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Transi(oning	
  to	
  schooling:	
  	
  
Reducing	
  cultural	
  dissonance	
  in	
  a	
  
community-­‐based	
  literacy	
  program	
  
	
  
Andrea	
  DeCapua,	
  Ed.D.	
  -­‐	
  New	
  York	
  University	
  
Helaine	
  W.	
  Marshall,	
  Ph.D.	
  -­‐	
  LIU	
  Hudson	
  
Kathryn	
  Mercury,	
  M.Ed.	
  
	
  
	
  
	
  
§ Cultural	
  competence	
  
§ Relevant	
  curriculum	
  
§ SupporHve	
  learning	
  community	
  
§ Cultural	
  congruity	
  
§ EffecHve	
  classroom	
  interacHon	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  (DeCapua	
  &	
  Marshall,	
  2009,	
  2010,	
  2011;	
  Marshall	
  &	
  DeCapua,	
  2013;	
  Gay,	
  2000;	
  2001;	
  Ladson-­‐Billings,	
  1995)	
  
Culturally	
  Responsive	
  Teaching	
  
SLIFE	
  
Students	
  with	
  Limited	
  or	
  
Interrupted	
  Formal	
  EducaHon	
  
	
  
Western-­‐style	
  
	
  Classrooms	
  
Immediate	
  
	
  	
  	
  Relevance	
  
Future	
  	
  	
  	
  
	
  	
  	
  Relevance	
  
Shared	
  
Responsibility	
  
Individual	
  
	
  Accountability	
  
PragmaHc	
  Tasks	
   Academic	
  Tasks	
  
CONDITIONS	
  	
  
	
  
PROCESSES	
  
	
  
ACTIVITIES	
  
	
  
Interconnectedness	
  
Oral	
  Transmission	
  
Independence	
  
Wrien	
  Word	
  	
  
(Adapted	
  from	
  DeCapua	
  &	
  Marshall,	
  2009,	
  2010;	
  Marshall,	
  1994,1998)	
  
Aspects	
  of	
  	
  
Learning	
  
	
  
Two	
  Different	
  Learning	
  Paradigms	
  
	
  
	
  
SLIFE	
  
Students	
  with	
  Limited	
  or	
  
Interrupted	
  Formal	
  EducaHon	
  
	
  
Western-­‐style	
  
Classrooms	
  
	
  
Interconnectedness	
   Independence	
  
	
  Shared	
  
	
  	
  	
  	
  	
  	
  Responsibility	
  
Individual	
  
	
  Accountability	
  
	
  PragmaHc	
  	
  
	
  	
  	
  	
  Tasks	
  
	
  	
  	
  Academic	
  	
  	
  	
  
	
  	
  	
  	
  	
  	
  Tasks	
  
Accept	
  	
  learner	
  
condiHons	
  
Combine	
  learner	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
&	
  North	
  American	
  
processes	
  
Focus	
  on	
  new	
  
acHviHes	
  with	
  
familiar	
  language	
  	
  
&	
  content	
  
	
  	
  Immediate	
  
	
  	
  	
  	
  Relevance	
  
	
  Oral	
  	
  	
  
	
  	
  	
  	
  Transmission	
  
Future	
  	
  	
  	
  
	
  	
  	
  Relevance	
  
	
  Wrien	
  Word	
  
with	
  
	
  
(Adapted	
  from	
  DeCapua	
  &	
  Marshall,	
  2009,	
  2010,	
  2011;	
  Marshall	
  1994,	
  1998)	
  	
  
Mutually	
  Adap(ve	
  Learning	
  Paradigm	
  (MALP)	
  
1.  Develop	
  English	
  language	
  and	
  literacy	
  skills	
  
2.  Create	
  posiHve	
  learning	
  experience	
  
3.  Establish	
  warm	
  classroom	
  climate	
  
4.  Build	
  relaHonships	
  	
  
5.  Improve	
  aendance	
  
	
  
Goals	
  of	
  Interven(on	
  
	
  
	
  
