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LESLLA symposium presentation on an intervention for adult ESL learners with limited/interrupted education at a Community-Based Organization (CBO) .
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Transi(oning to schooling: Reducing cultural dissonance in a community-‐based literacy program
Andrea DeCapua, Ed.D. -‐ New York University
Helaine W. Marshall, Ph.D. -‐ LIU Hudson Kathryn Mercury, M.Ed.
§ Cultural competence § Relevant curriculum § SupporHve learning community § Cultural congruity § EffecHve classroom interacHon
(DeCapua & Marshall, 2009, 2010, 2011; Marshall & DeCapua, 2013; Gay, 2000; 2001; Ladson-‐Billings, 1995)
Culturally Responsive Teaching
SLIFE Students with Limited or
Interrupted Formal EducaHon
Western-‐style Classrooms
Immediate Relevance
Future Relevance
Shared Responsibility
Individual Accountability
PragmaHc Tasks Academic Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
Wri\en Word
(Adapted from DeCapua & Marshall, 2009, 2010; Marshall, 1994,1998)
Aspects of Learning
Two Different Learning Paradigms
SLIFE Students with Limited or
Interrupted Formal EducaHon
Western-‐style Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
PragmaHc Tasks
Academic Tasks
Accept learner condiHons
Combine learner & North American processes
Focus on new acHviHes with familiar language & content
Immediate Relevance
Oral Transmission
Future Relevance
Wri\en Word
with
(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
Mutually Adap(ve Learning Paradigm (MALP)
1. Develop English language and literacy skills 2. Create posiHve learning experience 3. Establish warm classroom climate 4. Build relaHonships 5. Improve a\endance
Goals of Interven(on
§ To transi(on low-‐educated learners to formal educa(on
§ To reduce cultural dissonance
§ Community-‐Based OrganizaHon (CBO)
§ Urban/suburban § All volunteer staff & teachers,
except director
§ High demand for English language & literacy classes
§ Limited resources & materials
Hai(an Adult Learning Center
§ Volunteer § TESOL Graduate Student § Teacher CerHficaHons:
§ Students with disabiliHes § Childhood educaHon
§ 5 years’ teaching experience with diverse student populaHons
§ MALP-‐trained
Teacher
Ka(e
Students
§ Very low beginner to advanced beginner § Alphabet recogniHon to sentence formaHon § Creole-‐dominant speakers § 2 – 14 years of schooling § 16 -‐77 years old § 3 months – 7 years in U.S. § Nearly all female
Interven(on
§ Once weekly, for total of 5 months’ instrucHon § Class ranged in size from 12 to 32 § Intake assessment § Informal interviews § Classroom observaHons § Journaling § MALP 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'required'for'learning'in'the'classroom.'''''''''''''''''''''''''''''''''''''''''''''''''''''''''''!
C2.''I'am'making'these'tasks'accessible'with'familiar'language'and'content.'
!!
Ka(e’s Projects
Family Familiar places Food Shopping
Component A Accept Condi(ons for Learning
A1. I am making this lesson/project immediately relevant to my students.
I facilitated discussions where students chose topics based on what was actually taking place in their lives and on what they wanted to share, e.g. food, family, work, shopping.
A2. I am helping students develop and maintain interconnectedness.
I permi\ed and encouraged students to help each other. I frequently shared photos and stories about my own personal experiences, including family and personal life.
Component B
Combine Process for Learning B1. I am incorpora(ng shared responsibility and individual accountability.
I held students individually accountable when I called them to the board to share a thought in the form of a sentence. Students returned to their desk to copy their sentence into their notebook, taking ownership of that sentence.
B2. I am scaffolding the wri\en word through oral interac(on.
I provided sentence frames, model sentence structures. Students completed sentences or provided sentence similar to the model. I wrote what student said, modeled, asked students to re-‐read their sentences, then to copy their sentences into their notebooks.
Component C Focus on New Ac(vi(es
C1. I am focusing on tasks required for learning in the classroom.
I created class scenarios where students had to make choices when given mulHple opHons.
C2. I am making these tasks accessible with familiar language and content.
Vocabulary came from the students. All tasks, acHviHes and sentences modeled provided by students and reflecHon of what was happening in their lives.
Preliminary Results
§ Underscored importance of immediate relevance
§ Validated necessity of using familiar language & content to focus on new classroom behaviors & tasks
§ Successfully scaffolded classroom learning tasks
§ Developed literacy skills § Created posi(ve learning experience
Limita(ons of Study
§ Only one teacher § Small sample size § Lack of consistent study parHcipants § Interrupted Hmeframe; variable contact Hme § No formal assessments § Observer bias
Controlled Studies in CBOs
§ Loosely structured programs § Funding issues § Lack of consistent a\endance § Volunteer teachers § Lack of consistent training, pedagogical support
Ques(ons for Researchers
§ Should such research be disqualified? § Is it valuable if it is not controlled or “scienHfic?” § How do we draw the line between anecdotal and research?
§ What can we do to improve the quality of research given the realiHes of CBO’s?
MALP Resources
§ Website: h\p://malpeducaHon.com § Wiki: h\p://malp.pbworks.com
Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa>on in U.S. Secondary Schools U. of Michigan Press, 2011
Making the Transi>on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners U. of Michigan Press, 2013
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