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Implemen(ng	
  a	
  Mutually	
  Adap(ve	
  
Model	
  of	
  Instruc(on	
  for	
  ESL	
  
Literacy	
  in	
  Community-­‐Based	
  
Programs	
  	
  
	
  Andrea	
  DeCapua,	
  Ed.D.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  Helaine	
  W.	
  Marshall,	
  Ph.D.	
  
	
  	
  	
  New	
  York	
  University	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  LIU	
  Hudson	
  
	
  
Allegra	
  Elson	
  	
  	
  	
  	
   	
   	
  	
  
	
  	
  	
  Sara	
  Cole	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  KaEe	
  Murphy	
  	
  
Greater	
  PiGsburgh	
  Literacy	
  Council	
  
(c)	
  copyright	
  MALP,	
  LLC.	
  For	
  terms	
  and	
  condiEons	
  of	
  use,	
  contact	
  	
  informaEon@malpeducaEon.com	
  
Low	
  Educated	
  Second	
  Language	
  and	
  Literacy	
  
AcquisiEon	
  for	
  Adults	
  (LESLLA)	
  
	
  
	
  
LESLLA	
  Symposium	
  	
  San	
  Francisco,	
  CA	
  	
  
August	
  2013	
  
LESLLA	
  Partnerships	
  
	
  
Researchers	
  	
   PracEEoners	
  
Andrea	
  DeCapua	
  
NYU	
  
	
  
Helaine	
  W.	
  Marshall	
  
	
  LIU	
  Hudson	
  
	
  
Allegra	
  Elson	
  
Sara	
  Cole	
  
KaEe	
  Murphy	
  
	
  
Greater	
  PiGsburgh	
  
Literacy	
  Council	
  
	
  
✚	
  
The	
  Hidden	
  Assump(ons	
  
•  Preferences	
  in	
  accessing	
  &	
  
transmiWng	
  informaEon	
  
•  Ways	
  of	
  interacEng	
  
•  ResponsibiliEes	
  in	
  imparEng	
  
&	
  receiving	
  knowledge	
  
•  Ways	
  of	
  thinking	
  &	
  learning	
  
90%	
  
10%	
  
Flaitz,	
  2012	
  
Three	
  Cultural	
  Differences	
  
•  Orality	
  versus	
  Literacy	
  
	
  
•  Informal	
  Learning	
  vs.	
  Formal	
  EducaEon	
  
•  CollecEvism	
  versus	
  Individualism	
  
I	
  never	
  care	
  about	
  reading	
  unEl	
  	
  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.	
  	
  	
  
	
  
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
(Gahunga,	
  Gahunga,	
  &	
  Luseno,	
  2011;	
  Paradise	
  &	
  Rogoff,	
  2009)	
  
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Community-Based Programs
•  “We” rather than “I”
•  People see themselves as
part of an interconnected
whole
•  “Web” of relationships
•  Group is more important
than any single individual
Collec(vism	
  
•  Personal efforts praised,
rewarded
•  Personal interests,
desires, primary
•  Personal judgments
•  Personal responsibility
•  “Self-actualization”
	
  
Individualism	
  
Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Community-Based Programs
SLIFE
U.S.
Classrooms
CONDITIONS
	
  
PROCESSES
	
  
ACTIVITIES
	
  
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
Aspects of
Learning
	
  
Two	
  Different	
  Learning	
  Paradigms	
  
	
  
	
  	
  
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Future RelevanceImmediate Relevance
Two	
  Different	
  Learning	
  Paradigms	
  
Struggling Language
Learners
U.S. Classrooms
Immediate	
  Relevance	
   Future	
  	
  Relevance	
  
Shared	
  Responsibility	
  
PragmaEc	
  Tasks	
  
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness	
  
Oral	
  Transmission	
  
Independence	
  
(DeCapua	
  &	
  Marshall,	
  2009,	
  2010;	
  Marshall,	
  1994,	
  1998)	
  
Aspects of
Learning
Individual	
  
	
  Accountability	
  
School-Based
Tasks
WriGen	
  Word	
  	
  
Standardized	
  Tes-ng!	
  