§  To	
  transi(on	
  low-­‐educated	
  learners	
  to	
  formal	
  educa(on	
  
§  To	
  reduce	
  cultural	
  dissonance	
  
§  Community-­‐Based	
  OrganizaHon	
  
(CBO)	
  
§  Urban/suburban	
  
§  All	
  volunteer	
  staff	
  &	
  teachers,	
  
except	
  director	
  
§  High	
  demand	
  for	
  English	
  language	
  
&	
  literacy	
  classes	
  
§  Limited	
  resources	
  &	
  materials	
  
Hai(an	
  Adult	
  Learning	
  Center	
  
§  Volunteer	
  
§  TESOL	
  Graduate	
  Student	
  
§  Teacher	
  CerHficaHons:	
  
§  Students	
  with	
  disabiliHes	
  
§  Childhood	
  educaHon	
  
§  5	
  years’	
  teaching	
  experience	
  with	
  
diverse	
  student	
  populaHons	
  
§  MALP-­‐trained	
  
Teacher	
  	
  
Ka(e	
  
Students	
  
§  Very	
  low	
  beginner	
  to	
  advanced	
  beginner	
  
§  Alphabet	
  recogniHon	
  to	
  sentence	
  formaHon	
  
§  Creole-­‐dominant	
  speakers	
  
§  2	
  –	
  14	
  years	
  of	
  schooling	
  
§  16	
  -­‐77	
  years	
  old	
  
§  3	
  months	
  –	
  7	
  years	
  in	
  U.S.	
  
§  Nearly	
  all	
  female	
  
 Interven(on	
  
§  Once	
  weekly,	
  for	
  total	
  of	
  5	
  months’	
  instrucHon	
  	
  
§  Class	
  ranged	
  in	
  size	
  from	
  12	
  to	
  32	
  
§  Intake	
  assessment	
  
§  Informal	
  interviews	
  
§  Classroom	
  observaHons	
  
§  Journaling	
  
§  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'required'for'learning'in'the'
classroom.'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''!
C2.''I'am'making'these'tasks'accessible'with'familiar'
language'and'content.'
!
!
Ka(e’s	
  Projects	
  
Family	
  
	
  	
  Familiar	
  places	
  
	
  	
  	
  	
  	
  Food	
  
	
  	
  	
  	
  	
  	
  	
  	
  Shopping	
  
Component	
  A	
  
Accept	
  Condi(ons	
  for	
  Learning	
  
A1.	
  	
  I	
  am	
  making	
  this	
  lesson/project	
  immediately	
  relevant	
  to	
  my	
  students.	
  
	
  
I	
  facilitated	
  discussions	
  where	
  students	
  chose	
  topics	
  based	
  on	
  what	
  was	
  actually	
  
taking	
  place	
  in	
  their	
  lives	
  and	
  on	
  what	
  they	
  wanted	
  to	
  share,	
  e.g.	
  food,	
  family,	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
work,	
  shopping.	
  
	
  
A2.	
  	
  I	
  am	
  helping	
  students	
  develop	
  and	
  maintain	
  interconnectedness.	
  
	
  
I	
  permied	
  and	
  encouraged	
  students	
  to	
  help	
  each	
  other.	
  	
  I	
  frequently	
  shared	
  photos	
  
and	
  stories	
  about	
  my	
  own	
  personal	
  experiences,	
  including	
  family	
  	
  and	
  personal	
  life.	
  
	
  
 
Component	
  B	
  
Combine	
  Process	
  for	
  Learning	
  
	
  B1.	
  I	
  am	
  incorpora(ng	
  shared	
  responsibility	
  and	
  individual	
  accountability.	
  
	
  
I	
  held	
  students	
  individually	
  accountable	
  when	
  I	
  called	
  them	
  to	
  the	
  board	
  to	
  share	
  a	
  
thought	
  in	
  the	
  form	
  of	
  a	
  sentence.	
  Students	
  returned	
  to	
  their	
  desk	
  to	
  copy	
  their	
  
sentence	
  into	
  their	
  notebook,	
  taking	
  ownership	
  of	
  that	
  sentence.	
  	
