic Tasks
Immediate
Relevance
Oral Transmission Written Word
Future Relevance
The Mutually Adaptive Learning Paradigm (MALP)
Instructional Model
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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 to my students with familiar language
and content.
MALP® 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.
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Mural Project, Spring 2014
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Mural Project, Spring 2014
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Mural Project, Spring 2014
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MALP Checklist Example: Class Mural Project Spring 2014
A: Accept Conditions for Learning
A1. I am making this lesson immediately relevant to my students.
- Students created visual representations of their first countries (flags, flowers) to display on mural
- Mural is made of artwork by students and their children, done individually and in groups in class
- Mural decorates the Circle Time area used daily by students and their children
A2. I am helping students develop and maintain interconnectedness.
- Mural is a group effort shared by families in the program; they planned, designed, and created it together
- Students dictated 2 group Language Experience Activities (short essays) about making the mural
Professional Development System
CHECKLIST EXAMPLE: Class Mural Project (Continued)
B. Combine Processes for Learning B1. I am incorporating both shared responsibility and individual accountability. - Students worked together to dictate LEAs (essays) about what the entire
group did to create the mural, then each wrote and edited individual short essays describing their personal contributions and their kids’
- Although the mural was a group effort, individual students created the flag and flower decorations representing specific countries, and everyone decorated their own individual leaves
B2. I am scaffolding the written word through oral interaction. - Students communicated with classmates orally in English throughout the
process of making the mural - Students wrote and edited group and individual essays about what they
did, selected pictures to illustrate each essay, and put them together into a class book documenting the project
Professional Development System
CHECKLIST EXAMPLE: Class Mural Project (Continued)
C. Focus on new activities for learning
C1. I am focusing on tasks requiring academic ways of thinking.
- Students’ individual essays on their contributions to the mural went through a writing process of polishing the drafts, then typing, formatting, and illustrating on a computer
- Students used Google to look for images of home country flags and flowers, selected images, and used Microsoft Word to copy-paste, crop, resize, frame, and rotate those images
C2. I am making these tasks accessible to my students with familiar language and content.
- Flags and flowers from the home country are familiar images with emotional connections for students
- Most of the vocabulary associated with making the mural was familiar language involving art activities that young children do frequently (coloring, painting) and that parents often do with their children
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Translation Project, Spring 2014
• Group translation of Susan Stockdale’s Stripes of All Types (Peachtree Publishers, 2013) into Kirundi
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Student translation of Stripes of All Types into Nepali
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Translation Project, Spring 2014
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Photo collage 1, Spring 2015
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Photo collage 2, Spring 2015
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MALP Resources
Website: http://malpeducation.com Wiki: http://malp.pbworks.com Articles: DeCapua, A., & Marshall, H. W. (2015). “Reframing the Conversation About Students With Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance.” NASSP Bulletin. Advance online publication. doi: 10.1177/0192636515620662. Marshall, H.W., & DeCapua, A. (February 2015). “Promoting Achievement for ELLs with Limited or Interrupted Formal Education: A Culturally Responsive Approach.” Principal Leadership, available at: http://www.nxtbook.com/naylor/PRIK/PRIK0315/index.php?startid=48 Books: DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann Arbor: University of Michigan Press Marshall, H.W., & DeCapua, A., (2013). Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI: University of Michigan Press
Professional Development System
References
• DeCapua A. & Marshall, H.W. (2011). Breaking New Ground: Teaching Students with Limited or Interrupted Education. Ann Arbor: University of Michigan Press.
• Flaitz, J. (2012). The nature of schools and schooling in the developing world. Paper presented at the TESOL convention, Philadelphia, PA.
• Gahungu, A., Gahungu, O., & Luseno, F. (2011, April 15). Educating culturally displaced students with truncated formal education (CDS-TFE): The case of refugee students and challenges for administrators, teachers, and counselors. http://cnx.org/content/m37446/1.1/
• Lovrien (Schwarz), Robin. Trainings for Greater Pittsburgh Literacy Council staff, 4/27/2009 and 12/1/2011.
• Marshall, H.W., & DeCapua, A., (2013). Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI: University of Michigan Press.
• Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37, 102-138.
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Contact Information
GPLC Families for Learning
Katie Murphy [email protected]
Developers of MALP:
Andrea DeCapua [email protected]
Helaine W. Marshall [email protected]