Mutually Adaptive Learning Paradigm MALPTM
Instructional Model
SLIFE* U.S. Classrooms
ACCEPT	
  	
  SLIFE	
  
CONDITIONS	
  
COMBINE	
  SLIFE	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
&	
  U.S.	
  
PROCESSES	
  
FOCUS	
  on	
  U.S.	
  
ACTIVITIES	
  with	
  
familiar	
  language	
  	
  
&	
  content	
  
with
(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)
Interconnectedness Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
School-Based
Tasks
Immediate
Relevance
Oral
Transmission Written Word
Future
Relevance
*Students	
  with	
  limited/interrupted	
  formal	
  educaEon	
  
Collabora(on:	
  	
  
Greater	
  PiQsburgh	
  Literacy	
  Council	
  
	
  
Downtown	
  Center	
  
•  Serves	
  adult	
  ELL	
  immigrants	
  
&	
  refugees	
  
•  ESL,	
  computer,	
  GED	
  classes	
  
	
  
Familes	
  for	
  Learning	
  Center	
  
•  Provides	
  adult	
  ESL,	
  parenEng	
  
educaEon,	
  early	
  childhood	
  
educaEon,	
  literacy	
  
	
  
Goals	
  of	
  Collabora(on	
  
•  To	
  transi(on	
  low-­‐educated	
  adult	
  learners	
  to	
  formal	
  
schooling	
  and	
  different	
  ways	
  of	
  thinking	
  and	
  learning	
  
•  To	
  reduce	
  cultural	
  dissonance	
  
•  Develop	
  English	
  language	
  skills	
  
•  Create	
  posiEve	
  learning	
  experience	
  
•  Establish	
  warm	
  classroom	
  climate	
  
•  Build	
  relaEonships	
  
•  Improve	
  aGendance	
  
Data	
  Collec(on	
  
•  	
  BEST	
  Plus	
  
•  Classroom	
  observaEons	
  
– peer	
  
– researcher	
  
•  MALP	
  Checklist	
  
•  Google	
  Hangout	
  meeEngs	
  
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to my students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating both 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 to my students with familiar language
and content.
MALPTM	
  Teacher	
  Planning	
  Checklist	
  
© University of Michigan Press, 2011. DeCapua, A. & Marshall, H.W.
Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools.
Voices	
  
Part	
  I:	
  	
  	
  	
  From	
  the	
  Field	
  
	
  
•  Sara:	
   	
   	
  MALP	
  Teacher	
  Planning	
  Checklist	
  
•  Allegra:	
  	
  	
  Peer	
  ObservaEons	
  
•  KaEe:	
  	
   	
  Mural	
  Project	
  
Part	
  II:	
  	
  	
  From	
  the	
  “Ivory	
  Tower”	
  
	
  
•  Helaine:	
  A	
  LESLLA-­‐Inspired	
  Partnership	
  
Sara’s	
  Class	
  
•  2	
  Classes:	
  High	
  Beginner,	
  
Bridge	
  Literacy	
  
•  Prior	
  EducaEon:	
  0-­‐	
  16	
  
•  Oral	
  Skills:	
  Beginning	
  to	
  Low	
  
Intermediate	
  
•  Literacy	
  Levels:	
  none	
  to	
  some	
  
•  Ages:	
  19-­‐75	
  
•  Time	
  in	
  US:	
  5	
  days	
  –	
  8	
  years	
  
Sara’s	
  Checklist:	
  	
  Component	
  A	
  
Accept	
  Condi(ons	
  for	
  Learning	
  
A1.	
  	
  I	
  am	
  making	
  this	
  lesson/project	
  immediately	
  
relevant	
  to	
  my	
  students.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
–  	
   incorporated daily activities that the students
engage in
A2.	
  	
  I	
  am	
  helping	
  students	
  develop	
  and	
  maintain	
  
interconnectedness.	
  	
  	
  	
  	
  	
  	
  	
  
–  interview each other and ask about where they
shop on a daily basis
–  must work together to get answers for the
whole class
Sara’s	
  Checklist:	
  Component	
  B	
  
Combine	
  Processes	
  for	
  Learning	
  
B1.	
  	
