Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)
-
Upload
andrea-decapua -
Category
Education
-
view
218 -
download
3
description
Transcript of Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)
![Page 1: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/1.jpg)
Addressing the Needs of Students with Limited or Interrupted Formal Educa;on (SLIFE)
Andrea DeCapua The College of New Rochelle
Helaine W. Marshall LIU Hudson
![Page 2: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/2.jpg)
(Luria, 1976)
Ques;on #1
![Page 3: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/3.jpg)
Ques;on #2
What do rabbits and dogs have in common?
![Page 4: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/4.jpg)
Ques;on #3
a. New York is the capital of the United States. ___True ___False
b. Denver is the capital of Colorado. ___True ___False
![Page 5: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/5.jpg)
To think about:
Ways of thinking and lear2ing
are shaped by
prior lear2ing ex6eriences
![Page 6: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/6.jpg)
Western-‐style Formal Educa;on
![Page 7: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/7.jpg)
Western-‐Style Formal Educa;on
![Page 8: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/8.jpg)
Informal Ways of Learning
![Page 9: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/9.jpg)
Rural Primary Educa;on
© www.globalafricanvillage.org Used by permission.
![Page 10: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/10.jpg)
To Define is to Know
What is an owl pellet?
![Page 11: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/11.jpg)
Different Ways of Thinking and Learning
Academic Classroom based, “scien;fic spectacles” (Flynn, 2007)
Pragma;c
Real world, life experiences
![Page 12: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/12.jpg)
Ways of Thinking & Learning Con;nuum
Informal Learning
Western-style Formal Education
SLIFE
![Page 13: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/13.jpg)
Needs of SLIFE
• Develop basic literacy skills
• Learn basic and grade-‐level subject area concepts
• Develop academic ways of thinking
• Adapt to cultural differences in learning and teaching
![Page 14: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/14.jpg)
(Ibarra, 2001)
![Page 15: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/15.jpg)
Culturally Responsive Teaching (CRT)
CRT “encourages us to ques-on the rela-onships among the students, ourselves as teachers, the school curriculum, the school and society as a whole” (Ladson-‐Billings, 1995)
![Page 16: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/16.jpg)
Teachers and learners assume that
2. the goals of K-‐12 instruc;on are
a) to produce an independent learner
b) to prepare that learner for life aeer schooling
1. the learner brings along
a) an urge to compete and excel as an individual
b) age-‐appropriate prepara;on for (i) literacy development (ii) academic tasks
![Page 17: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/17.jpg)
There is a solu;on . . .
Example: Scaffolding True/False
![Page 18: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/18.jpg)
Scaffolding: True False
![Page 19: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/19.jpg)
Scaffolding: True or False
_______ has a sister. True___ False ___ _______ has a brother. True___ False ___ _______ has a cell phone. True___ False ___
![Page 20: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/20.jpg)
Mutually Adap;ve Learning Paradigm
![Page 21: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/21.jpg)
Mutually Adap;ve Learning Paradigm MALP
• Instruc;onal model
• Elements from students’learning paradigm
• Elements from Western-‐style educa;on
• Transi;onal approach to achievement gap by addressing cultural dissonance
![Page 22: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/22.jpg)
Learning Paradigm
• Condi;ons for Learning • Processes for Learning • Ac;vi;es for Learning
![Page 23: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/23.jpg)
MALP SL I FE North American Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragma;c Tasks
Academic Tasks
Accept SLIFE condi;ons
Combine SLIFE & North American processes
Focus on new ac;vi;es with familiar language & content
Immediate Relevance
Oral Transmission
Future Relevance
Wrigen Word
with
(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
![Page 24: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/24.jpg)
Linguis;c Schema
(James, 1987)
A B C D E F G H I
F M J E O T P Y X
![Page 25: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/25.jpg)
Content Schema
“I pledge a lesson to the frog of the United States of America, and to the wee puppets for witches’ hands; one Asian in the vesPbule, with liRle rice and just tee for all.”
(Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)
![Page 26: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/26.jpg)
Formal Schema
Adapted from Peregoy & Boyle (2005)
_____________ ____________
____________ ____________ __________, __________________________________________________________________ __________________________________________________________________
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _________.
Ασδφγηκκ
![Page 27: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/27.jpg)
Types of Schemata
• LinguisPc Schemata
• Content Schemata
• Formal Schemata
![Page 28: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/28.jpg)
Two Learning Ac;vi;es
FAMILIAR SCHEMATA
UNFAMILIAR SCHEMATA
Explaining steps used to solve a math problem in English
Telling a folktale in the naPve language
![Page 29: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/29.jpg)
DeCapua, A. & Marshall. H. W. (2011). Breaking new ground: Teaching English learners with limited or interrupted formal educa-on in US secondary schools. Ann Arbor, MI: University of Michigan Press.
MALP Checklist
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.
![Page 30: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/30.jpg)
Implemen;ng MALP
• Carol’s Social Studies Class – Unit Design
• Gloria’s Math Class – Classroom Posters
• Aaron’s Chemistry Class – Flipping the Classroom
![Page 31: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/31.jpg)
Carol’s Class
Ages:
15 – 21
Educa;on: 3rd grade to 8th grade
Classes: Self-‐contained – English – Social Studies – Math
– Science Countries of origin:
Hai;, Dominican Republic,
El Salvador, Guatemala
![Page 32: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/32.jpg)
Carol's Social Studies Unit
Objec;ves: Students will be able to
(1) describe the everyday life of a Civil War soldier
(2) compare/contrast it with their own lives today
![Page 33: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/33.jpg)
How am I helping students develop and maintain social rela;onships?