  
	
  
B2.	
  I	
  am	
  scaffolding	
  the	
  wrien	
  word	
  through	
  oral	
  interac(on.	
  
	
  
I	
  provided	
  sentence	
  frames,	
  model	
  sentence	
  structures.	
  Students	
  completed	
  
sentences	
  or	
  provided	
  sentence	
  similar	
  to	
  the	
  model.	
  I	
  wrote	
  what	
  student	
  said,	
  
modeled,	
  asked	
  students	
  to	
  re-­‐read	
  their	
  sentences,	
  then	
  to	
  copy	
  their	
  sentences	
  
into	
  their	
  notebooks.	
  
	
  
Component	
  C	
  
Focus	
  on	
  New	
  Ac(vi(es	
  
C1.	
  I	
  am	
  focusing	
  on	
  tasks	
  required	
  for	
  learning	
  in	
  the	
  classroom.	
  
	
  
I	
  created	
  class	
  scenarios	
  where	
  students	
  had	
  to	
  make	
  choices	
  when	
  given	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
mulHple	
  opHons.	
  
	
  
C2.	
  I	
  am	
  making	
  these	
  tasks	
  accessible	
  with	
  familiar	
  language	
  and	
  content.	
  
	
  
Vocabulary	
  came	
  from	
  the	
  students.	
  All	
  tasks,	
  acHviHes	
  and	
  sentences	
  modeled	
  
provided	
  by	
  students	
  and	
  reflecHon	
  of	
  what	
  was	
  happening	
  in	
  their	
  lives.	
  
	
  
	
  
	
  
Making the Transition to Schooling: Reducing Cultural Dissonance in a Community-­‐Based Literacy Program
Preliminary	
  Results	
  
§  Underscored	
  importance	
  of	
  immediate	
  relevance	
  
§  Validated	
  necessity	
  of	
  using	
  familiar	
  language	
  &	
  
content	
  to	
  focus	
  on	
  new	
  classroom	
  behaviors	
  &	
  tasks	
  
§  Successfully	
  scaffolded	
  classroom	
  learning	
  tasks	
  
§  Developed	
  literacy	
  skills	
  
§  Created	
  posi(ve	
  learning	
  experience	
  
	
  
Limita(ons	
  of	
  Study	
  
§  Only	
  one	
  teacher	
  
§  Small	
  sample	
  size	
  
§  Lack	
  of	
  consistent	
  study	
  parHcipants	
  
§  Interrupted	
  Hmeframe;	
  variable	
  contact	
  Hme	
  
§  No	
  formal	
  assessments	
  
§  Observer	
  bias	
  
Controlled	
  Studies	
  in	
  CBOs	
  
§  Loosely	
  structured	
  programs	
  
§  Funding	
  issues	
  
§  Lack	
  of	
  consistent	
  aendance	
  	
  
§  Volunteer	
  teachers	
  
§  Lack	
  of	
  consistent	
  training,	
  pedagogical	
  support	
  
Ques(ons	
  for	
  Researchers	
  
§  Should	
  such	
  research	
  be	
  disqualified?	
  
§  Is	
  it	
  valuable	
  if	
  it	
  is	
  not	
  controlled	
  or	
  “scienHfic?”	
  
§  How	
  do	
  we	
  draw	
  the	
  line	
  between	
  anecdotal	
  and	
  
research?	
  
§  What	
  can	
  we	
  do	
  to	
  improve	
  the	
  quality	
  of	
  research	
  
given	
  the	
  realiHes	
  of	
  CBO’s?	
  
MALP	
  Resources	
  
§  Website:	
  	
  hp://malpeducaHon.com	
  
§  Wiki:	
  	
  hp://malp.pbworks.com	
  	
  
	
  
Breaking	
  New	
  Ground:	
  Teaching	
  Students	
  
with	
  Limited	
  or	
  Interrupted	
  Formal	
  
Educa>on	
  in	
  U.S.	
  Secondary	
  Schools	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
U.	
  of	
  Michigan	
  Press,	
  2011	
  
	
  
Making	
  the	
  Transi>on	
  to	
  Classroom	
  Success:	
  
Culturally	
  Responsive	
  Teaching	
  for	
  Struggling	
  
Language	
  Learners	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
U.	
  of	
  Michigan	
  Press,	
  2013	
  
	
  
	
  
Contact	
  Us!	
  
