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Promo%ng	
  Academic	
  Achievement	
  	
  	
  
for	
  Struggling	
  ELLs	
  
NYS	
  TESOL	
  Annual	
  Conference	
  
November	
  15-­‐16,	
  White	
  Plains,	
  NY	
  
	
  
Andrea	
  DeCapua,	
  NYU	
  
Helaine	
  W.	
  Marshall,	
  LIU-­‐Hudson	
  
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.  the	
  goals	
  of	
  K-­‐12	
  instrucFon	
  are	
  	
  
a)	
  to	
  produce	
  an	
  independent	
  learner	
  
b)	
  to	
  prepare	
  that	
  learner	
  for	
  life	
  aJer	
  schooling	
  

2.  the	
  learner	
  brings	
  along	
  
a)	
  an	
  urge	
  to	
  parFcipate	
  as	
  an	
  individual	
  
b)	
  age-­‐appropriate	
  preparaFon	
  for	
  
i.	
  	
  	
  literacy	
  development	
  
ii.	
  	
  academic	
  tasks	
  
(DeCapua	
  &	
  Marshall,	
  2011)	
  
Three	
  Major	
  Differences	
  
1.  Oral	
  vs.	
  Print	
  Preferences	
  	
  
2.  CollecFvism	
  vs.	
  Individualism	
  
3.  PragmaFc	
  vs.	
  Academic	
  Ways	
  
of	
  Thinking	
  
	
  
Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall
Collec%vis%c	
  	
  vs.	
  Individualis%c	
  
Cultures	
  
Tasks	
  Requiring	
  Academic	
  
	
  Ways	
  of	
  Thinking	
  
	
  

•  DefiniFons	
  
Ø What	
  is	
  a	
  tree?	
  

True	
  /	
  False	
  
Ø New	
  York	
  is	
  the	
  capital	
  of	
  New	
  York	
  State.	
  
Ø HarZord	
  is	
  the	
  capital	
  of	
  ConnecFcut.	
  
	
  
	
  
•  ClassificaFon	
  
Ø Categorize	
  these	
  objects	
  (see	
  next	
  slide)	
  
• 
Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall
Sesame	
  Street	
  video	
  
 	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  

Sample	
  Task	
  

(Adapted	
  from	
  Luria,	
  1976)	
  
Teachers	
  and	
  learners	
  assume	
  that:	
  
1.  the	
  goals	
  of	
  K-­‐12	
  instrucFon	
  are	
  	
  
a)	
  to	
  produce	
  an	
  independent	
  learner	
  
b)	
  to	
  prepare	
  that	
  learner	
  for	
  life	
  aJer	
  schooling	
  

2.  the	
  learner	
  brings	
  along	
  
a)	
  an	
  urge	
  to	
  parFcipate	
  as	
  an	
  individual	
  
b)	
  age-­‐appropriate	
  preparaFon	
  for	
  
i.	
  	
  	
  literacy	
  development	
  
ii.	
  	
  academic	
  tasks	
  
(DeCapua	
  &	
  Marshall,	
  2011)	
  
(Ibarra,	
  2001)	
  
 
	
  
Two	
  Different	
  Learning	
  Paradigms	
  
	
  
Struggling	
  
U.S.	
  
Aspects	
  of	
  	
  
Learning	
  

ELLs	
  

CONDITIONS

Immediate	
  Relevance	
  

Future	
  	
  Relevance	
  

Interconnectedness	
  

Independence	
  

	
  

	
  	
  

Shared

PROCESSES
	
  

Responsibility

	
  Classrooms	
  

Individual
Accountability

Oral Transmission

ACTIVITIES

Written Word

Pragmatic
Tasks

Academic Tasks

(DeCapua	
  &	
  Marshall,	
  2009,	
  2011;	
  Marshall,	
  1994;	
  Marshall	
  &	
  DeCapua,	
  2013)	
  
 
Two	
  Different	
  Learning	
  PParadigms
Two	
  Different	
   earning	
   aradigms	
   	
  
	
  
Aspects	
  of	
  	
  
Learning	
  

Struggling	
  
ELLs	
  

U.S.	
  Classrooms	
  

Immediate	
  Relevance	
  

CONDITIONS	
  	
  

Future	
  	
  Relevance	
  

Interconnectedness	
  

Independence	
  
Standardized	
  Tes-ng!	
  

