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Three instructional guidelines for struggling adolescent and adult Ells

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Helaine W. Marshall
Helaine W. Marshall

Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010). Designed for L2 learners who continue to struggle despite other interventions on their behalf.

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Helaine W. Marshall LIU Hudson Long Island University
Who are Struggling L2 Learners? • Students with limited or interrupted formal schooling (SLIFE), who have recently arrived or • Long-term ELLs, who continue to have difficulty despite years of schooling in US or • Low-literate adult English learners
Needs of Struggling L2 Learners • Develop basic literacy skills • Learn basic subject area concepts • Develop academic ways of thinking • Adapt to cultural differences in learning and teaching
Two Aspects of Culture 1 Ways of Thinking 2 Individualism / Collectivism
Western-Style Formal Education • Abstract knowledge • Scientific reasoning • Logical deduction • Formal school settings • Literacy as central (Anderson-Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008)
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 (Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
Sample Task (Luria, 1976)
Academic Tasks • Definitions • What is a tree? • True/False • Washington, D. C. is the capital of the U. S. • New York City is the capital of New York State.
Ways of Learning Continuum Informal Ways Struggling Western-style of Learning L2 Learners Formal Education
Cultural Orientations Individualism and Collectivism (Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
Individualism vs. Collectivism • Personal efforts praised, • “We” rather than “I.” rewarded • Personal interests, desires,• People see themselves as part of primary an interconnected whole • Personal judgments • “Web” of relationships • Personal responsibility • Group is more important than • “Self-actualization” any single individual
Assumptions of North American Teachers and Learners 1. The goals of instruction are a) to produce independent learners b) to prepare the learners for their future 2. The learner brings along a) preparation for academic tasks b) an urge to compete and excel as an individual (Adapted from DeCapua & Marshall, 2011)
(Ibarra, 2001)
Mutually Adaptive Learning Paradigm - MALP • Instructional Model • Elements from students’ learning paradigm • Elements from U.S. learning paradigm • Transitional approach Marshall, 1998; DeCapua & Marshall, 2011
Two Different Learning Paradigms Aspects of Struggling North American Learning L2 Learners Classrooms Immediate Future CONDITIONS Relevance Relevance Interconnectedness Independence Shared Individual PROCESSES Responsibility Accountability Oral Transmission Written Word Pragmatic Tasks Academic Tasks ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
MALP Struggling North American L2 Learners Classrooms Immediate Future Accept learner Relevance Relevance conditions Interconnectedness Independence Combine learner & North American Shared Individual processes Responsibility Accountability with Oral Transmission Written Word Focus on new activities with Pragmatic Academic familiar language Tasks & content Tasks (Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Carol’s Class • Ages: 15 – 21 • Education: – 3rd grade to 8th grade • Classes: Self-contained – English – Social Studies – Math – Science • Countries of origin: Haiti, Dominican Republic, El Salvador, Guatemala
Class Brainstorming
Bar Graph • Class brainstorming • Five most common activities • Interviews in class • Data gathering • Graph • Sentences below graph
Gloria’s Class • Ages: 14 - 18 • Education: – 5th grade – 9th grade • Class: – Integrated Algebra – Low-proficiency ELLs and SLIFE • Origin: – Dominican Republic, Ecuador, Mexico, Puerto Rico and Albania
What does a MALP Classroom Look Like? • Word wall • Calendar • Sentence frames • Teacher-made concept posters • Student–produced posters
Betty’s Class • Ages: 18-61 • Education: None to 5th grade • Classes: – ESL – Hmong Literacy – Life-skills Math – Problem Posing • Origin: Hmong from Laos
Class Diagram • Crossing the Mekong • Interviewing at home • Sharing data in class • Drawing map & flags • Using sentence frame • Entering data • Responding to questions
Paj Ntaub
More about MALP? Visit these sites: • http://malpeducation.com • http://malp.pbworks.com Email us: • helaine.marshall@liu.edu • adecapua@cnr.edu

