Keynote at the Tampa Bay Area TESOL Fall Symposium, November 2014

1. Bay
Area
Regional
TESOL
Symposium
(BART)
November
15,
2014
St.
Petersburg
College,
Clearwater
Andrea
DeCapua,
Ed.D.
MALP®,
LLC
drandreadecapua@gmail.com

3. are
unlike
other
ELs
because
• no,
interrupted,
or
limited
formal
education
• new
to
literacy
or
have
limited
literacy
skills
• lack
content-­‐knowledge
of
their
peers
• unfamiliar
with
“doing
school”

4. 1.
the
goals
of
K-­‐12
instruction
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
after
schooling
2.
the
learner
is
ready
to
a) engage
in
literacy-­‐based,
school-­‐related
tasks
b) participate
and
demonstrate
mastery
on
an
individual
basis
(Adapted
from
DeCapua
&
Marshall,
2011)

5. Curriculum,
Instruction,
and
Assessment
Culturally
Responsive
Teaching
Societal
Factors
Bedrock
Layer

6. ¡ Oral
Transmission
-­‐
Written
Word
¡ Collectivism
-­‐
Individualism
¡ Informal
Ways
of
Learning
-­‐
Western-­‐style
Formal
Education

7. ©
www.globalafricanvillage.org
Used
by
permission
§ Few
or
no
textbooks
§ Minimal
supplies
§ Memorization,
recitation
§ Copying
without
processing
(Flaitz,
2012)

8. 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.
I
never
care
about
reading
until
I
come
here.
In
my
country
nothing
to
read
but
here,
everywhere
print,
words
and
signs
and
books
and
you
have
to
read

9. § “We”
rather
than
“I”
§ People
see
themselves
as
part
of
interconnected
whole
§ “Web”
of
relationships
§ Group
more
important
than
any
single
individual

10. § “I”
rather
than
“we”
§ Personal
efforts
praised,
rewarded
§ Personal
interests,
desires,
primary
§ Personal
responsibility
§ “Self-­‐actualization”
(Hofstede,
2001;
Lee
&
Oyserman,
2008;
Triandis,
2000)

11. § Revolves
around
immediate
needs
of
family,
community
§ Grounded
in
observation,
participation
§ Has
immediate
relevance
§ Centered
on
orality
(Gahunga,
Gahunga,
&
Luseno,
2011;
Paradise
&
Rogoff,
2009)

12. ¡ Abstract
knowledge
¡ Scientific
reasoning
¡ Logical
deduction
¡ Formal
school
settings
¡ Literacy
is
central
(Anderson-­‐Levitt,
2003;
Flynn,
2007;
Grigorenko,
2007;
Ozmon
&
Carver,
2008
)

13. ¡ Definitions
Ø What
is
a
tree?
¡ True/False
Ø New
York
City
is
the
capital
of
New
York
State.
Ø Tallahassee
is
the
capital
of
Florida.
¡ Classification
Ø Categorize
these
objects
(see
next
slide)

15. (Luria,
1976)
What
is
the
GROUP?
Which
ITEM
does
not
belong
in
the
group?

16. 1.
The
goals
of
instruction
are
to
a)
produce
an
independent
learner
b)
prepare
the
learner
for
the
future
2.
The
learner
is
ready
to
a)
participate
and
demonstrate
mastery
on
an
individual
basis
b)
engage
in
literacy-­‐based,
decontextualized
tasks
(Adapted
from
DeCapua
&
Marshall,
2011;
Marshall
&
DeCapua,
2013)

17. (Ibarra, 2001)

18. Aspects
of
Learning
CONDITIONS
PROCESSES
ACTIVITIES
SLIFE
Shared
Responsibility
North
American
Formal
Education
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
Interconnectedness
Oral Transmission
Independence
Written Word
Immediate
Relevance
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)

19. Mutually
Adaptive
Learning
Paradigm

20. § Cultural
competence
§ Culturally
relevant
curriculum
§ Supportive
learning
community
§ Cultural
congruity
§ Effective
classroom
interaction
(Gay,
2001;
2002;
2010;
Ladson-­‐Billings,
1995)

