Engaging Adult Learners with Limited or Interrupted Formal Education
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Transcript of Engaging Adult Learners with Limited or Interrupted Formal Education
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Engaging Adult Learners with Limited/Interrupted Formal
Educa9on
Andrea DeCapua The College of New Rochelle
Helaine W. Marshall LIU Hudson
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U.S. teachers and learners assume that:
1. the goals of instrucAon are
a) to prepare learners for their future b) to produce independent learners
2. the learner brings along
a) an urge to compete and excel as an individual
b) preparaAon for academic tasks
(Adapted from DeCapua & Marshall, 2011)
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Adult Learners with Limited schooling
North American Classrooms
Immediate Relevance
Future Relevance
Shared Responsibility
Individual Accountability
PragmaAc Tasks Academic Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
WriTen Word
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
Aspects of Learning
Two Different Learning Paradigms
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MALP Adult Learners with Limited schooling
North American Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
PragmaAc Tasks
Academic Tasks
Accept learner condiAons
Combine learner & North American processes
Focus on new acAviAes with familiar language & content
Immediate Relevance
Oral Transmission
Future Relevance
WriTen Word
with
(Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
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BeDy’s Class
• Ages: 18-‐61
• Educa9on: None to 5th grade
• Classes:
– ESL – Hmong Literacy – Life-‐skills Math – Problem Posing
• Origin: Hmong from Laos
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Class Survey: Crossing the Mekong
• Interviewing at home
• Sharing data in class • Drawing map & flags
• Entering data in table • Using sentence frames
• Responding to quesAons
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Paj Ntaub
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Prototypical MALP Project Class Surveys
Characteris9cs that foster MALP
• Interpersonal • Relevant topics likely to emerge
• Natural movement from oral interacAon to wriTen product
• Provision for both group and individual task delegaAon • InstrucAon in academic ways of thinking
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DeCapua, A. & Marshall. H. W. (2011). Breaking new ground: Teaching English learners with limited or interrupted formal educa9on in US secondary schools. Ann Arbor, MI: University of Michigan Press.
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 requiring academic ways of thinking.
C2. I am making these tasks accessible with familiar language and content.
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Survey: Students’ Free Time
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Survey: Immigra9on Issues
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More MALP Projects
• Newcomer Booklets
• Murals
• Timelines • Autobiographies • Social Bookmarking
• CollecAons
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Apple Collec9on
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Benefits of Collec9ons
• Building definiAons • Learning ways to categorize objects • Developing vocabulary – academic terms – descripAve adjecAves
• CollaboraAng on a class project
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Talking & Wri9ng about Collec9on
Talk/write about the items in the collecAons using sentence frames
My apple is a/an ____key chain________.
It is ___________, ___________ and ________.
It is a/an ________, ________, _________ key chain.
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More about MALP? • Our books (University of Michigan Press):
Mee#ng the needs of students with limited or interrupted formal educa#on (2009) Breaking new ground: Teaching students with limited or interrupted formal
educa#on in U. S. secondary schools (2011)
Making the transi#on: Culturally Responsive Teaching for struggling second language learners (summer 2013)
• Our websites:
hDp://malpeduca9on.com
hDp://malp.pbworks.com
• Our ar9cles: TESOL Journal, ELT Journal, Preven#ng School Failure, Urban Review and more
• Our email: [email protected] [email protected]