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Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua

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Andrea DeCapua
Andrea DeCapua

This document summarizes a presentation about supporting students with limited or interrupted formal education (SLIFE) in U.S. classrooms. It discusses how SLIFE come from educational backgrounds and cultures that differ significantly from typical U.S. schooling. The presentation explores integrating aspects of SLIFE's preferred learning paradigms into classroom instruction through a culturally responsive approach called the Mutually Adaptive Learning Paradigm. This transitional approach aims to help SLIFE adapt to U.S. academic expectations by addressing the cultural dissonance they experience. Examples provided include using project-based learning and creating welcome booklets to make content immediately relevant while developing literacy and academic skills.

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Bridging the Gap: Connecting SLIFE with U.S. Classrooms Michigan TESOL Annual Conference October 17-18, 2014 Grand Valley State University Grand Rapids Andrea DeCapua, Ed.D. MALPTM, LLC
As immigra)on to the U.S. con)nues to grow, more and more students with interrupted or limited formal educa)on (SLIFE) enter secondary schools and adult educa)on programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, oFen in a limited )meframe. Beyond this, however, SLIFE come to formal educa)on unfamiliar with classroom tasks and behaviors, and with liHle or no experience in expected types of learning and thinking. Dominant Western-­‐style pedagogical prac)ces derive from culturally-­‐ based priori)es for learners and learning, priori)es intrinsic to this style of schooling. Educators are oFen unaware how pervasive these priori)es are and how much they shape pedagogical prac)ces. I explore the priori)es of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priori)es through a culturally responsive, mutually adap)ve approach, thereby reducing the cultural dissonance SLIFE confront in formal educa)onal seNngs. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transi)oning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic aHainment in formal educa)on.
Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
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
Ways of thinking and lear2ing are shaped by prior lear2ing ex6eriences (DeCapua & Wintergerst, 2004)
The Hidden Assumptions • Preferences in accessing & transmitting information • Responsibilities in imparting, receiving knowledge and for working together • Ways of thinking & learning 10% 90% Flaitz, 2012
Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
Teachers and learners assume that 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner is prepared to a) participate as an individual b) engage in literacy-based, school-related tasks (Adapted from DeCapua & Marshall, 2011)
Three Major Differences • Oral versus Print • Collectivism versus Individualism • Informal versus Formal Ways of Learning
Rural Primary Education • Few or no textbooks • Minimal supplies • Memorization, recitation • Copying without processing © www.globalafricanvillage.org Used by permission (Flaitz, 2012)
I never care about reading un)l 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.
Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
Collectivism and Individualism
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
Individualism • Personal efforts praised, rewarded • Personal interests, desires, primary • Personal judgments • Personal responsibility • “Self-actualization”
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)
Formal Western-Style Education • Abstract knowledge • Scientific reasoning • Logical deduction • Formal school settings • Literacy is central (Anderson-­‐LeviH, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008 )
Academic Tasks • Definitions Ø What is a tree? • True/False Ø New York City is the capital of New York State Ø Lansing is the capital of Michigan • Classification Ø Categorize these objects (see next slide)
Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
Sample Task (Adapted from Luria, 1976)
Sample Task What do rabbits and dogs have in common?
Teachers and learners assume that 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner is prepared to a) participate as an individual b) engage in literacy-based, school-related tasks (Adapted from DeCapua & Marshall, 2011)
(Ibarra, 2001)
Culturally Responsive Teaching • Cultural competence • Relevant curriculum • Supportive learning community • Cultural congruity • Effective classroom interaction
Mutually Adaptive Learning Paradigm MALPTM • Culturally responsive teaching model • Elements from students’learning paradigm • Elements from Western-style education • Transitional approach to achievement gap by addressing cultural dissonance
Two Different Learning Paradigms SLIFE North American Classrooms Immediate Relevance Future Relevance Shared Responsibility Pragma)c Tasks CONDITIONS PROCESSES ACTIVITIES Interconnectedness Oral Transmission Independence Standardized Tes0ng! WriHen Word (DeCapua & Marshall, 2010; 2011; Marshall, 1994, 1998) Aspects of Learning Individual Accountability Academic Tasks
Mutually Adap7ve Learning Paradigm – MALPTM Culturally Responsive Teaching Model SLIFE North American Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragma)c Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission WriHen Word with Future Relevance (DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
Project-Based Learning (PBL) • Allows for differentiation • promotes integration of literacy and content knowledge • improves student engagement – student-centered rather than teacher centered
PBL and MALP™ • Provides immediate relevance • Fosters a sense of interconnectedness • Allows for both shared responsibility and individual accountability • Incorporates oral transmission with print • Develops academic ways of thinking
and from a MALP perspective, PBL: • fosters a sense of community • provides immediate relevance • allows for shared responsibility and individual responsibility • accommodates oral transmission with print • promotes school-based ways of thinking
Examples of Projects • Collections • Timelines • Shared Events • Theme Booklets (DeCapua & Marshall, 2011; DeCapua, Smathers & Tang, 2009; Marshall & DeCapua, 2013; 2009)
Newcomer Booklets • Explain common procedures, routines – school basics • sharpening a pencil • lockers • the library – community information • the emergency room • calling 911
Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua
Welcome Book
Fire Safety 911 by Mrs. B’s class
Fire Safety: 911 • I am calling about a fire. • It is at _______. • It is in the _________
Mrs. J’s High School SLIFE • Where is_?
