Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Community-Based Programs

Implemen(ng a Mutually Adap(ve

Model of Instruc(on for ESL Literacy in Community-‐Based

Programs Andrea DeCapua, Ed.D. Helaine W. Marshall, Ph.D.

New York University LIU Hudson

Allegra Elson Sara Cole KaEe Murphy

Greater PiGsburgh Literacy Council

(c) copyright MALP, LLC. For terms and condiEons of use, contact [email protected]

Low Educated Second Language and Literacy AcquisiEon for Adults (LESLLA)

LESLLA Symposium San Francisco, CA

August 2013 LESLLA Partnerships

Researchers PracEEoners

Andrea DeCapua NYU

Helaine W. Marshall LIU Hudson

Allegra Elson Sara Cole

KaEe Murphy

Greater PiGsburgh Literacy Council

✚

The Hidden Assump(ons

•  Preferences in accessing & transmiWng informaEon

•  Ways of interacEng

•  ResponsibiliEes in imparEng & receiving knowledge

•  Ways of thinking & learning

90%

10%

Flaitz, 2012

Three Cultural Differences

•  Orality versus Literacy •  Informal Learning vs. Formal EducaEon

•  CollecEvism versus Individualism

I never care about reading unEl I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read.

The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.

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

(Gahunga, Gahunga, & Luseno, 2011; Paradise & Rogoff, 2009)

•  “We” rather than “I” •  People see themselves as

part of an interconnected whole

•  “Web” of relationships •  Group is more important

than any single individual

Collec(vism

•  Personal efforts praised, rewarded

•  Personal interests,

desires, primary •  Personal judgments •  Personal responsibility •  “Self-actualization”

Individualism

SLIFE U.S. Classrooms

CONDITIONS

PROCESSES

ACTIVITIES

(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)

Aspects of Learning

Two Different Learning Paradigms

Shared Responsibility

Individual Accountability

Pragmatic Tasks

Academic Tasks

Interconnectedness

Oral Transmission

Independence

Written Word

Future Relevance Immediate Relevance

Two Different Learning Paradigms

Struggling Language Learners

U.S. Classrooms

Immediate Relevance Future Relevance


PragmaEc Tasks

CONDITIONS

PROCESSES

ACTIVITIES

Interconnectedness

Oral Transmission

Independence

(DeCapua & Marshall, 2009, 2010; Marshall, 1994, 1998)

Aspects of Learning


School-Based Tasks

WriGen Word

Standardized Tes-ng!

Mutually Adaptive Learning Paradigm MALPTM

Instructional Model

SLIFE* U.S. Classrooms

ACCEPT SLIFE CONDITIONS

COMBINE SLIFE & U.S.

PROCESSES

FOCUS on U.S. ACTIVITIES with familiar language

& content

with

(DeCapua & Marshall, 2010, 2011; Marshall 1994, 1998)

Interconnectedness Independence



Pragmatic Tasks

School-Based Tasks

Immediate Relevance

Oral Transmission Written Word

Future Relevance

*Students with limited/interrupted formal educaEon

Collabora(on:

Greater PiQsburgh Literacy Council

Downtown Center •  Serves adult ELL immigrants & refugees

•  ESL, computer, GED classes Familes for Learning Center •  Provides adult ESL, parenEng educaEon, early childhood educaEon, literacy

Goals of Collabora(on

•  To transi(on low-‐educated adult learners to formal schooling and different ways of thinking and learning

•  To reduce cultural dissonance

•  Develop English language skills •  Create posiEve learning experience •  Establish warm classroom climate •  Build relaEonships •  Improve aGendance

Data Collec(on

•  BEST Plus •  Classroom observaEons

– peer –  researcher

•  MALP Checklist •  Google Hangout meeEngs

A. Accept Conditions for Learning A1. I am making this lesson/project immediately relevant to my students.

A2. I am helping students develop and maintain interconnectedness.

B. Combine Processes for Learning B1. I am incorporating both 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 to my students with familiar language and content.

