Bridging the Gap: Connecting SLIFE with U.S.

Classrooms

Michigan TESOL Annual Conference October 17-18, 2014

Grand Valley State University Grand Rapids

Andrea DeCapua, Ed.D. MALPTM, LLC

As  immigra)on  to  the  U.S.  con)nues  to  grow,  more  and  more  students  with  interrupted  or  limited  formal  educa)on  (SLIFE)  enter  secondary  schools  and  adult  educa)on  programs.  These  learners  face  major  challenges,  including  the  need  to  develop  literacy  skills  and  a  content  knowledge  base,  oFen  in  a  limited  )meframe.    Beyond  this,  however,  SLIFE  come  to  formal  educa)on  unfamiliar  with  classroom  tasks  and  behaviors,  and  with  liHle  or  no  experience  in  expected  types  of  learning  and  thinking.  Dominant  Western-­‐style  pedagogical  prac)ces  derive  from  culturally-­‐  based  priori)es  for  learners  and  learning,  priori)es  intrinsic  to  this  style  of  schooling.  Educators  are  oFen  unaware  how  pervasive  these  priori)es  are  and  how  much  they  shape  pedagogical  prac)ces.  I  explore  the  priori)es  of  both  US  mainstream  educators  and  those  of  SLIFE,  and  discuss  how  each  can  accommodate  the  other’s  priori)es  through  a  culturally  responsive,  mutually  adap)ve  approach,  thereby  reducing  the  cultural  dissonance  SLIFE  confront  in  formal  educa)onal  seNngs.  I  conclude  by  considering  how  educators  can  bridge  the  gap  to  culturally  new  ways  of  learning  by  transi)oning  SLIFE  from  their  preferred  ways  of  learning  to  those  deemed  necessary  for  literacy  and  academic  aHainment  in  formal  educa)on.                

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

Ways  of  thinking  and  lear2ing    

are  shaped  by    

prior  lear2ing  ex6eriences  

(DeCapua  &  Wintergerst,  2004)  

The Hidden Assumptions

•  Preferences in accessing & transmitting information

•  Responsibilities in imparting, receiving knowledge and for working together

•  Ways of thinking & learning

90%  

10%  

Flaitz,  2012  

Teachers and learners assume that 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 prepared to

a)  participate as an individual b) engage in literacy-based, school-related

tasks

(Adapted  from  DeCapua  &  Marshall,  2011)  

Three Major Differences

•  Oral versus Print

•  Collectivism versus Individualism •  Informal versus Formal Ways of Learning

Rural Primary Education

•  Few or no textbooks

•  Minimal supplies

•  Memorization, recitation

•  Copying without processing

©  www.globalafricanvillage.org    Used  by  permission    

(Flaitz,  2012)  

I  never  care  about  reading  un)l    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.        

Collectivism and Individualism

•  “We” rather than “I” •  People see themselves as

part of an interconnected whole

•  “Web” of relationships •  Group is more important

than any single individual

Collectivism

•  Personal efforts praised, rewarded

•  Personal interests,

desires, primary •  Personal judgments •  Personal responsibility •  “Self-actualization”  

Individualism

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

(Gahunga,  Gahunga,  &  Luseno,  2011;  Paradise  &  Rogoff,  2009)  

Formal Western-Style Education

•  Abstract knowledge •  Scientific reasoning •  Logical deduction •  Formal school settings •  Literacy is central

(Anderson-­‐LeviH,  2003;  Flynn,  2007;  Grigorenko,  2007;    Ozmon  &  Carver,  2008  )  

Academic Tasks

•  Definitions Ø What is a tree?

•  True/False Ø New York City is the capital of New York

State Ø Lansing is the capital of Michigan

•  Classification Ø Categorize these objects (see next slide)

(Adapted  from  Luria,  1976)  

                                                               

Sample Task

Sample Task

What  do  rabbits  and  dogs  have  in  common?  

Teachers and learners assume that 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 prepared to

a)  participate as an individual b) engage in literacy-based, school-related

tasks

(Adapted  from  DeCapua  &  Marshall,  2011)  

(Ibarra, 2001)

Culturally Responsive Teaching

•  Cultural competence •  Relevant curriculum •  Supportive learning community •  Cultural congruity •  Effective classroom interaction

Mutually Adaptive Learning Paradigm M A L P TM

•  Culturally responsive teaching model

•  Elements from students’learning paradigm

•  Elements from Western-style education

•  Transitional approach to achievement gap by addressing cultural dissonance

Two Different Learning Paradigms

SLIFE North American Classrooms

Immediate  Relevance   Future    Relevance  

Shared  Responsibility  

Pragma)c  Tasks  

CONDITIONS

PROCESSES

ACTIVITIES

Interconnectedness  

Oral  Transmission  

Independence  

(DeCapua  &  Marshall,  2010;  2011;  Marshall,  1994,  1998)  

Aspects of Learning

Individual    Accountability  

Academic  Tasks  

WriHen  Word    

Standardized  Tes0ng!  

