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Andrea DeCapua            Helaine W. Marshall
The College of New Rochelle   Long Island University
Cultural Needs of ELLS with Limited or Interrupted Formal Education
“Culture acts as a filter or set of lenses
    through which we view and interpret
           the world around us.”




DeCapua, A, & Wintergerst, W. 2004. Crossing cultures in the
language classroom. Ann Arbor, MI: University of Michigan
Press.
     (
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
Two Aspects of Culture


1   Ways of Thinking

2
    Individualism / Collectivism
Western-Style Formal Education

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



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



(Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
Sample Question


           What do dogs and rabbits
              have in common?




(Flynn, 2007)
Academic Tasks


• True/False
    • Philadelphia is the capital of Pennsylvania.
    • New York City is the capital of New York State.


• Classification
    • Categorize these objects
A Continuum of Ways of
       Thinking & Learning


            SLIFE


Informal            Western-style
Learning            Formal
                    Education
Cultural Dimensions of:


                                Individualism

                                               and

                                 Collectivism


(Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
Individualism

• Personal efforts praised,
  rewarded

• Personal interests, desires,
  primary

• Personal judgments

• Personal responsibility

• “Self-actualization”
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
Assumptions of North American
                 Teachers and Learners

   1. The goals of instruction are
         a) to produce independent learners
         b) to prepare the learners for their future

    2. The learner brings along
         a) preparation for academic tasks
         b) an urge to compete and excel as an individual



(Adapted from DeCapua & Marshall, 2011)
(Ibarra, 2001)
Mutually Adaptive Learning
                 Paradigm - MALP
• Instructional Model

• Elements from students’ learning
  paradigm

• Elements from North American learning
  paradigm

• Transitional approach to close
  achievement gap

Marshall, 1998; DeCapua & Marshall, 2011
Two Different Learning Paradigms
 Aspects of                                                   North American
                                SLIFE
 Learning                                                       Classrooms
                         Immediate                                   Future
CONDITIONS                Relevance                                   Relevance
                         Interconnectedness                          Independence

                        Shared                                       Individual
PROCESSES                 Responsibility                               Accountability
                        Oral Transmission                            Written Word


                         Pragmatic Tasks                               Academic Tasks
ACTIVITIES


(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
MALP
                                             SLIFE                     North American
                                                                         Classrooms
                                        Immediate                             Future
Accept SLIFE
                                         Relevance                              Relevance
conditions
                                    Interconnectedness                        Independence
Combine SLIFE &
North American                         Shared                               Individual
processes                                Responsibility                       Accountability
                                                                     with
                                         Oral
                                          Transmission                        Written Word
Focus on new
activities with
                                     Pragmatic                                Academic
familiar language                     Tasks
& content                                                                      Tasks

(Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Betty’s Class

• Ages:
       18-61
• Education:
       None to 5th grade
• Classes:
   –   ESL
   –   Hmong Literacy
   –   Life-skills Math
   –   Problem Posing
• Origin:
       Hmong from Laos
Class Diagram

• Crossing the Mekong
• Interviewing at home
• Sharing data in class
• Drawing map & flags
• Using sentence frame
• Entering data
• Responding to questions
Paj Ntaub
More about MALP?

• Visit:
     www.malpeducation.com

• Contact us:
    adecapua@cnr.edu
    helaine.marshall@liu.edu

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Cultural Needs of ELLS with Limited or Interrupted Formal Education

  • 1. Andrea DeCapua Helaine W. Marshall The College of New Rochelle Long Island University
  • 3. “Culture acts as a filter or set of lenses through which we view and interpret the world around us.” DeCapua, A, & Wintergerst, W. 2004. Crossing cultures in the language classroom. Ann Arbor, MI: University of Michigan Press. (
  • 4. 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
  • 5. Two Aspects of Culture 1 Ways of Thinking 2 Individualism / Collectivism
  • 6. Western-Style Formal Education • Literacy as central • Scientific reasoning • Logical deduction • Abstract knowledge • Formal school settings (Anderson-Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008)
  • 7. 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 (Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
  • 8. Sample Question What do dogs and rabbits have in common? (Flynn, 2007)
  • 9. Academic Tasks • True/False • Philadelphia is the capital of Pennsylvania. • New York City is the capital of New York State. • Classification • Categorize these objects
  • 10. A Continuum of Ways of Thinking & Learning SLIFE Informal Western-style Learning Formal Education
  • 11. Cultural Dimensions of: Individualism and Collectivism (Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
  • 12. Individualism • Personal efforts praised, rewarded • Personal interests, desires, primary • Personal judgments • Personal responsibility • “Self-actualization”
  • 13. 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
  • 14. Assumptions of North American Teachers and Learners 1. The goals of instruction are a) to produce independent learners b) to prepare the learners for their future 2. The learner brings along a) preparation for academic tasks b) an urge to compete and excel as an individual (Adapted from DeCapua & Marshall, 2011)
  • 16. Mutually Adaptive Learning Paradigm - MALP • Instructional Model • Elements from students’ learning paradigm • Elements from North American learning paradigm • Transitional approach to close achievement gap Marshall, 1998; DeCapua & Marshall, 2011
  • 17. Two Different Learning Paradigms Aspects of North American SLIFE Learning Classrooms Immediate Future CONDITIONS Relevance Relevance Interconnectedness Independence Shared Individual PROCESSES Responsibility Accountability Oral Transmission Written Word Pragmatic Tasks Academic Tasks ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
  • 18. MALP SLIFE North American Classrooms Immediate Future Accept SLIFE Relevance Relevance conditions Interconnectedness Independence Combine SLIFE & North American Shared Individual processes Responsibility Accountability with Oral Transmission Written Word Focus on new activities with Pragmatic Academic familiar language Tasks & content Tasks (Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  • 19. Betty’s Class • Ages: 18-61 • Education: None to 5th grade • Classes: – ESL – Hmong Literacy – Life-skills Math – Problem Posing • Origin: Hmong from Laos
  • 20. Class Diagram • Crossing the Mekong • Interviewing at home • Sharing data in class • Drawing map & flags • Using sentence frame • Entering data • Responding to questions
  • 22. More about MALP? • Visit: www.malpeducation.com • Contact us: adecapua@cnr.edu helaine.marshall@liu.edu