  	
  	
  I	
  am	
  incorpora(ng	
  both	
  shared	
  responsibility	
  and	
  
individual	
  accountability.	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
-  Shared Responsibility: create and fill out grid; put
answers on board together
-  Individual Accountability: complete worksheet by
themselves, respond to questions
B2.	
  	
  	
  	
  I	
  am	
  scaffolding	
  the	
  wriQen	
  word	
  through	
  oral	
  
interac(on.	
  	
  
-  worksheet & grid first introduced orally and talked about
as class.
-  class gives examples and talks about personal experience
and preferences
-  students ask questions and then begin working with grid
Sara’s	
  Checklist:	
  Component	
  C	
  
Focus	
  on	
  New	
  Ac(vi(es	
  
C1.	
  	
  	
  I	
  am	
  focusing	
  on	
  tasks	
  requiring	
  academic	
  
ways	
  of	
  thinking	
  
-  numeracy skills
-  comparing and classifying
-  drawing conclusions from data
C2.	
  	
  	
  I	
  am	
  making	
  these	
  tasks	
  accessible	
  to	
  my	
  
students	
  with	
  familiar	
  language	
  and	
  content.	
  	
  	
  	
  	
  	
  	
  	
  	
  
-  students are familiar with language about food,
buying food, neighborhoods, and basic numbers
-  Food shopping idea familiar from earlier units on
daily activities.
Allegra’s	
  Class	
  
•  Morning	
  FoundaEons	
  
•  Prior	
  EducaEon:	
  None	
  to	
  some	
  
high	
  school	
  
•  Oral	
  Skills:	
  Minimal	
  oral	
  English	
  
skills	
  
•  Literacy	
  Levels:	
  Zero	
  to	
  minimal	
  
literacy	
  in	
  first	
  language	
  
•  Ages:	
  	
  26	
  -­‐75	
  
•  Time	
  in	
  US:	
  	
  3	
  weeks	
  -­‐	
  2	
  years	
  
Allegra	
  –	
  Peer	
  Observa(ons	
  
•  Teachers	
  observed	
  each	
  other	
  
•  Teachers	
  took	
  notes,	
  reviewed	
  using	
  MALP	
  
Checklist	
  
•  Helpful	
  having	
  second	
  set	
  of	
  eyes	
  and	
  ears	
  
and	
  sounding	
  board	
  for	
  beGer	
  ways	
  to	
  
implement	
  Checklist	
  	
  
•  Challenge	
  to	
  schedule	
  observaEons	
  since	
  all	
  
teach	
  at	
  the	
  same	
  Eme.	
  	
  
Ka(e’s	
  Class	
  
•  2	
  Family	
  Literacy	
  Classes	
  
•  MulElevel	
  
•  Prior	
  EducaEon:	
  	
  0	
  -­‐	
  14	
  years	
  
•  Oral	
  Skills:	
  	
  very	
  low-­‐advanced	
  	
  
•  Literacy	
  Level:	
  alphabet	
  recogniEon	
  -­‐	
  4th	
  grade	
  
•  Time	
  in	
  US:	
  1	
  month	
  -­‐	
  10	
  years	
  
•  Age:	
  	
  mid-­‐20s	
  to	
  mid-­‐40s	
  
•  All	
  women	
  with	
  young	
  children	
  
Ka(e’s	
  Mural	
  Project	
  
Reflec(ons	
  
The	
  Students	
  and	
  MALP:	
  
•  Family	
  literacy	
  parEcipants	
  very	
  engaged	
  in	
  mural	
  project	
  
•  Interconnectedness:	
  	
  
–  Students	
  developing	
  friendships	
  inside	
  and	
  outside	
  of	
  class	
  	
  
–  Support	
  and	
  helping	
  each	
  other	
  in	
  class	
  
	
  
The	
  Teachers	
  and	
  MALP:	
  
•  Very	
  enthusiasEc	
  	
  
•  Reminder	
  to	
  keep	
  lessons	
  learner-­‐centered	
  and	
  to	
  bring	
  ‘outside	
  in’	
  
