Helaine W. Marshall LIU Hudson Long Island University

Transcription

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)

7 (Luria, 1976) Sample Task

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 of Learning Struggling L2 Learners Western-style 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, rewarded Personal interests, desires, People see themselves as part of primary an interconnected whole Personal judgments Personal responsibility Self-actualization We rather than I. Web of relationships Group is more important than 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)

13 (Ibarra, 2001)

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 Learning CONDITIONS Struggling L2 Learners Immediate Relevance Interconnectedness North American Classrooms Future Relevance Independence PROCESSES Shared Responsibility Oral Transmission Individual Accountability Written Word ACTIVITIES Pragmatic Tasks Academic Tasks (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)

16 MALP Struggling L2 Learners North American Classrooms Accept learner conditions Immediate Relevance Interconnectedness Future Relevance Independence Combine learner & North American processes Shared Responsibility Oral Transmission with Individual Accountability Written Word Focus on new activities with familiar language & content Pragmatic Tasks Academic Tasks (Adapted from DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)

17 Carol s Class Ages: Education: 3 rd grade to 8 th grade Classes: Self-contained English Social Studies Math Science Countries of origin: Haiti, Dominican Republic, El Salvador, Guatemala

18 Class Brainstorming

19 Bar Graph Class brainstorming Five most common activities Interviews in class Data gathering Graph Sentences below graph

20 Gloria s Class Ages: Education: 5 th grade 9 th 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: Education: Classes: None to 5 th grade 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

24 Paj Ntaub

25 More about MALP? Visit these sites: us: