Aaal 2015 colliding assumptions de capua

Colliding Assumptions and Priorities: Cultural

Perspectives on Learning Paradigms

AAAL / CAAL March 21-‐24 2015 Toronto, Canada

Andrea DeCapua, Ed.D. MALP®LLC

& New York University

[email protected]

Ways of thinking and lear2ing

are shaped by

prior lear2ing ex6eriences

Most of the World is not “WEIRD”

Bigelow, M., delMas, R., Hansen, K., & Tarone, E. (2006) Cole, M. (2005) Flynn, J. (2007). Henrich, J., Heine, S., Norenzayan, A. (2010) Gauvain, M., Beebe, L., Zhao, S. (2011) Henrich,J. et al. (2005) Maynard, A., Greenfield,P., & Childs, C. (2015) Nisbett, R. (2003).. Paradise, R., & Rogoff, B. (2009) Rogoff, B. (2003) Tarone, E., Bigelow, M., & Hansen, K. (2009)

Intercultural Communication Framework (ICF)

o Establish and maintain a relationship

o  Identify priorities in both cultures o Make associations between the strange and the familiar

(Marshall, 1994; Marshall & DeCapua, 2013)

Establish and maintain a relationship


Identify Priorities in Both Cultures


Make the Strange Familiar

Marshall & DeCapua, 2013)

Some Common Assumptions of Western-‐Style Formal Education

•  Students are or will develop into independent learners, responsible for their own classwork, and performance on assessments.

•  Students are familiar with and prepared to engage in literacy-‐based, school-‐related tasks.

•  The role of education is to prepare students for life after school.

(DeCapua & Marshall , 2011)

Selected References Bigelow, M., delMas, R., Hansen, K., & Tarone, E. (2006). Literacy and the

processing of oral recasts in SLA. TESOL Quarterly, 40, 665-‐689. Browder, C. (2014). English learners with limited or interrupted formal

education: Risk and resilience in educational outcomes. (Unpublished doctoral dissertation). University of Maryland: Baltimore.

Cole, M. (2005). Cross-‐cultural and historical perspectives on the developmental consequences of education. Human Development, 48, 195-‐216.

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.

Selected References Flynn, J. (2007). What is intelligence? NY: Cambridge. Gauvain, M., Beebe, L., Zhao, S. (2011). Applying the Cultural Approach to

Cognitive Development. Journal of Cognition and Development, 12, 121-‐133. Henrich, J., Heine, S., Norenzayan, A. (2010). The weirdest people in the

world? Behavioral and Brain Sciences, 33, 61-‐135. Henrich,J. et al. (2005). “Economic man” in cross-‐cultural perspective:

Behavioral experiements in 15 small-‐scale societies. Behavioral and Brain Sciences, 28, 795-‐855.

Isserlis, J. (2010). Trauma and learning-‐-‐-‐What do we know, what can we learn? Proceedings of the 5th International LESLLA Symposium, (pp. 42-‐51). Banff, Alberta. Retrieved from http://lesllaportal.airprojects.org/Proceedings.aspx?EntryId=112

Kia-‐Keating, M., & Ellis, B.H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical child psychology and psychiatry, 12, 29-‐43.

Luria, A. R. (1976). Cognitive development: Its cultural and social foundations.

Cambridge, MA: Harvard U 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. (1994). Hmong/English bilingual adult literacy project. Final report of research conducted under the National Institute for Literacy, grant #X257A20457. University of Wisconsin-‐Green Bay.

Maynard, A., Greenfield,P., & Childs, C. (2015). Developmental effects of economic and educational change: Cognitive representation in three generations across 43 years in a Maya community. International Journal of Psychology, 50, 12-‐19.

Nisbett, R. (2003). The geography of thought: How Asians and Westerners think differently . . . And why. NY: Free Press.

Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching. Ethos, 37, 102-‐138.

Rogoff, B. (2003). The cultural nature of human development. NY: Oxford. Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and second language oracy.

Oxford, UK: Oxford. Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching.

Ethos, 37, 102-‐138.

Pastoor, L. de W. (2014). The meditational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway. International Journal of Educational Development. doi:10.1016/j.ijedudev.2014.10.009

Rogoff, B. (2003). The cultural nature of human development. NY: Oxford. Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and second language oracy.

Oxford, UK: Oxford.