•  drandreadecapua@gmail.com	
  
	
  
•  Helaine.Marshall@liu.edu	
  
•  ktmecu@aol.com	
  

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Making the Transition to Schooling: Reducing Cultural Dissonance in a Community-­‐Based Literacy Program

  • 1.     Transi(oning  to  schooling:     Reducing  cultural  dissonance  in  a   community-­‐based  literacy  program     Andrea  DeCapua,  Ed.D.  -­‐  New  York  University   Helaine  W.  Marshall,  Ph.D.  -­‐  LIU  Hudson   Kathryn  Mercury,  M.Ed.        
  • 2. § Cultural  competence   § Relevant  curriculum   § SupporHve  learning  community   § Cultural  congruity   § EffecHve  classroom  interacHon                      (DeCapua  &  Marshall,  2009,  2010,  2011;  Marshall  &  DeCapua,  2013;  Gay,  2000;  2001;  Ladson-­‐Billings,  1995)   Culturally  Responsive  Teaching  
  • 3. SLIFE   Students  with  Limited  or   Interrupted  Formal  EducaHon     Western-­‐style    Classrooms   Immediate        Relevance   Future              Relevance   Shared   Responsibility   Individual    Accountability   PragmaHc  Tasks   Academic  Tasks   CONDITIONS       PROCESSES     ACTIVITIES     Interconnectedness   Oral  Transmission   Independence   Wrien  Word     (Adapted  from  DeCapua  &  Marshall,  2009,  2010;  Marshall,  1994,1998)   Aspects  of     Learning     Two  Different  Learning  Paradigms      
  • 4. SLIFE   Students  with  Limited  or   Interrupted  Formal  EducaHon     Western-­‐style   Classrooms     Interconnectedness   Independence    Shared              Responsibility   Individual    Accountability    PragmaHc            Tasks        Academic                    Tasks   Accept    learner   condiHons   Combine  learner                             &  North  American   processes   Focus  on  new   acHviHes  with   familiar  language     &  content      Immediate          Relevance    Oral              Transmission   Future              Relevance    Wrien  Word   with     (Adapted  from  DeCapua  &  Marshall,  2009,  2010,  2011;  Marshall  1994,  1998)     Mutually  Adap(ve  Learning  Paradigm  (MALP)  
  • 5. 1.  Develop  English  language  and  literacy  skills   2.  Create  posiHve  learning  experience   3.  Establish  warm  classroom  climate   4.  Build  relaHonships     5.  Improve  aendance     Goals  of  Interven(on       §  To  transi(on  low-­‐educated  learners  to  formal  educa(on   §  To  reduce  cultural  dissonance  
  • 6. §  Community-­‐Based  OrganizaHon   (CBO)   §  Urban/suburban   §  All  volunteer  staff  &  teachers,   except  director   §  High  demand  for  English  language   &  literacy  classes   §  Limited  resources  &  materials   Hai(an  Adult  Learning  Center  
  • 7. §  Volunteer   §  TESOL  Graduate  Student   §  Teacher  CerHficaHons:   §  Students  with  disabiliHes   §  Childhood  educaHon   §  5  years’  teaching  experience  with   diverse  student  populaHons   §  MALP-­‐trained   Teacher     Ka(e  
  • 8. Students   §  Very  low  beginner  to  advanced  beginner   §  Alphabet  recogniHon  to  sentence  formaHon   §  Creole-­‐dominant  speakers   §  2  –  14  years  of  schooling   §  16  -­‐77  years  old   §  3  months  –  7  years  in  U.S.   §  Nearly  all  female  
  • 9.  Interven(on   §  Once  weekly,  for  total  of  5  months’  instrucHon     §  Class  ranged  in  size  from  12  to  32   §  Intake  assessment   §  Informal  interviews   §  Classroom  observaHons   §  Journaling   §  MALP  Checklist  
  • 10. 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'required'for'learning'in'the' classroom.'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''! C2.''I'am'making'these'tasks'accessible'with'familiar' language'and'content.' ! !
  • 11. Ka(e’s  Projects   Family      Familiar  places            Food                  Shopping  
