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Helaine W. Marshall
LIU Hudson
Long Island University
• 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
Who are Struggling L2 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
Ways of Thinking
Individualism / Collectivism
1
2
Two Aspects of Culture
• Abstract knowledge
• Scientific reasoning
• Logical deduction
• Formal school settings
• Literacy as central
Western-Style Formal Education
(Anderson-Levitt, 2003; Flynn, 2007; Grigorenko, 2007; Ozmon & Carver, 2008)
• 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
Informal Ways of Learning
(Faulstich Orellana, 2001; Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)
(Luria, 1976)
Sample Task
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
Western-style Formal Education
Struggling L2 Learners
Informal Ways of Learning
Individualism
and
Collectivism
(Hofstede, 2001; Nisbett, 2003; Oyserman & Lee, 2008; Triandis, 1995; 2000)
Cultural Orientations
• Personal efforts praised, rewarded
• Personal interests, desires, primary
• Personal judgments
• Personal responsibility
• “Self-actualization”
• “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 vs. Collectivism
2. The learner brings along
a) preparation for academic tasks
b) an urge to compete and excel as an individual
1. The goals of instruction are
a) to produce independent learners
b) to prepare the learners for their future
(Adapted from DeCapua & Marshall, 2011)
Assumptions of North American Teachers and Learners
(Ibarra, 2001)
• Instructional Model
• Elements from students’ learning
paradigm
• Elements from U.S. learning paradigm
• Transitional approach
Mutually Adaptive Learning Paradigm - MALP
Marshall, 1998; DeCapua & Marshall, 2011
Struggling L2 Learners
North American Classrooms
Immediate Relevance
Future Relevance
Shared Responsibility
Individual Accountability
Pragmatic Tasks Academic Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
Written Word
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
Aspects of Learning
Two Different Learning Paradigms
Struggling L2 Learners
North American Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic
Tasks
Accept learner conditions
Combine learner & North American processes
Focus on new activities with familiar language & content
Immediate Relevance
Oral
Transmission
Future Relevance
Written Word
with
(Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
MALP
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
• Ages:
18-61
• Education:
None to 5th grade
• Classes:
– ESL
– Hmong Literacy
– Life-skills Math
– Problem Posing
• Origin:
Hmong from Laos
Betty’s Class
• Crossing the Mekong
• Interviewing at home
• Sharing data in class
• Drawing map & flags
• Using sentence frame
• Entering data
• Responding to questions
Class Diagram
Paj Ntaub
Visit these sites:
• http://malpeducation.com
• http://malp.pbworks.com
Email us:
More about MALP?