This is the school library. • It is Room 234. • It is on the second floor. You return books here.
These are lockers. They are by Room 110. This is a lock.
MALPTM Checklist 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 students with limited or interrupted formal education in U.S. secondary schools. p. 68. For terms and conditions of use, contact: information@malpeducation.com
How am I making this lesson immediately relevant to my students? BaMling Boredom • Soldiers at GeHysburg were bored some)mes just like them • Finding out what soldiers did and seeing if any students do the same • Adding more ideas to own list based on soldiers’ informa)on
How am I helping students develop and maintain Interconnectedness? • Students talk about their lives outside of school • Students and teacher learn more about each others’ interests • Teacher and students share what they do when they are bored
How am I incorporating both group responsibility and individual accountability? • Class collectively creates chart of activities with each student making contributions • Pairs work together to identify what soldiers did to combat boredom • Each member of pair adds information to personal Venn diagram
How am I scaffolding the written word through oral interaction? • Class collectively creates chart of activities with each student making contributions orally. • Teacher writes, students read aloud their contributions. • Students copy relevant items into their Venn diagrams.
What new academic tasks am I introducing? • Gathering data from secondary sources • Comparing and contrasting data • Analyzing data from graphs
What am I doing to make the new tasks accessible to my students? • Language on Web site accessible through photos and captions • Language scaffolded by use of L1 among students • Content scaffolded by relevant personal information • Content scaffolded by graphic organizers
What does a MALP Classroom Look Like? • Word wall • Calendar • Sentence frames • Teacher-made concept posters • Student–produced posters
Word Wall
Sentence Frames
Teacher-made Concept Poster
Number Lines
Bar Graph Posters
A Continuum of Ways of Thinking & Learning Dissonance View Deficit View Informal Ways of Learning North American Formal Education SLIFE
Layers of the Instructional Context Curriculum, Instruc7on, and Assessment Culturally Responsive Teaching Societal Factors Bedrock Layer
Coopera7ve Learning • Checker • Data keeper • Group Leader • Keyboard Operator • Materials Manager • Messenger • Permission Giver • Ques7oner • Reader • Reporter • Summarizer • Timekeeper • Word Analyst • Writer/Recorder à Individual Responsibility SAMPLE ROLES
Intercultural Communication Framework (ICF) Ø Establish and maintain a relationship Ø Identify priorities in both cultures Ø Make associations between familiar and unfamiliar (Marshall, 1994; Marshall & DeCapua, 2013)
Who Am I?
Keep Your Eye on The Ball Spillach, 1979
Make the Unfamiliar Familiar
Intercultural Communication Framework Step 1: Establish and maintain a relationship • Infuse instruction with interpersonal elements Ø Teacher and students Ø Students together Ø Students with family members Step 2: Identify priorities in both cultures • Adapt instruction to accommodate learner priorities • Develop learner awareness of community priorities Step 3: Make associations between familiar and unfamiliar • Move from familiar to unfamiliar schemata Linguistic Content Formal • Build associations between familiar/unfamiliar concepts (Marshall, 1994; Marshall & DeCapua, 2013)
Selected References Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave. DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with or interrupted formal education. Ann Arbor: University of Michigan Press. DeCapua, A., & Marshall, H.W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49–70. DeCapua A., & Marshall, H.W. (2010). Students with limited or interrupted formal education in U.S. classrooms. Urban Review, 42, 159–173. Flynn, J. (2007). What is intelligence? New York: Cambridge University Press. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Grigorenko, E. (2007). Hitting, missing, and in between: A typology of the impact of western education on the non-western world. Comparative Education, 43, 165-186. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: University of Wisconsin Press. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press. Marshall, H.W. & DeCapua, A. (2013). Making the transition to classroom success: Culturally responsive teaching for English language learners. Ann Arbor: University of Michigan Press. Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A project for limited formally schooled students. ELT Journal, 64, 396-404. Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching. Ethos, 37, 102-138.