![Page 34: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/34.jpg)
How am I making this lesson immediately
relevant to my students?
Bagling Boredom
![Page 35: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/35.jpg)
How am I incorpora;ng both group responsibility and individual accountability?
![Page 36: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/36.jpg)
How am I scaffolding the wrigen word through oral interac;on?
![Page 37: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/37.jpg)
What new academic tasks am I introducing?
![Page 38: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/38.jpg)
What am I doing to make the new tasks accessible to my students?
![Page 39: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/39.jpg)
And now on to math . . .
![Page 40: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/40.jpg)
Gloria’s Math Class
• Ages: 14 -‐ 18 • Educa;on:
– 5th grade – 9th grade • Class:
– Integrated Algebra – Low-‐proficiency ELLs and SLIFE
• Origin: – Dominican Republic, Ecuador,
Mexico, Puerto Rico and Albania
![Page 41: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/41.jpg)
Gloria’s Math Learning Environment
Objec;ves: Students will be able to
(1) Use wall posters as supports to solve problems and provide sentence level solu;ons
(2) Create partner posters to illustrate mathema;cal concepts, including:
a. Number lines b. Bar graphs c. Like and unlike terms
![Page 42: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/42.jpg)
• Word wall
• Calendar • Sentence frames
• Teacher-‐made concept posters
• Student–produced posters
What does a MALP Classroom Look Like?
![Page 43: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/43.jpg)
Word Wall
![Page 44: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/44.jpg)
Sentence Frames
![Page 45: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/45.jpg)
Teacher-‐made Concept Poster
![Page 46: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/46.jpg)
Number Lines
![Page 47: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/47.jpg)
Bar Graph Posters
![Page 48: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/48.jpg)
Like and Unlike Terms Posters
![Page 49: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/49.jpg)
click
MALP meets the FLIP
![Page 50: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/50.jpg)
The Flipped Classroom
Turn teaching inside out:
• Direct instruc;on takes place outside of class (Bloom – understanding/remembering)
• Prac;ce and applica;on take place in class (Bloom – applying/analyzing/crea;ng)
![Page 51: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/51.jpg)
FLIP Components
1. Instruc;onal Video
2. In-‐class Collabora;on
3. Just-‐in-‐;me Feedback
![Page 52: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/52.jpg)
Aaron’s Chemistry Lesson
Objec;ves: Students will be able to
(1) Explain Boyle’s Law
(2) Solve problems using Boyle’s Law
![Page 53: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/53.jpg)
Boyle’s Law
Pressure is inversely propor-onal to volume
![Page 54: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/54.jpg)
Problem
Solve this problem using Boyle’s Law When a tank with eight liters of gas under 760 torr of pressure is subjected to 1520 torr, what will the resul-ng volume of the gas be?
ANSWER: ______________________
![Page 55: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/55.jpg)
Mathema;cal Formula for Boyle’s Law
PV = k
![Page 56: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/56.jpg)
Chemistry Lecture Hall: A Virtual Classroom Experience
Play
![Page 57: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/57.jpg)
Boyle's Law Animated
![Page 58: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/58.jpg)
Circle Forma;on
![Page 59: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/59.jpg)
In-‐Class Collabora;on
![Page 60: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/60.jpg)
Aaron’s Chemistry Class
In class, collabora;ng with immediate feedback from peers based on the instruc;onal video, solve the problem using Boyle’s Law
When a tank with eight liters of gas under 760 torr of pressure is
subjected to 1520 torr, what will the resul-ng volume of the gas be? ANSWER: ______________________
Academic language is scaffolded prior to presen;ng the problem
See “Scaffolding Academic Ways of Thinking and Responding,” in Making the Transi-on: Culturally Responsive Teaching for Struggling Second Language Learners (Marshall & DeCapua, forthcoming)
![Page 61: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/61.jpg)
Three Reasons to Flip
1. Increase comprehension
2. Increase interac;on
3. Increase thinking skills
While implemen-ng the elements of MALP
for struggling L2 learners
![Page 62: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/62.jpg)
MALP SL I FE North American Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragma;c Tasks
Academic Tasks
Accept SLIFE condi;ons
Combine SLIFE & North American processes
Focus on new ac;vi;es with familiar language & content
Immediate Relevance
Oral Transmission
Future Relevance
Wrigen Word
with
(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
![Page 63: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/63.jpg)
. . . and thus . . .
Culturally Responsive Teaching + MALP =
less cultural dissonance • Recogni;on of the value and priori;es of different ways of learning
• Mutual adapta;on to move learners along the Con;nuum of Ways of Learning
![Page 64: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/64.jpg)
![Page 65: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/65.jpg)
![Page 66: Addressing the Needs of Students with Limited or Interrupted Formal Education (SLIFE)](https://reader033.fdocuments.in/reader033/viewer/2022060110/555bd7ded8b42adf478b5311/html5/thumbnails/66.jpg)
More about MALP? • Our books (University of Michigan Press):
Mee-ng the needs of students with limited or interrupted formal educa-on (2009) Breaking new ground: Teaching students with limited or interrupted formal educa-on in
U. S. secondary schools (2011)
Making the transi-on: Culturally Responsive Teaching for struggling second language learners (summer 2013)
• Our websites: hgp://malpeduca;on.com
hgp://malp.pbworks.com
• Our ar;cles: TESOL Journal, ELT Journal, Preven-ng School Failure, Urban Review and more
• Our email: [email protected] [email protected]