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This demonstration guidesd teachers through the process of designing and delivering instruction to LESLLA learners based on Culturally Responsive Teaching (CRT) with the Mutually Adaptive Learning Paradigm (MALP).
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Implemen'ng Culturally Responsive Instruc'on in the LESLLA Classroom
Andrea DeCapua New York University
Helaine W. Marshall
LIU Hudson
Demonstra'on Survey
h<p://PollEverywhere.com/lainemarsh
POLL SLIDE: Adolescents or Adults
POLL SLIDE: City you live in
POLL SLIDE: Favorite cuisine
POLL SLIDE: Poll Everywhere
Be<y’s Class
• Ages: 18-‐61
• Educa'on: None to 5th grade
• Classes:
⁻ ESL ⁻ Hmong Literacy ⁻ Life-‐skills Math ⁻ Problem Posing
• Origin: Hmong from Laos
Class Survey: Crossing the Mekong
• Interviewing at home
• Sharing data in class • Drawing map & flags
• Entering data in table • Using sentence frames
• Responding to quesTons
Paj Ntaub
Mutually Adaptive Learning Paradigm - MALP Instructional Model
SLIFE U.S. Classrooms
Interconnectedness Independence
Shared Responsibility
Individual Accountability
Pragmatic Tasks
Academic Tasks
ACCEPT SLIFE CONDITIONS
COMBINE SLIFE & U.S.
PROCESSES
FOCUS on U.S. ACTIVITIES with familiar language
& content
Immediate Relevance
Oral Transmission Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)
Future Relevance
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.
© University of Michigan Press, 2011. DeCapua & Marshall. Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa>on in Secondary Schools
MALP Teacher Planning Checklist
Class Survey: Crossing the Mekong
• Interviewing at home
• Sharing data in class • Drawing map & flags
• Entering data in table • Using sentence frames
• Responding to quesTons
1. Adolescents/Adults 2. City 3. Cuisine 4. Poll Everywhere
How could this survey be used to incorporate MALP?
1. Adolescents/Adults 2. City 3. Cuisine 4. Poll Everywhere 5. Add your own
Design a MALP project using some or all of these polls
Prototypical MALP Project
Class Surveys
Characteris'cs that foster MALP
• Interpersonal • Relevant topics likely to emerge
• Natural movement from oral interacTon to wriYen product
• Provision for both group and individual task delegaTon • InstrucTon in academic ways of thinking
Breaking New Ground: Teaching Students with Limited or Interrupted Formal Educa>on in U.S. Secondary Schools U. of Michigan Press, 2011
MALP Projects
• Class Surveys: Immigra>on
• Mapping Time: Timelines
• CollecTons: Mystery Bag
• Autobiographies: Transi>ons • Bookmarking: delicious.com
Making the Transi>on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners U. of Michigan Press, 2013
MALP Projects
• Class Surveys: Crossing the Mekong • Mapping Time: Calendar • Theme Booklets:
– Curriculum – Fire Preven>on – Procedures – Driver’s License – Language – Comparison/Contrast
• Murals: Our Community
Website: hYp://malpeducaTon.com Wiki: hYp://malp.pbworks.com Andrea DeCapua: [email protected] Helaine W. Marshall: [email protected]
MALP Resources & Contacts