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Bridging the gap: connecting SLIFE with U.S. classrooms DeCapua

  • 1. Bridging the Gap: Connecting SLIFE with U.S. Classrooms Michigan TESOL Annual Conference October 17-18, 2014 Grand Valley State University Grand Rapids Andrea DeCapua, Ed.D. MALPTM, LLC
  • 2. As immigra)on to the U.S. con)nues to grow, more and more students with interrupted or limited formal educa)on (SLIFE) enter secondary schools and adult educa)on programs. These learners face major challenges, including the need to develop literacy skills and a content knowledge base, oFen in a limited )meframe. Beyond this, however, SLIFE come to formal educa)on unfamiliar with classroom tasks and behaviors, and with liHle or no experience in expected types of learning and thinking. Dominant Western-­‐style pedagogical prac)ces derive from culturally-­‐ based priori)es for learners and learning, priori)es intrinsic to this style of schooling. Educators are oFen unaware how pervasive these priori)es are and how much they shape pedagogical prac)ces. I explore the priori)es of both US mainstream educators and those of SLIFE, and discuss how each can accommodate the other’s priori)es through a culturally responsive, mutually adap)ve approach, thereby reducing the cultural dissonance SLIFE confront in formal educa)onal seNngs. I conclude by considering how educators can bridge the gap to culturally new ways of learning by transi)oning SLIFE from their preferred ways of learning to those deemed necessary for literacy and academic aHainment in formal educa)on.
  • 4. 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. Ways of thinking and lear2ing are shaped by prior lear2ing ex6eriences (DeCapua & Wintergerst, 2004)
  • 6. The Hidden Assumptions • Preferences in accessing & transmitting information • Responsibilities in imparting, receiving knowledge and for working together • Ways of thinking & learning 10% 90% Flaitz, 2012
  • 8. Teachers and learners assume that 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner is prepared to a) participate as an individual b) engage in literacy-based, school-related tasks (Adapted from DeCapua & Marshall, 2011)
  • 9. Three Major Differences • Oral versus Print • Collectivism versus Individualism • Informal versus Formal Ways of Learning
  • 10. Rural Primary Education • Few or no textbooks • Minimal supplies • Memorization, recitation • Copying without processing © www.globalafricanvillage.org Used by permission (Flaitz, 2012)
  • 11. I never care about reading un)l 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.
  • 14. 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
  • 15. Individualism • Personal efforts praised, rewarded • Personal interests, desires, primary • Personal judgments • Personal responsibility • “Self-actualization”
  • 16. 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)
  • 17. Formal Western-Style Education • Abstract knowledge • Scientific reasoning • Logical deduction • Formal school settings • Literacy is central (Anderson-­‐LeviH, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008 )
  • 18. Academic Tasks • Definitions Ø What is a tree? • True/False Ø New York City is the capital of New York State Ø Lansing is the capital of Michigan • Classification Ø Categorize these objects (see next slide)
  • 20. Sample Task (Adapted from Luria, 1976)
  • 21. Sample Task What do rabbits and dogs have in common?
  • 22. Teachers and learners assume that 1. the goals of K-12 instruction are a) to produce an independent learner b) to prepare that learner for life after schooling 2. the learner is prepared to a) participate as an individual b) engage in literacy-based, school-related tasks (Adapted from DeCapua & Marshall, 2011)
  • 24. Culturally Responsive Teaching • Cultural competence • Relevant curriculum • Supportive learning community • Cultural congruity • Effective classroom interaction
  • 25. Mutually Adaptive Learning Paradigm MALPTM • Culturally responsive teaching model • Elements from students’learning paradigm • Elements from Western-style education • Transitional approach to achievement gap by addressing cultural dissonance
  • 26. Two Different Learning Paradigms SLIFE North American Classrooms Immediate Relevance Future Relevance Shared Responsibility Pragma)c Tasks CONDITIONS PROCESSES ACTIVITIES Interconnectedness Oral Transmission Independence Standardized Tes0ng! WriHen Word (DeCapua & Marshall, 2010; 2011; Marshall, 1994, 1998) Aspects of Learning Individual Accountability Academic Tasks
  • 27. Mutually Adap7ve Learning Paradigm – MALPTM Culturally Responsive Teaching Model SLIFE North American Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragma)c Tasks Academic Tasks ACCEPT CONDITIONS COMBINE PROCESSES FOCUS on NEW ACTIVITIES with familiar language & content Immediate Relevance Oral Transmission WriHen Word with Future Relevance (DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)
  • 28. Project-Based Learning (PBL) • Allows for differentiation • promotes integration of literacy and content knowledge • improves student engagement – student-centered rather than teacher centered
  • 29. PBL and MALP™ • Provides immediate relevance • Fosters a sense of interconnectedness • Allows for both shared responsibility and individual accountability • Incorporates oral transmission with print • Develops academic ways of thinking
  • 30. and from a MALP perspective, PBL: • fosters a sense of community • provides immediate relevance • allows for shared responsibility and individual responsibility • accommodates oral transmission with print • promotes school-based ways of thinking
  • 31. Examples of Projects • Collections • Timelines • Shared Events • Theme Booklets (DeCapua & Marshall, 2011; DeCapua, Smathers & Tang, 2009; Marshall & DeCapua, 2013; 2009)
  • 32. Newcomer Booklets • Explain common procedures, routines – school basics • sharpening a pencil • lockers • the library – community information • the emergency room • calling 911
  • 35. Fire Safety 911 by Mrs. B’s class
  • 36. Fire Safety: 911 • I am calling about a fire. • It is at _______. • It is in the _________
  • 37. Mrs. J’s High School SLIFE • Where is_?