•  Open	
  entry/open	
  exit	
  program	
  challenges:	
  
–  integraEng	
  new	
  students	
  
–  keeping	
  lesson	
  on	
  track	
  
	
  
A	
  LESLLA-­‐Inspired	
  Partnership	
  
•  Met	
  the	
  goal	
  of	
  bringing	
  together	
  researchers	
  
and	
  pracEEoners	
  in	
  adult	
  educaEon	
  
•  Significance	
  –	
  Helped	
  establish	
  validity	
  of	
  
MALP	
  in	
  adult	
  ESL	
  and	
  literacy	
  program	
  
•  Future	
  direcEons	
  
•  On-­‐going,	
  not	
  ending	
  yet	
  
Website:	
  	
  	
  	
  	
  	
  hGp://malpeducaEon.com	
  
Wiki:	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  hGp://malp.pbworks.com	
  	
  
Book:	
  	
  
Marshall,	
  H.W,,	
  &	
  DeCapua,	
  A.,	
  
(2013).	
  	
  Making	
  the	
  Transi4on	
  to	
  
Classroom	
  Success:	
  	
  Culturally	
  Responsive	
  
	
  Teaching	
  for	
  Struggling	
  Language	
  Learners.	
  
Ann	
  Arbor,	
  MI:University	
  of	
  Michigan	
  Press	
  
	
  
MALP	
  Resources	
  
(c)	
  copyright	
  MALP,	
  LLC.	
  For	
  terms	
  and	
  condiEons	
  of	
  use,	
  contact	
  	
  informaEon@malpeducaEon.com	
  
Contact	
  Us!	
  
Researchers	
  
Andrea	
  DeCapua	
  	
  	
  	
  	
  	
  	
  	
  	
  drandreadecapua@gmail.com	
  
Helaine	
  W.	
  Marshall	
  	
  	
  helaine.marshall@liu.edu	
  
	
  
Prac((oners	
  
Allegra	
  Elson	
  	
  	
  	
  	
  	
   	
  	
  	
  	
  	
  aelson@gplc.org	
  	
  
Sara	
  Cole	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  scole@gplc.org	
  	
  
KaEe	
  Murphy	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  kmurphy@gplc.org	
  	
  
(c)	
  copyright	
  MALP,	
  LLC.	
  For	
  terms	
  and	
  condiEons	
  of	
  use,	
  contact	
  	
  informaEon@malpeducaEon.com	
  

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Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Community-Based Programs

