Engaging Adult Learners with Limited or Interrupted Formal Education
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An overview of our instructional model, the Mutually Adaptive Learning Paradigm, and the use of surveys with learners to build different ways of thinking
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Engaging Adult Learners with Limited or Interrupted Formal Education
- 1. Engaging Adult Learners with Limited/Interrupted Formal Educa9on Andrea DeCapua The College of New Rochelle Helaine W. Marshall LIU Hudson
- 3. U.S. teachers and learners assume that: 1. the goals of instrucAon are a) to prepare learners for their future b) to produce independent learners 2. the learner brings along a) an urge to compete and excel as an individual b) preparaAon for academic tasks (Adapted from DeCapua & Marshall, 2011)
- 4. Two Different Learning Paradigms Aspects of Adult Learners with North American Learning Limited schooling Classrooms Immediate Future CONDITIONS Relevance Relevance Interconnectedness Independence Shared Individual PROCESSES Responsibility Accountability Oral Transmission WriTen Word PragmaAc Tasks Academic Tasks ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
- 5. M A L P Adult Learners with North American Limited schooling Classrooms Immediate Future Accept learner Relevance Relevance condiAons Interconnectedness Independence Combine learner & Shared Individual North American Responsibility Accountability processes with Oral Transmission WriTen Word Focus on new acAviAes with PragmaAc Academic familiar language Tasks & content Tasks (Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
- 6. BeDy’s Class • Ages: 18-‐61 • Educa9on: None to 5th grade • Classes: – ESL – Hmong Literacy – Life-‐skills Math – Problem Posing • Origin: Hmong from Laos
- 7. Class Survey: Crossing the Mekong • Interviewing at home • Sharing data in class • Drawing map & flags • Entering data in table • Using sentence frames • Responding to quesAons
- 8. Paj Ntaub
- 9. Prototypical MALP Project Class Surveys Characteris9cs that foster MALP • Interpersonal • Relevant topics likely to emerge • Natural movement from oral interacAon to wriTen product • Provision for both group and individual task delegaAon • InstrucAon in academic ways of thinking
- 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 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 English learners with limited or interrupted formal educa9on in US secondary schools. Ann Arbor, MI: University of Michigan Press.
- 11. Survey: Students’ Free Time
- 12. Survey: Immigra9on Issues
- 13. More MALP Projects • Newcomer Booklets • Murals • Timelines • Autobiographies • Social Bookmarking • CollecAons
- 14. Apple Collec9on
- 15. Benefits of Collec9ons • Building definiAons • Learning ways to categorize objects • Developing vocabulary – academic terms – descripAve adjecAves • CollaboraAng on a class project
- 16. Talking & Wri9ng about Collec9on Talk/write about the items in the collecAons using sentence frames My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
- 17. 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: hDp://malpeduca9on.com hDp://malp.pbworks.com • Our ar9cles: TESOL Journal, ELT Journal, Preven#ng School Failure, Urban Review and more • Our email: adecapua3@gmail.com helaine.marshall@liu.edu