  • 12. Component  A   Accept  Condi(ons  for  Learning   A1.    I  am  making  this  lesson/project  immediately  relevant  to  my  students.     I  facilitated  discussions  where  students  chose  topics  based  on  what  was  actually   taking  place  in  their  lives  and  on  what  they  wanted  to  share,  e.g.  food,  family,                                 work,  shopping.     A2.    I  am  helping  students  develop  and  maintain  interconnectedness.     I  permied  and  encouraged  students  to  help  each  other.    I  frequently  shared  photos   and  stories  about  my  own  personal  experiences,  including  family    and  personal  life.    
  • 13.   Component  B   Combine  Process  for  Learning    B1.  I  am  incorpora(ng  shared  responsibility  and  individual  accountability.     I  held  students  individually  accountable  when  I  called  them  to  the  board  to  share  a   thought  in  the  form  of  a  sentence.  Students  returned  to  their  desk  to  copy  their   sentence  into  their  notebook,  taking  ownership  of  that  sentence.       B2.  I  am  scaffolding  the  wrien  word  through  oral  interac(on.     I  provided  sentence  frames,  model  sentence  structures.  Students  completed   sentences  or  provided  sentence  similar  to  the  model.  I  wrote  what  student  said,   modeled,  asked  students  to  re-­‐read  their  sentences,  then  to  copy  their  sentences   into  their  notebooks.    
  • 14. Component  C   Focus  on  New  Ac(vi(es   C1.  I  am  focusing  on  tasks  required  for  learning  in  the  classroom.     I  created  class  scenarios  where  students  had  to  make  choices  when  given                                       mulHple  opHons.     C2.  I  am  making  these  tasks  accessible  with  familiar  language  and  content.     Vocabulary  came  from  the  students.  All  tasks,  acHviHes  and  sentences  modeled   provided  by  students  and  reflecHon  of  what  was  happening  in  their  lives.        
  • 16. Preliminary  Results   §  Underscored  importance  of  immediate  relevance   §  Validated  necessity  of  using  familiar  language  &   content  to  focus  on  new  classroom  behaviors  &  tasks   §  Successfully  scaffolded  classroom  learning  tasks   §  Developed  literacy  skills   §  Created  posi(ve  learning  experience    
  • 17. Limita(ons  of  Study   §  Only  one  teacher   §  Small  sample  size   §  Lack  of  consistent  study  parHcipants   §  Interrupted  Hmeframe;  variable  contact  Hme   §  No  formal  assessments   §  Observer  bias  
  • 18. Controlled  Studies  in  CBOs   §  Loosely  structured  programs   §  Funding  issues   §  Lack  of  consistent  aendance     §  Volunteer  teachers   §  Lack  of  consistent  training,  pedagogical  support  
  • 19. Ques(ons  for  Researchers   §  Should  such  research  be  disqualified?   §  Is  it  valuable  if  it  is  not  controlled  or  “scienHfic?”   §  How  do  we  draw  the  line  between  anecdotal  and   research?   §  What  can  we  do  to  improve  the  quality  of  research   given  the  realiHes  of  CBO’s?  
  • 20. MALP  Resources   §  Website:    hp://malpeducaHon.com   §  Wiki:    hp://malp.pbworks.com       Breaking  New  Ground:  Teaching  Students   with  Limited  or  Interrupted  Formal   Educa>on  in  U.S.  Secondary  Schools                                                     U.  of  Michigan  Press,  2011     Making  the  Transi>on  to  Classroom  Success:   Culturally  Responsive  Teaching  for  Struggling   Language  Learners                                                                                                         U.  of  Michigan  Press,  2013      
  • 21. Contact  Us!   •  drandreadecapua@gmail.com     •  Helaine.Marshall@liu.edu   •  ktmecu@aol.com