  • 1.   Implemen(ng  a  Mutually  Adap(ve   Model  of  Instruc(on  for  ESL   Literacy  in  Community-­‐Based   Programs      Andrea  DeCapua,  Ed.D.                                                                                  Helaine  W.  Marshall,  Ph.D.        New  York  University                                                                                                                LIU  Hudson     Allegra  Elson                      Sara  Cole                            KaEe  Murphy     Greater  PiGsburgh  Literacy  Council   (c)  copyright  MALP,  LLC.  For  terms  and  condiEons  of  use,  contact    informaEon@malpeducaEon.com  
  • 2. Low  Educated  Second  Language  and  Literacy   AcquisiEon  for  Adults  (LESLLA)       LESLLA  Symposium    San  Francisco,  CA     August  2013   LESLLA  Partnerships     Researchers     PracEEoners   Andrea  DeCapua   NYU     Helaine  W.  Marshall    LIU  Hudson     Allegra  Elson   Sara  Cole   KaEe  Murphy     Greater  PiGsburgh   Literacy  Council     ✚  
  • 3. The  Hidden  Assump(ons   •  Preferences  in  accessing  &   transmiWng  informaEon   •  Ways  of  interacEng   •  ResponsibiliEes  in  imparEng   &  receiving  knowledge   •  Ways  of  thinking  &  learning   90%   10%   Flaitz,  2012  
  • 4. Three  Cultural  Differences   •  Orality  versus  Literacy     •  Informal  Learning  vs.  Formal  EducaEon   •  CollecEvism  versus  Individualism  
  • 5. I  never  care  about  reading  unEl    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.        
  • 6. 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 (Gahunga,  Gahunga,  &  Luseno,  2011;  Paradise  &  Rogoff,  2009)  
  • 8. •  “We” rather than “I” •  People see themselves as part of an interconnected whole •  “Web” of relationships •  Group is more important than any single individual Collec(vism  
  • 9. •  Personal efforts praised, rewarded •  Personal interests, desires, primary •  Personal judgments •  Personal responsibility •  “Self-actualization”   Individualism  
  • 11. SLIFE U.S. Classrooms CONDITIONS   PROCESSES   ACTIVITIES   (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998) Aspects of Learning   Two  Different  Learning  Paradigms         Shared Responsibility Individual Accountability Pragmatic Tasks Academic Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
  • 12. Two  Different  Learning  Paradigms   Struggling Language Learners U.S. Classrooms Immediate  Relevance   Future    Relevance   Shared  Responsibility   PragmaEc  Tasks   CONDITIONS PROCESSES ACTIVITIES Interconnectedness   Oral  Transmission   Independence   (DeCapua  &  Marshall,  2009,  2010;  Marshall,  1994,  1998)   Aspects of Learning Individual    Accountability   School-Based Tasks WriGen  Word     Standardized  Tes-ng!  
  • 13. Mutually Adaptive Learning Paradigm MALPTM Instructional Model SLIFE* U.S. Classrooms ACCEPT    SLIFE   CONDITIONS   COMBINE  SLIFE                       &  U.S.   PROCESSES   FOCUS  on  U.S.   ACTIVITIES  with   familiar  language     &  content   with (DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998) Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks School-Based Tasks Immediate Relevance Oral Transmission Written Word Future Relevance *Students  with  limited/interrupted  formal  educaEon  
  • 14. Collabora(on:     Greater  PiQsburgh  Literacy  Council     Downtown  Center   •  Serves  adult  ELL  immigrants   &  refugees   •  ESL,  computer,  GED  classes     Familes  for  Learning  Center   •  Provides  adult  ESL,  parenEng   educaEon,  early  childhood   educaEon,  literacy    
  • 15. Goals  of  Collabora(on   •  To  transi(on  low-­‐educated  adult  learners  to  formal   schooling  and  different  ways  of  thinking  and  learning   •  To  reduce  cultural  dissonance   •  Develop  English  language  skills   •  Create  posiEve  learning  experience   •  Establish  warm  classroom  climate   •  Build  relaEonships   •  Improve  aGendance  
  • 16. Data  Collec(on   •   BEST  Plus   •  Classroom  observaEons   – peer   – researcher   •  MALP  Checklist   •  Google  Hangout  meeEngs  
  • 17. A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to my students. A2. I am helping students develop and maintain interconnectedness. B. Combine Processes for Learning B1. I am incorporating both 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 to my students with familiar language and content. MALPTM  Teacher  Planning  Checklist   © University of Michigan Press, 2011. DeCapua, A. & Marshall, H.W. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools.
  • 18. Voices   Part  I:        From  the  Field     •  Sara:      MALP  Teacher  Planning  Checklist   •  Allegra:      Peer  ObservaEons   •  KaEe:      Mural  Project   Part  II:      From  the  “Ivory  Tower”     •  Helaine:  A  LESLLA-­‐Inspired  Partnership  
