Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010). Designed for L2 learners who continue to struggle despite other interventions on their behalf.

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. Sample Task
(Luria, 1976)

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 Struggling Western-style
of Learning L2 Learners 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, • “We” rather than “I.”
rewarded
• Personal interests, desires,• People see themselves as part of
primary an interconnected whole
• Personal judgments • “Web” of relationships
• Personal responsibility
• Group is more important than
• “Self-actualization”
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 Struggling North American
Learning L2 Learners Classrooms
Immediate Future
CONDITIONS Relevance Relevance
Interconnectedness Independence
Shared Individual
PROCESSES Responsibility Accountability
Oral Transmission Written Word
Pragmatic Tasks Academic Tasks
ACTIVITIES
(Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998)

16. MALP
Struggling North American
L2 Learners 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; Marshall 1994, 1998)

17. Carol’s Class
• Ages: 15 – 21
• Education:
– 3rd grade to 8th 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: 14 - 18
• Education:
– 5th grade – 9th 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:
18-61
• Education:
None to 5th grade
• Classes:
– 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:
• http://malpeducation.com
• http://malp.pbworks.com
Email us:
• helaine.marshall@liu.edu
• adecapua@cnr.edu