21. Mutually
Adaptive
Learning
Paradigm
–
MALP®
Culturally
Responsive
Teaching
Model
SLIFE
U.S.
Formal
Education
Interconnectedness
Independence
Shared
Responsibility
Individual
Accountability
Pragmatic
Tasks
Academic
Tasks
ACCEPT
CONDITIONS
COMBINE
PROCESSES
FOCUS
on
NEW
ACTIVITIES
with
familiar
language
&
content
Immediate
Relevance
Oral
Transmission
Written
Word
with
Future
Relevance
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)

23. 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.
©
DeCapua,
A.
&
Marshall,
H.W.
(2011).
Breaking
new
ground:
Teaching
students
with
limited
or
interrupted
formal
education
in
U.S.
secondary
schools.
p.
68.
For
terms
and
conditions
of
use,
contact:
information@malpeduca
tion.com

24. ¡ 15
–
21
years
old
¡ 3rd
grade
to
8th
grade
education
¡ Haiti,
Dominican
Republic,
Guatemala
El
Salvador
¡ Self-­‐contained
classes
§ English
§ Social
Studies
§ Math
§ Science
:

25. A1.
Immediate
relevance
Learning
about
what
soldiers
did
in
free
time
and
relating
it
to
their
lives
A2.
Interconnectedness
sharing
personal
information
and
forming
web
of
social
relationships

26. B1.
Shared
responsibility
with
individual
accountability
Class
creates
chart,
students
contribute
orally.
Students
copy
relevant
items
into
personal
Venn
diagrams
B2.
Oral
transmission
scaffolds
the
written
word
Teacher
writes,
students
read
aloud
their
contributions.
Students
read
personal
Venn
diagram
to
partners

27. C1.
Focus
on
decontextualized
tasks
Comparing
and
contrasting
data
Analyzing
data
from
graphs
C2.
Tasks
made
accessible
using
familiar
language
and
content
English
and
subject
matter
from
their
lives

28. Ways
of
Learning
Continuum
Informal
Ways
U.SLIFE
S.
Formal
Education
of
Learning
Deficit
View
§ lack
ability
Dissonance
View
§ different
paradigm

30. ®

32. The
following
websites
provide
links
to
information
and
articles
about
students
with
limited/interrupted
formal
education:
http://malpeducation.com
http://malp.pbworks.com
http://readingrockets.org
http://minnetesol.org/journal/index_vol25.html
http://www.leslla.org
http://cnx.org/content/m37446/latest/

33. Anderson-­‐Levitt,
K.
(2003).
Local
meanings,
global
schooling.
Hampshire:
Palgrave.
Bigelow,
M.
(2010).
Mogadishu
on
the
Mississippi:
Language,
Racialized
Identity
and
Education
in
a
New
Land.
Malden,
MA:
Wiley-­‐Blackwell.
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.
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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.
Flynn,
J.
(2007).
What
is
intelligence?
New
York:
Cambridge
University
Press.
Gay,
G.
(2000).
Culturally
responsive
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Theory,
research,
and
practice.
New
York:
Teachers
College
Press.
Grigorenko,
E.
(2007).
Hitting,
missing,
and
in
between:
A
typology
of
the
impact
of
western
education
on
the
non-­‐
western
world.
Comparative
Education,
43,
165-­‐186.
Hofstede,
G.,
&
McCrae,
R.
R.
(2004).
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and
culture
revisited:
Linking
traits
and
dimensions
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Science,
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52-­‐88.
Ibarra,
R.
(2001).
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higher
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Its
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social
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MA:
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H.W.
&
DeCapua,
A.
(2013).
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to
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for
English
language
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University
of
Michigan
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H.W.
&
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A.
(2009).
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A
project
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ELT
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396-­‐404.
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R.,
&
Rogoff,
B.
(2009).
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H.
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