Incorporating Learners' Cultural and LanguagePpriorities in a Haitian Adult Education Community Program
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Presentation at National Association for Bilingual Educators February 2013 based on work done by Andrea DeCapua & Helaine W. Marshall
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Incorporating Learners' Cultural and LanguagePpriorities in a Haitian Adult Education Community Program
- 1. INCORPORATING LEARNERS' CULTURAL AND LANGUAGE PRIORITIES IN A HAITIAN ADULT EDUCATION COMMUNITY PROGRAM Andrea DeCapua, Ed.D. NABE Annual Convention Orlando, FL February 9, 2013
- 2. Students with Limited/Interrupted Formal Education How do we refer to them? LFS Limited Formally Schooled SIFE Students with Interrupted Formal Education SLIFE Students with Limited/Interrupted/ Formal education
- 3. Background to Study The Mutually Adaptive Learning Paradigm (MALP) Instructional Model Culturally Responsive Teaching (CRT) (DeCapua & Marshall, 2009, 2010, 2011; Marshall, 1994, 1998; Gay, 2000; 2001; Ladson-Billings, 1995)
- 4. Mutually Adaptive Learning Paradigm and Culturally Responsive Teaching • Cultural competence • Cultural congruity • Culturally relevant curriculum • Supportive learning community • Effective classroom interaction (Gay, 2001; Ladson-Billings, 1995)
- 5. Cultural Competence Figure 1.1 The Iceberg Model Culture Model: Tip of the Iceberg food visible culture dance architecture literature holidays music clothing ways of learning hidden culture ways of teaching assumptions about teacher / student roles concept of time importance of print role of group role of individual (DeCapua & Marshall, 2011; Ting-Toomey& Chang, 2005)
- 6. Two Different Learning Paradigms Aspects of SLIFE North American Learning Classrooms Immediate Future CONDITIONS Relevance Relevance Interconnectedness Independence Shared Individual PROCESSES Responsibility Accountability Oral Transmission Written Word Pragmatic Tasks Decontextualized ACTIVITIES Classroom Tasks (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)
- 7. Mutually Adaptive Learning Paradigm (MALP) SLIFE North American Classrooms Immediate Future Accept learner Relevance Relevance conditions Interconnectedness Independence Combine learner & North American Shared Individual processes Responsibility Accountability with Oral Transmission Written Word Focus on new activities with Pragmatic Academic familiar language Tasks & content Tasks (Adapted from DeCapua & Marshall, 2009, 2010, 2011; Marshall 1994, 1998)
- 9. Haitian Adult Learning Center • Community-Based Organization (CBO) • 2 ESL levels • High demand for English language & literacy classes • SLIFE population • Volunteer Teachers
- 10. Teacher & Class • Volunteer • MALP-trained • Master’s in TESOL student • Assistant (last 3 months) • Occasional creole-speaking volunteer • Once weekly, five months instruction • Class ranged in size from 12 – 32
- 11. Students • English oral proficiency: very low beginner to advanced beginner • Alphabet recognition to basic sentence formation • Little or no French • Formal education 2 – 14 years • 16-70 years old, majority over 40 • In the U.S. 3 months – 7 years • Almost all female, only 2 males
- 12. Design of Study • Intake assessment • Informal interviews • Outtake assessment • Classroom observations • Video recordings, photos • MALP Checklist • Journaling
- 13. 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.
- 14. Preliminary Results • Underscored importance of immediate relevance • Validated necessity of introducing classroom language and behaviors using familiar language and content • Created positive learning experience • Introduced classroom learning tasks • Developed literacy skills
- 15. Limitations of Study • Classroom observations • Video recordings • Photos • Journaling • Limited interviews • No formal assessments • 1 teacher
- 16. Difficulties of Implementing Controlled Studies in CBOs vs. K-12 settings • Loosely structured programs • Funding issues • Lack of consistent attendance • Volunteer teachers • Lack of consistent training, pedagogical support
- 17. Questions for Researchers • Should such research be disqualified? • Is it valuable if it is not controlled or “scientific?” • How do we draw the line between anecdotal and research? • What can we do to improve the quality of research given the realities of CBO’s?
- 18. Male Day Laborers’ Program • Expansion of trial study • Drop-in • Volunteer teachers • Strong funding sources--good resources, including computers • Primarily Spanish speakers • No video taping or recording
- 19. Special thanks to Kathryn Mercury without whom this project would not have been possible
- 20. Selected References DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with limited or interrupted formal education. Ann Arbor, MI: University of Michigan Press. DeCapua, A. & Marshall, H.W. (2010a). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49-70. DeCapua A., & Marshall, H.W. (2010b). Students with limited or interrupted formal education in US classrooms. Urban Review, 42, 159-173. DOI 10.1007/s11256-009-0128-z. DeCapua, A., Smathers, W., & Tang, F. (2009). Students with limited or interrupted schooling: A guide for educators. Ann Arbor, MI: University of Michigan Press. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
- 21. Gahungu, A., Gahungu, O., & Luseno, F. (2011, April 15). Educating culturally displaced students with truncated formal education (CDS- TFE): The case of refugee students and challenges for administrators, teachers, and counselors. http://cnx.org/content/m37446/1.1/ Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A project for limited formally schooled students. ELT Journal, 64, 396- 404. Marshall, H. W., & DeCapua, A., & Antolini, C. (2010). Engaging English language learners with limited or interrupted formal education. Educator’s Voice, 3, 56-65. Smith, C., & Hofer, J. (2003). The characheteristcs and concersns of adult basic education teachers. Boston: National Center for the Study of Adult Learning and Literacy. http://www.ncsall.net/fileadmin/resources/research/report26.pdf Ting-Toomey, S., & Chung, L. (2005). Understanding intercultural communication. Los Angeles, CA: Roxbury Publications.
Notas del editor
- Local Education Agencies LEA—These are typically public schools or school districts. In addition to K-12 education, they provide adult education classes open to all members of the community. • Community-Based Organizations (CBOs)—This is a broad category which encompasses religious and social service groups, libraries, volunteer literacy organizations, literacy coalitions, community action groups, and other kinds of public or private nonprofit groups.
- Not clear whether education in French or creole, although understood very little French. Aide indicated that French was not something most felt comfortable with, either understanding or speaking.
- Photos of board, students’ notebooks, paper, class
- Established warm classroom climateBuilt relationships with teacher and observersHow do we know above: Evidence anecdotal—give specific examples. Describe before and after classroom. Describe wall supports. Yes to literacy anecdotally, starting using wall supports, writing not just form letters– few at least.
- Nature of program itself makes it difficult to see improvement; however, certain indicators, e.g. world-of-mouth in terms of increased number of students coming (not in terms of increased attendance—family demands, work demands, weather,) So—need to reconsider research –how can we conduct effective research in such situations? Premise is NOT to abandon research because these populations often neglected! Train teachers—even volunteers, to reach these students. Type of advocacy. Move into ARC—Joanne.Nature of centers, etc. but preliminary indicationsNature of programs (CBOs) make it difficult to see improvement; however, certain indicators, e.g. world-of-mouth in terms of increased number of students coming (not in terms of increased attendance—family demands, work demands, weather,)