MALPTM Teacher Planning Checklist

© University of Michigan Press, 2011. DeCapua, A. & Marshall, H.W. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools.

Voices

Part I: From the Field •  Sara: MALP Teacher Planning Checklist •  Allegra: Peer ObservaEons •  KaEe: Mural Project

Part II: From the “Ivory Tower” •  Helaine: A LESLLA-‐Inspired Partnership

Sara’s Class

•  2 Classes: High Beginner, Bridge Literacy

•  Prior EducaEon: 0-‐ 16 •  Oral Skills: Beginning to Low Intermediate

•  Literacy Levels: none to some

•  Ages: 19-‐75 •  Time in US: 5 days – 8 years

Sara’s Checklist: Component A Accept Condi(ons for Learning

A1. I am making this lesson/project immediately relevant to my students.

–  incorporated daily activities that the students engage in �

A2. I am helping students develop and maintain interconnectedness.

–  interview each other and ask about where they shop on a daily basis�

– must work together to get answers for the whole class�

Sara’s Checklist: Component B Combine Processes for Learning

B1. I am incorpora(ng both shared responsibility and individual accountability. -  Shared Responsibility: create and fill out grid; put

answers on board together�-  Individual Accountability: complete worksheet by

themselves, respond to questions�

B2. I am scaffolding the wriQen word through oral interac(on. -  worksheet & grid first introduced orally and talked about

as class. �-  class gives examples and talks about personal experience

and preferences �-  students ask questions and then begin working with grid�

Sara’s Checklist: Component C Focus on New Ac(vi(es

C1. I am focusing on tasks requiring academic ways of thinking -  numeracy skills �-  comparing and classifying �-  drawing conclusions from data�C2. I am making these tasks accessible to my students with familiar language and content. -  students are familiar with language about food,

buying food, neighborhoods, and basic numbers�-  Food shopping idea familiar from earlier units on

daily activities. �

Allegra’s Class

•  Morning FoundaEons

•  Prior EducaEon: None to some high school

•  Oral Skills: Minimal oral English skills

•  Literacy Levels: Zero to minimal literacy in first language

•  Ages: 26 -‐75 •  Time in US: 3 weeks -‐ 2 years

Allegra – Peer Observa(ons

•  Teachers observed each other •  Teachers took notes, reviewed using MALP Checklist

•  Helpful having second set of eyes and ears and sounding board for beGer ways to implement Checklist

•  Challenge to schedule observaEons since all teach at the same Eme.

Ka(e’s Class

•  2 Family Literacy Classes

•  MulElevel

•  Prior EducaEon: 0 -‐ 14 years

•  Oral Skills: very low-‐advanced

•  Literacy Level: alphabet recogniEon -‐ 4th grade

•  Time in US: 1 month -‐ 10 years

•  Age: mid-‐20s to mid-‐40s

•  All women with young children

Ka(e’s Mural Project

Reflec(ons

The Students and MALP: •  Family literacy parEcipants very engaged in mural project •  Interconnectedness:

–  Students developing friendships inside and outside of class –  Support and helping each other in class

The Teachers and MALP: •  Very enthusiasEc •  Reminder to keep lessons learner-‐centered and to bring ‘outside in’ •  Open entry/open exit program challenges:

–  integraEng new students –  keeping lesson on track

A LESLLA-‐Inspired Partnership

•  Met the goal of bringing together researchers and pracEEoners in adult educaEon

•  Significance – Helped establish validity of MALP in adult ESL and literacy program

•  Future direcEons •  On-‐going, not ending yet

Website: hGp://malpeducaEon.com Wiki: hGp://malp.pbworks.com Book: Marshall, H.W,, & DeCapua, A., (2013). Making the Transi4on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI:University of Michigan Press

MALP Resources


Contact Us!

Researchers Andrea DeCapua [email protected] Helaine W. Marshall [email protected] Prac((oners Allegra Elson [email protected] Sara Cole [email protected] KaEe Murphy [email protected]


Implementing a Mutually Adaptive Model of Instruction for ESL LIteracy in Community-Based Programs

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