PROCESSES	
  
ACTIVITIES	
  
	
  

Shared	
  Responsibility	
  
Oral	
  Transmission	
  
PragmaFc	
  Tasks	
  

Individual	
  
	
  Accountability	
  
Wriden	
  Word	
  	
  
Academic	
  Tasks	
  

(DeCapua	
  &	
  Marshall,	
  2009,	
  2011;	
  Marshall,	
  1994;	
  Marshall	
  &	
  DeCapua,	
  2013)	
  
Mutually Adap%ve	
  Learning	
  Paradigm	
  –	
  MALP©	
  
Instruc%onal	
  Model	
  
Struggling	
  ELLs	
  
	
  	
  Immediate	
  
	
  	
  	
  	
  Relevance	
  

ACCEPT	
  	
  SLIFE	
  
CONDITIONS	
  

Future	
  	
  	
  	
  
	
  	
  	
  Relevance	
  
Independence	
  

Interconnectedness	
  

COMBINE	
  SLIFE	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
&	
  U.S.	
  
PROCESSES	
  
FOCUS	
  on	
  U.S.	
  
ACTIVITIES	
  with	
  
familiar	
  
language	
  	
  
&	
  content	
  

U.S.	
  Classrooms	
  

	
  Shared	
  
	
  	
  	
  Responsibility	
  
Oral	
  	
  	
  
	
  	
  	
  	
  Transmission	
  

with

Individual	
  
	
  Accountability	
  
	
  Wriden	
  Word	
  

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

	
  	
  	
  Academic	
  	
  	
  	
  
	
  	
  	
  	
  	
  	
  Tasks	
  
Two	
  Learning	
  Ac%vi%es	
  
	
  	
  	
  FAMILIAR	
  
	
  	
  SCHEMATA	
  
	
  
Describing
your favorite
game in your
first language
or dialect

	
  	
  UNFAMILIAR	
  
	
  	
  	
  SCHEMATA	
  
	
  
Writing a
science lab
report in
academic
English
Project-­‐Based	
  Learning	
  and	
  MALP	
  
	
  
To	
  Define	
  is	
  to	
  Know	
  
The most common question asked in classrooms
in all subjects and at all levels:

WHAT IS ______?
Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall
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.

	
  
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

d	
  n
An

…	
  
……
ow
Apple	
  Collec%on	
  
Benefits	
  of	
  Collec%ons	
  
•  Building	
  definiFons	
  
•  Learning	
  ways	
  to	
  categorize	
  objects	
  	
  
•  Developing	
  vocabulary	
  	
  	
  
Ø  descripFve	
  adjecFves	
  	
  
Ø  academic	
  terms	
  

•  PracFcing	
  academic	
  ways	
  of	
  responding	
  
Ø 

(T/F,	
  MC)	
  	
  

•  CollaboraFng	
  on	
  a	
  class	
  project	
  
Categoriza%on	
  
A/An	
  _______________________	
  	
  	
  
	
  
	
   	
  	
  	
  	
  	
  is	
  	
  
	
  

	
  	
  	
  	
  a/an	
  _______________________	
  
	
  
	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Important:	
  	
  small	
  before	
  big!	
  
Characteris%cs	
  

•  with	
  ___________________	
  
	
  
Or	
  

	
  
•  that	
  has	
  ________________	
  
	
  
Specific	
  Descrip%ons	
  
• 
• 
• 
• 
• 
• 

green	
  
good	
  
delicious	
  
round	
  
sweet	
  
plasFc	
  

• 
• 
• 
• 
• 
• 

wood	
  
heavy	
  
glass	
  
silver	
  
small	
  
	
  soap	
  

• 
• 
• 
• 
• 
• 

key	
  chain	
  
teapot	
  
bank	
  
basket	
  
magnet	
  
paperweight	
  
Classify	
  and	
  Place	
  in	
  Order	
  
1. 
2. 
3. 
4. 
5. 
6. 

Opinion	
  	
  
Size	
  
Shape	
  
CondiFon	
  
Age	
  
Color	
  

big red teapot

7.	
  	
  	
  Origin	
  
	
  	
  (where	
  from)	
  

8.	
  	