Mutually Adap7ve  Learning  Paradigm  –  MALPTM  

Culturally  Responsive  Teaching  Model  SLIFE   North  American  Classrooms  

Interconnectedness   Independence  

 Shared        Responsibility  

Individual    Accountability  

 Pragma)c            Tasks  

     Academic                    Tasks  

ACCEPT  CONDITIONS  

COMBINE  PROCESSES  

FOCUS  on  NEW  ACTIVITIES  with  

familiar  language    &  content  

   Immediate          Relevance  

Oral              Transmission  

 WriHen  Word   with

Future              Relevance  

           (DeCapua  &  Marshall,  2009,  2011;    Marshall,  1994;  Marshall  &  DeCapua,  2013)      

Project-Based Learning (PBL)

•  Allows for differentiation • promotes integration of literacy and content knowledge

•  improves student engagement – student-centered rather than

teacher centered

PBL and MALP™

•  Provides immediate relevance

•  Fosters a sense of interconnectedness

•  Allows for both shared responsibility and individual accountability

•  Incorporates oral transmission with print

•  Develops academic ways of thinking

and from a MALP perspective, PBL:

•  fosters a sense of community •  provides immediate relevance •  allows for shared responsibility and

individual responsibility •  accommodates oral transmission

with print •  promotes school-based ways of

thinking

• Collections • Timelines • Shared Events • Theme Booklets

Examples of Projects

(DeCapua & Marshall, 2011; DeCapua, Smathers & Tang, 2009; Marshall & DeCapua, 2013; 2009)

Newcomer Booklets

•  Explain common procedures, routines – school basics

• sharpening a pencil • lockers • the library

– community information • the emergency room • calling 911

Welcome Book

Fire  Safety    911      by    Mrs.  B’s  class  

Fire Safety: 911

•  I am calling about a fire.

•  It is at _______.

•  It is in the _________

Mrs. J’s High School SLIFE

• Where is_?

This is the school library.

•  It is Room 234. •  It is on the second floor.

 You  return  books  here.  

These  are  lockers.  

They  are  by  Room  110.  

This  is  a  lock.  

MALPTM 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.

© 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: information@malpeducation.com

How am I making this lesson immediately

relevant to my students?

BaMling  Boredom  

•  Soldiers  at  GeHysburg  were  bored  some)mes  just  like  them  

•  Finding  out  what  soldiers  did  and  seeing  if  any  students  do  the  same  

•  Adding  more  ideas  to  own  list  based  on  soldiers’  informa)on  

How am I helping students develop and maintain Interconnectedness?

•  Students talk about their lives outside of school

•  Students and teacher learn more about each others’ interests

•  Teacher and students share what they do when they are bored

How am I incorporating both group responsibility and individual accountability?

•  Class collectively creates chart of activities with each student making contributions

•  Pairs work together to identify what soldiers did to combat boredom

•  Each member of pair adds information to personal Venn diagram

How am I scaffolding the written word through oral interaction?

•  Class collectively creates chart of activities with each student making contributions orally.

•  Teacher writes, students read aloud their contributions.

•  Students copy relevant items into their Venn diagrams.

What new academic tasks am I introducing?

•  Gathering data from secondary sources

•  Comparing and contrasting data

•  Analyzing data from graphs

What am I doing to make the new tasks accessible to my students?

•  Language on Web site accessible through photos and captions

•  Language scaffolded by use of L1 among students

•  Content scaffolded by relevant personal information

•  Content scaffolded by graphic organizers

What does a MALP Classroom Look Like?

•  Word wall •  Calendar •  Sentence frames •  Teacher-made

concept posters •  Student–produced

posters

Word Wall

Sentence Frames

Teacher-made Concept Poster

Number Lines

Bar Graph Posters

A Continuum of Ways of Thinking & Learning

Informal Ways of Learning North American Formal Education

SLIFE

Dissonance View Deficit View

Layers of the Instructional Context    Curriculum,  Instruc7on,  and  Assessment  

       Culturally  Responsive  Teaching  

Societal  Factors  

Bedrock  Layer    

•  Checker  •  Data  keeper  •  Group  Leader  •  Keyboard  Operator  •  Materials  Manager  •  Messenger  •  Permission  Giver  •  Ques7oner          •  Reader    •  Reporter  •  Summarizer  •  Timekeeper  •  Word  Analyst            •  Writer/Recorder  

   Coopera7ve  Learning  à                                                                              Individual  Responsibility    

 SAMPLE  ROLES  

Intercultural Communication Framework (ICF)

Ø Establish and maintain a relationship Ø  Identify priorities in both cultures Ø Make associations between familiar and unfamiliar

(Marshall,    1994;  Marshall  &  DeCapua,  2013)  

Who Am I?

Keep Your Eye on The Ball  

Spillach,  1979  

Make the Unfamiliar Familiar

Intercultural Communication Framework

Step 1: Establish and maintain a relationship •  Infuse instruction with interpersonal elements

Ø Teacher and students Ø Students together Ø Students with family members

Step 2: Identify priorities in both cultures

•  Adapt instruction to accommodate learner priorities •  Develop learner awareness of community priorities

Step 3: Make associations between familiar and unfamiliar

•  Move from familiar to unfamiliar schemata Linguistic Content  Formal

•  Build associations between familiar/unfamiliar concepts

(Marshall,    1994;  Marshall  &  DeCapua,  2013)  

Selected References Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave. 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. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison:

University of Wisconsin Press. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA:

Harvard University 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 for

limited formally schooled students. ELT Journal, 64, 396-404. Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching. Ethos, 37,

102-138.