  • 19. Sara’s  Class   •  2  Classes:  High  Beginner,   Bridge  Literacy   •  Prior  EducaEon:  0-­‐  16   •  Oral  Skills:  Beginning  to  Low   Intermediate   •  Literacy  Levels:  none  to  some   •  Ages:  19-­‐75   •  Time  in  US:  5  days  –  8  years  
  • 20. Sara’s  Checklist:    Component  A   Accept  Condi(ons  for  Learning   A1.    I  am  making  this  lesson/project  immediately   relevant  to  my  students.                                                                                                               –    incorporated daily activities that the students engage in A2.    I  am  helping  students  develop  and  maintain   interconnectedness.                 –  interview each other and ask about where they shop on a daily basis –  must work together to get answers for the whole class
  • 21. Sara’s  Checklist:  Component  B   Combine  Processes  for  Learning   B1.        I  am  incorpora(ng  both  shared  responsibility  and   individual  accountability.                                                                                                                                                 -  Shared Responsibility: create and fill out grid; put answers on board together -  Individual Accountability: complete worksheet by themselves, respond to questions B2.        I  am  scaffolding  the  wriQen  word  through  oral   interac(on.     -  worksheet & grid first introduced orally and talked about as class. -  class gives examples and talks about personal experience and preferences -  students ask questions and then begin working with grid
  • 22. Sara’s  Checklist:  Component  C   Focus  on  New  Ac(vi(es   C1.      I  am  focusing  on  tasks  requiring  academic   ways  of  thinking   -  numeracy skills -  comparing and classifying -  drawing conclusions from data C2.      I  am  making  these  tasks  accessible  to  my   students  with  familiar  language  and  content.                   -  students are familiar with language about food, buying food, neighborhoods, and basic numbers -  Food shopping idea familiar from earlier units on daily activities.
  • 23. Allegra’s  Class   •  Morning  FoundaEons   •  Prior  EducaEon:  None  to  some   high  school   •  Oral  Skills:  Minimal  oral  English   skills   •  Literacy  Levels:  Zero  to  minimal   literacy  in  first  language   •  Ages:    26  -­‐75   •  Time  in  US:    3  weeks  -­‐  2  years  
  • 24. Allegra  –  Peer  Observa(ons   •  Teachers  observed  each  other   •  Teachers  took  notes,  reviewed  using  MALP   Checklist   •  Helpful  having  second  set  of  eyes  and  ears   and  sounding  board  for  beGer  ways  to   implement  Checklist     •  Challenge  to  schedule  observaEons  since  all   teach  at  the  same  Eme.    
  • 25. Ka(e’s  Class   •  2  Family  Literacy  Classes   •  MulElevel   •  Prior  EducaEon:    0  -­‐  14  years   •  Oral  Skills:    very  low-­‐advanced     •  Literacy  Level:  alphabet  recogniEon  -­‐  4th  grade   •  Time  in  US:  1  month  -­‐  10  years   •  Age:    mid-­‐20s  to  mid-­‐40s   •  All  women  with  young  children  
  • 27. Reflec(ons   The  Students  and  MALP:   •  Family  literacy  parEcipants  very  engaged  in  mural  project   •  Interconnectedness:     –  Students  developing  friendships  inside  and  outside  of  class     –  Support  and  helping  each  other  in  class     The  Teachers  and  MALP:   •  Very  enthusiasEc     •  Reminder  to  keep  lessons  learner-­‐centered  and  to  bring  ‘outside  in’   •  Open  entry/open  exit  program  challenges:   –  integraEng  new  students   –  keeping  lesson  on  track    
  • 28. A  LESLLA-­‐Inspired  Partnership   •  Met  the  goal  of  bringing  together  researchers   and  pracEEoners  in  adult  educaEon   •  Significance  –  Helped  establish  validity  of   MALP  in  adult  ESL  and  literacy  program   •  Future  direcEons   •  On-­‐going,  not  ending  yet  
  • 29. Website:            hGp://malpeducaEon.com   Wiki:                          hGp://malp.pbworks.com     Book:     Marshall,  H.W,,  &  DeCapua,  A.,   (2013).    Making  the  Transi4on  to   Classroom  Success:    Culturally  Responsive    Teaching  for  Struggling  Language  Learners.   Ann  Arbor,  MI:University  of  Michigan  Press     MALP  Resources   (c)  copyright  MALP,  LLC.  For  terms  and  condiEons  of  use,  contact    informaEon@malpeducaEon.com  
  • 30. Contact  Us!   Researchers   Andrea  DeCapua                  drandreadecapua@gmail.com   Helaine  W.  Marshall      helaine.marshall@liu.edu     Prac((oners   Allegra  Elson                      aelson@gplc.org     Sara  Cole                                            scole@gplc.org     KaEe  Murphy                              kmurphy@gplc.org     (c)  copyright  MALP,  LLC.  For  terms  and  condiEons  of  use,  contact    informaEon@malpeducaEon.com