Participants develop requisite knowledge and skills for effective teaching of struggling adult language learners using a culturally responsive instructional model, MALP, the Mutually Adaptive Learning Paradigm. This model promotes classroom success for students having difficulties in traditionally structured programs. Using the principles of MALP, attendees examine samples of student work, guidelines and strategies, classroom activities, and the MALP Teacher Planning Checklist.
1. COABE
Annual
Conference
Pi2sburgh,
PA
March
16-‐19,
2014
Helaine
W.
Marshall,
LIU
–
Hudson
Andrea
DeCapua
–
NYU
Making
the
Transi.on
to
Classroom
Success:
Culturally
Responsive
Teaching
for
Struggling
Language
Learners
(c)
copyright
MALP,
LLC.
For
terms
and
condiRons
of
use,
contact
informaRon@malpeducaRon.com
2. Layers
of
the
Instruc.onal
Context
Curriculum,
Instruc.on,
and
Assessment
Culturally
Responsive
Teaching
Societal
Factors
Bedrock
Layer
3. Deep
Invisible
Cultural
Values
“Culture
acts
as
a
filter
or
set
of
lenses
through
which
we
view
and
interpret
the
world
around
us.”
(DeCapua
&
Wintergerst,
2004)
4. Teachers
and
learners
assume
that:
1.
the
goals
of
instrucRon
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
their
future
2.
the
learner
brings
along
a) a preference to participate as an individual
b)
age-‐appropriate
preparaRon
for
(i)
literacy
development
(ii)
academic
tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
5. Three
Major
Differences
1. Oral
vs.
Print
Preferences
2. CollecRvism
vs.
Individualism
3. Informal
Learning
vs.
Formal
EducaRon
6. I
never
care
about
reading
unRl
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.
7. • Personal
efforts
praised,
rewarded
• Personal
interests,
desires,
primary
• Personal
judgments
• Personal
responsibility
• “Self-‐actualizaRon”
Individualism
8. • “We”
rather
than
“I.”
• People
see
themselves
as
part
of
an
interconnected
whole
• “Web”
of
relaRonships
• Group
is
more
important
than
any
single
individual
Collec.vism
9. Tasks
Requiring
School-‐Based
Ways
of
Thinking
• Defini.ons
Ø What
is
a
tree?
• True/False
Ø Washington,
D.
C.
is
the
capital
of
the
U.
S.
Ø Pi2sburgh
is
the
capital
of
Pennsylvania.
• Classifica.on
Ø Categorize
these
objects
(see
next
slide)
12. Teachers
and
learners
assume
that:
1.
the
goals
of
instrucRon
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
their
future
2.
the
learner
brings
along
a) a
preference
to
parRcipate
as
an
individual
b)
age-‐appropriate
preparaRon
for
(i)
literacy
development
(ii)
academic
tasks
(DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
17.
FAMILIAR
SCHEMATA
UNFAMILIAR
SCHEMATA
Describing
your favorite
game in your
native
language or
dialect
Explaining steps
to solve a math
problem in
academic
English
19. To
Define
is
to
Know
The most common question asked in classrooms
in all subjects and at all levels:
WHAT IS ______?
20.
21. Ques.ons
to
ask
about
the
Mystery
Bag
• Do you know what it is?
• Do you know what it is called in your language or
another language?
• What do you do with it? What is it for?
• Do you like it?
• Give 4 words to describe it.
22. Checking
Answers
Together
• One by one, check all the answers
• All participate in the checking
Ø Give answers - tabulate them
Ø Write answers up as others give them
Ø Copy down all descriptive words
And
now………
27. Specific
Descrip.ons
• green
• good
• delicious
• round
• sweet
• plasRc
• wood
• heavy
• glass
• silver
• small
•
soap
• key
chain
• teapot
• bank
• basket
• magnet
• paperweight
28. Talking
&
Wri.ng
about
Collec.ons
Talk/write
about
the
items
in
the
collecRons
using
sentence
frames
My
apple
is
a/an
____key chain________.
It
is
___________,
___________
and
________.
It
is
a/an
________,
________,
_________
key chain.
29. 1. Opinion
2. Size
3. Shape
4. CondiRon
5. Age
6. Color
7.
Origin
(where
from)
8.
Material
(made
of)
9.
funcRon
(Used
for)
big red teapot heavy glass paperweight
DeCapua,
A.
2008.
Grammar
for
Teacher.
Boston:
Springer
30.
The
Flipped
Classroom
3/19/14
Turning
teaching
on
its
head:
takes
place
outside
of
class
Bloom’s
Taxomony
–
lower
levels
understanding/
remembering
take
place
in
class
Bloom’s
Taxonomy
–
upper
levels
applying/analyzing/crea-ng
31. Three
Reasons
to
Flip
3/19/14
Marshall,
TESOL
ConnecRons,
February
2014
1
Increase
comprehension
2
Increase
interac.on
3
Increase
cri.cal
thinking
35. COABE
2014
Marshall/DeCapua
Handouts
Available
at
h2p://bit.ly/1qm40Gj*"
*Note:
Use
zero,
not
the
le2er
O
in
the
URL
36. Website:
h2p://malpeducaRon.com
Wiki:
h2p://malp.pbworks.com
Book:
Marshall,
H.W,,
&
DeCapua,
A.,
(2013).
Making
the
Transi>on
to
Classroom
Success:
Culturally
Responsive
Teaching
for
Struggling
Language
Learners.
Ann
Arbor,
MI:University
of
Michigan
Press
Emails:
Helaine.Marshall@gmail.com
Drandreadecapua@gmail.com
MALP
Resources
(c)
copyright
MALP,
LLC.
For
terms
and
condiRons
of
use,
contact
informaRon@malpeducaRon.com