  	
  Material	
  	
  	
  	
  	
  
	
  	
  (made	
  of)	
  

9.	
  	
  	
  funcFon	
  	
  
	
  	
  (Used	
  for)	
  
heavy glass paperweight
Talking	
  &	
  Wri%ng	
  about	
  Collec%ons	
  
Talk/write	
  about	
  the	
  items	
  in	
  the	
  collecFons	
  using	
  
sentence	
  frames	
  
	
  	
  	
  	
  
My	
  apple	
  is	
  a/an	
  ____key chain________.	
  
	
  
It	
  is	
  ___________,	
  ___________	
  and	
  ________.	
  
	
  
It	
  is	
  a/an	
  ________,	
  ________,	
  _________	
  key chain.	
  
	
  
MALP	
  Projects	
  
Breaking	
  New	
  
Ground:	
  Teaching	
  
Students	
  with	
  Limited	
  
or	
  Interrupted	
  Formal	
  
EducaGon	
  in	
  U.S.	
  
Secondary	
  Schools	
  	
  	
  
	
  U.	
  of	
  Michigan	
  Press,	
  2011	
  
	
  

Making	
  the	
  TransiGon	
  to	
  
Classroom	
  Success:	
  
Culturally	
  Responsive	
  
Teaching	
  for	
  Struggling	
  
Language	
  Learners	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
U.	
  of	
  Michigan	
  Press,	
  2013	
  

	
  

emic	
  
d
g	
  Aca 	
  and	
  
n
ffoldi hinking
Sca
T
ys	
  of	
   g	
  
Wa
ondin
Resp
	
  
Q	
  &	
  A	
  
NYS	
  TESOL	
  2013	
  	
  	
  	
  	
  DeCapua/Marshall	
  
Handouts	
  Available	
  at	
  
	
  

hdp://bit.ly/HRcsgs	
  
	
  
More	
  about	
  MALP?	
  
Websites:	
  	
  
hdp://malp.pbworks.com	
  
Hdp://malpeducaFon.com	
  
	
  
Andrea	
  DeCapua	
  	
  	
  	
  	
  drandreadeapua@gmail.com	
  
Helaine	
  W.	
  Marshall	
  	
  helaine.marshall@liu.edu	
  

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Promoting Academic Achievement for Struggling ELs NYS TESOL 2014 DeCapua & Marshall