More Related Content

Three instructional guidelines for struggling adolescent and adult Ells

  • 1. Helaine W. Marshall LIU Hudson Long Island University
  • 2. Who are Struggling L2 Learners? • Students with limited or interrupted formal schooling (SLIFE), who have recently arrived or • Long-term ELLs, who continue to have difficulty despite years of schooling in US or • Low-literate adult English learners
  • 3. Needs of Struggling L2 Learners • Develop basic literacy skills • Learn basic subject area concepts • Develop academic ways of thinking • Adapt to cultural differences in learning and teaching
  • 4. Two Aspects of Culture 1 Ways of Thinking 2 Individualism / Collectivism
  • 5. Western-Style Formal Education • Abstract knowledge • Scientific reasoning • Logical deduction • Formal school settings • Literacy as central (Anderson-Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008)
  • 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 (Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
  • 8. Academic Tasks • Definitions • What is a tree? • True/False • Washington, D. C. is the capital of the U. S. • New York City is the capital of New York State.
  • 9. Ways of Learning Continuum Informal Ways Struggling Western-style of Learning L2 Learners Formal Education
  • 10. Cultural Orientations Individualism and Collectivism (Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
  • 11. Individualism vs. Collectivism • Personal efforts praised, • “We” rather than “I.” rewarded • Personal interests, desires,• People see themselves as part of primary an interconnected whole • Personal judgments • “Web” of relationships • Personal responsibility • Group is more important than • “Self-actualization” any single individual
  • 12. Assumptions of North American Teachers and Learners 1. The goals of instruction are a) to produce independent learners b) to prepare the learners for their future 2. The learner brings along a) preparation for academic tasks b) an urge to compete and excel as an individual (Adapted from DeCapua & Marshall, 2011)
  • 14. Mutually Adaptive Learning Paradigm - MALP • Instructional Model • Elements from students’ learning paradigm • Elements from U.S. learning paradigm • Transitional approach Marshall, 1998; DeCapua & Marshall, 2011
  • 15. Two Different Learning Paradigms Aspects of Struggling North American Learning L2 Learners Classrooms Immediate Future CONDITIONS Relevance Relevance Interconnectedness Independence Shared Individual PROCESSES Responsibility Accountability Oral Transmission Written Word Pragmatic Tasks Academic Tasks ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
  • 16. MALP Struggling North American L2 Learners Classrooms Immediate Future Accept learner Relevance Relevance conditions Interconnectedness Independence Combine learner & North American Shared Individual processes Responsibility Accountability with Oral Transmission Written Word Focus on new activities with Pragmatic Academic familiar language Tasks & content Tasks (Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
  • 17. Carol’s Class • Ages: 15 – 21 • Education: – 3rd grade to 8th grade • Classes: Self-contained – English – Social Studies – Math – Science • Countries of origin: Haiti, Dominican Republic, El Salvador, Guatemala
  • 19. Bar Graph • Class brainstorming • Five most common activities • Interviews in class • Data gathering • Graph • Sentences below graph
  • 20. Gloria’s Class • Ages: 14 - 18 • Education: – 5th grade – 9th grade • Class: – Integrated Algebra – Low-proficiency ELLs and SLIFE • Origin: – Dominican Republic, Ecuador, Mexico, Puerto Rico and Albania
  • 21. What does a MALP Classroom Look Like? • Word wall • Calendar • Sentence frames • Teacher-made concept posters • Student–produced posters
  • 22. Betty’s Class • Ages: 18-61 • Education: None to 5th grade • Classes: – ESL – Hmong Literacy – Life-skills Math – Problem Posing • Origin: Hmong from Laos
  • 23. Class Diagram • Crossing the Mekong • Interviewing at home • Sharing data in class • Drawing map & flags • Using sentence frame • Entering data • Responding to questions
  • 25. More about MALP? Visit these sites: • http://malpeducation.com • http://malp.pbworks.com Email us: • helaine.marshall@liu.edu • adecapua@cnr.edu