  • 38. This is the school library. • It is Room 234. • It is on the second floor. You return books here.
  • 39. These are lockers. They are by Room 110. This is a lock.
  • 40. MALPTM Checklist 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 students with limited or interrupted formal education in U.S. secondary schools. p. 68. For terms and conditions of use, contact: information@malpeducation.com
  • 41. How am I making this lesson immediately relevant to my students? BaMling Boredom • Soldiers at GeHysburg were bored some)mes just like them • Finding out what soldiers did and seeing if any students do the same • Adding more ideas to own list based on soldiers’ informa)on
  • 42. How am I helping students develop and maintain Interconnectedness? • Students talk about their lives outside of school • Students and teacher learn more about each others’ interests • Teacher and students share what they do when they are bored
  • 43. How am I incorporating both group responsibility and individual accountability? • Class collectively creates chart of activities with each student making contributions • Pairs work together to identify what soldiers did to combat boredom • Each member of pair adds information to personal Venn diagram
  • 44. How am I scaffolding the written word through oral interaction? • Class collectively creates chart of activities with each student making contributions orally. • Teacher writes, students read aloud their contributions. • Students copy relevant items into their Venn diagrams.
  • 45. What new academic tasks am I introducing? • Gathering data from secondary sources • Comparing and contrasting data • Analyzing data from graphs
  • 46. What am I doing to make the new tasks accessible to my students? • Language on Web site accessible through photos and captions • Language scaffolded by use of L1 among students • Content scaffolded by relevant personal information • Content scaffolded by graphic organizers
  • 47. What does a MALP Classroom Look Like? • Word wall • Calendar • Sentence frames • Teacher-made concept posters • Student–produced posters
  • 53. A Continuum of Ways of Thinking & Learning Dissonance View Deficit View Informal Ways of Learning North American Formal Education SLIFE
  • 54. Layers of the Instructional Context Curriculum, Instruc7on, and Assessment Culturally Responsive Teaching Societal Factors Bedrock Layer
  • 55. Coopera7ve Learning • Checker • Data keeper • Group Leader • Keyboard Operator • Materials Manager • Messenger • Permission Giver • Ques7oner • Reader • Reporter • Summarizer • Timekeeper • Word Analyst • Writer/Recorder à Individual Responsibility SAMPLE ROLES
  • 56. Intercultural Communication Framework (ICF) Ø Establish and maintain a relationship Ø Identify priorities in both cultures Ø Make associations between familiar and unfamiliar (Marshall, 1994; Marshall & DeCapua, 2013)
  • 58. Keep Your Eye on The Ball Spillach, 1979
  • 60. Intercultural Communication Framework Step 1: Establish and maintain a relationship • Infuse instruction with interpersonal elements Ø Teacher and students Ø Students together Ø Students with family members Step 2: Identify priorities in both cultures • Adapt instruction to accommodate learner priorities • Develop learner awareness of community priorities Step 3: Make associations between familiar and unfamiliar • Move from familiar to unfamiliar schemata Linguistic Content Formal • Build associations between familiar/unfamiliar concepts (Marshall, 1994; Marshall & DeCapua, 2013)
  • 61. Selected References Anderson-Levitt, K. (2003). Local meanings, global schooling. Hampshire: Palgrave. DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with or interrupted formal education. Ann Arbor: University of Michigan Press. DeCapua, A., & Marshall, H.W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49–70. DeCapua A., & Marshall, H.W. (2010). Students with limited or interrupted formal education in U.S. classrooms. Urban Review, 42, 159–173. Flynn, J. (2007). What is intelligence? New York: Cambridge University Press. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Grigorenko, E. (2007). Hitting, missing, and in between: A typology of the impact of western education on the non-western world. Comparative Education, 43, 165-186. Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: University of Wisconsin Press. Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press. Marshall, H.W. & DeCapua, A. (2013). Making the transition to classroom success: Culturally responsive teaching for English language learners. Ann Arbor: University of Michigan Press. Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A project for limited formally schooled students. ELT Journal, 64, 396-404. Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching. Ethos, 37, 102-138.