  • 1. Promo%ng  Academic  Achievement       for  Struggling  ELLs   NYS  TESOL  Annual  Conference   November  15-­‐16,  White  Plains,  NY     Andrea  DeCapua,  NYU   Helaine  W.  Marshall,  LIU-­‐Hudson  
  • 2. Teachers  and  learners  assume  that:   1.  the  goals  of  K-­‐12  instrucFon  are     a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aJer  schooling   2.  the  learner  brings  along   a)  an  urge  to  parFcipate  as  an  individual   b)  age-­‐appropriate  preparaFon  for   i.      literacy  development   ii.    academic  tasks   (DeCapua  &  Marshall,  2011)  
  • 3. Three  Major  Differences   1.  Oral  vs.  Print  Preferences     2.  CollecFvism  vs.  Individualism   3.  PragmaFc  vs.  Academic  Ways   of  Thinking    
  • 5. Collec%vis%c    vs.  Individualis%c   Cultures  
  • 6. Tasks  Requiring  Academic    Ways  of  Thinking     •  DefiniFons   Ø What  is  a  tree?   True  /  False   Ø New  York  is  the  capital  of  New  York  State.   Ø HarZord  is  the  capital  of  ConnecFcut.       •  ClassificaFon   Ø Categorize  these  objects  (see  next  slide)   • 
  • 9.                                                                 Sample  Task   (Adapted  from  Luria,  1976)  
  • 10. Teachers  and  learners  assume  that:   1.  the  goals  of  K-­‐12  instrucFon  are     a)  to  produce  an  independent  learner   b)  to  prepare  that  learner  for  life  aJer  schooling   2.  the  learner  brings  along   a)  an  urge  to  parFcipate  as  an  individual   b)  age-­‐appropriate  preparaFon  for   i.      literacy  development   ii.    academic  tasks   (DeCapua  &  Marshall,  2011)  
  • 12.     Two  Different  Learning  Paradigms     Struggling   U.S.   Aspects  of     Learning   ELLs   CONDITIONS Immediate  Relevance   Future    Relevance   Interconnectedness   Independence         Shared PROCESSES   Responsibility  Classrooms   Individual Accountability Oral Transmission ACTIVITIES Written Word Pragmatic Tasks Academic Tasks (DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994;  Marshall  &  DeCapua,  2013)  
  • 13.   Two  Different  Learning  PParadigms Two  Different   earning   aradigms       Aspects  of     Learning   Struggling   ELLs   U.S.  Classrooms   Immediate  Relevance   CONDITIONS     Future    Relevance   Interconnectedness   Independence   Standardized  Tes-ng!   PROCESSES   ACTIVITIES     Shared  Responsibility   Oral  Transmission   PragmaFc  Tasks   Individual    Accountability   Wriden  Word     Academic  Tasks   (DeCapua  &  Marshall,  2009,  2011;  Marshall,  1994;  Marshall  &  DeCapua,  2013)  
  • 14. Mutually Adap%ve  Learning  Paradigm  –  MALP©   Instruc%onal  Model   Struggling  ELLs      Immediate          Relevance   ACCEPT    SLIFE   CONDITIONS   Future              Relevance   Independence   Interconnectedness   COMBINE  SLIFE                       &  U.S.   PROCESSES   FOCUS  on  U.S.   ACTIVITIES  with   familiar   language     &  content   U.S.  Classrooms    Shared        Responsibility   Oral              Transmission   with Individual    Accountability    Wriden  Word    PragmaFc            Tasks   (DeCapua  &  Marshall,  2009,  2011;  Marshall,   1994;  Marshall  &  DeCapua,  2013)        Academic                    Tasks  
  • 15. Two  Learning  Ac%vi%es        FAMILIAR      SCHEMATA     Describing your favorite game in your first language or dialect    UNFAMILIAR        SCHEMATA     Writing a science lab report in academic English
  • 17. To  Define  is  to  Know   The most common question asked in classrooms in all subjects and at all levels: WHAT IS ______?
  • 19. 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.  
  • 20. 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 d  n An …   …… ow
  • 22. Benefits  of  Collec%ons   •  Building  definiFons   •  Learning  ways  to  categorize  objects     •  Developing  vocabulary       Ø  descripFve  adjecFves     Ø  academic  terms   •  PracFcing  academic  ways  of  responding   Ø  (T/F,  MC)     •  CollaboraFng  on  a  class  project  
  • 23. Categoriza%on   A/An  _______________________                    is              a/an  _______________________                            Important:    small  before  big!  
  • 24. Characteris%cs   •  with  ___________________     Or     •  that  has  ________________    
  • 25. Specific  Descrip%ons   •  •  •  •  •  •  green   good   delicious   round   sweet   plasFc   •  •  •  •  •  •  wood   heavy   glass   silver   small    soap   •  •  •  •  •  •  key  chain   teapot   bank   basket   magnet   paperweight  
  • 26. Classify  and  Place  in  Order   1.  2.  3.  4.  5.  6.  Opinion     Size   Shape   CondiFon   Age   Color   big red teapot 7.      Origin      (where  from)   8.      Material              (made  of)   9.      funcFon        (Used  for)   heavy glass paperweight
  • 27. Talking  &  Wri%ng  about  Collec%ons   Talk/write  about  the  items  in  the  collecFons  using   sentence  frames           My  apple  is  a/an  ____key chain________.     It  is  ___________,  ___________  and  ________.     It  is  a/an  ________,  ________,  _________  key chain.    
  • 28. MALP  Projects   Breaking  New   Ground:  Teaching   Students  with  Limited   or  Interrupted  Formal   EducaGon  in  U.S.   Secondary  Schools        U.  of  Michigan  Press,  2011     Making  the  TransiGon  to   Classroom  Success:   Culturally  Responsive   Teaching  for  Struggling   Language  Learners                                                                                                   U.  of  Michigan  Press,  2013     emic   d g  Aca  and   n ffoldi hinking Sca T ys  of   g   Wa ondin Resp  
  • 29. Q  &  A  
  • 30. NYS  TESOL  2013          DeCapua/Marshall   Handouts  Available  at     hdp://bit.ly/HRcsgs    
  • 31. More  about  MALP?   Websites:     hdp://malp.pbworks.com   Hdp://malpeducaFon.com     Andrea  DeCapua          drandreadeapua@gmail.com   Helaine  W.  Marshall    helaine.marshall@liu.edu