PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.

1. Promoting Academic
Achievement for Students with
Limited or Interrupted Formal
Education
Helaine W. Marshall, Ph. D.
Long Island University
Andrea DeCapua, Ed. D.
Educational Consultant

2. Students with
Limited/Interrupted Formal
Education
• How do we refer to them?
– LFS (Freeman & Freeman, 2002)
– SIFE (NY State Department of Education)
– SLIFE (DeCapua, Smathers, & Tang, 2008)

5. Collectivistic vs. Individualistic
Cultures

6. Teachers and learners assume that:
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 brings along
a) an urge to compete and excel as an individual
b) age-appropriate preparation for
i. literacy development
ii. academic tasks
(Marshall, 1998; DeCapua & Marshall, 2011)

7. Pragmatic vs. Academic Tasks
• Definitions
• What is a tree?
• True/False
• Washington DC is the capital of the US
• NYC is the capital of NY state
• Classification
• Categorize these objects (see next slide)

9. (Luria, 1976)
Sample Task

10. Teachers and learners assume that:
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 brings along
a) an urge to compete and excel as an individual
b) age-appropriate preparation for
i. literacy development
ii. academic tasks

11. (Ibarra, 2001)

13. Mutually Adaptive Learning
Paradigm - MALP
• Instructional Model
• Elements from students’ learning paradigm
• Elements from U.S. learning paradigm
• Transitional approach to close achievement
gap
(Marshall, 1998; DeCapua & Marshall, 2010)

14. Two Different Learning Paradigms
SLIFE U.S. Classrooms
Immediate
Relevance
Future
Relevance
Shared
Responsibility
Individual
Accountability
Pragmatic Tasks Academic Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
Written Word
(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)
Aspects of
Learning

15. Two Different Learning Paradigms
Familiar Cultural
Paradigm
U.S. Mainstream
Paradigm
Immediate
Relevance
Future Relevance
Shared
Responsibility
Pragmatic Tasks
CONDITIONS
PROCESSES
ACTIVITIES
Interconnectedness
Oral Transmission
Independence
(DeCapua & Marshall, 2009,2010; Marshall, 1994,1998)
Aspects of
Learning
Individual
Accountability
Academic Tasks
Written Word
Standardized Testing!

16. 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
Future
Relevance
Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)

17. Hallmarks/Deal Breakers
of US Mainstream Classrooms
• Promise of future reward from education
• Individual hand raise
• Standardized testing

18. The “me” of culture
me
Marshall (2013)
The farther a
student is from
the “me” of the
culture, the less
credible the
promise of
future reward
from education
will be for the
student.

19. Marshall (2013)
The farther a
student is along
the continuum of
individualistic to
collectivistic, the
less invested the
student will be in
the individual
hand raise.

20. Marshall (2013) The
less comfortable a
student is with
mainstream processes
of individual
accountability and the
written word and the
less familiar a student is
with academic tasks,
the less successful the
student will be on
standardized testing.
Individual
Accountability
Academic Tasks
Written Word
Standardized Testing!

21. Summary of Equity Pedagogy through Culturally Responsive Teaching
with MALP – the Mutually Adaptive Learning Paradigm©
• Students who do not find the “promise of future reward”
credible in their lives need immediate relevance
• Students who do not embrace the “individual hand raise” to
compete and excel need interconnectedness
• Students who do not perform adequately on “standardized
tests” need the combination of:
 shared responsibility with built-in individual accountability
 oral transmission to scaffold the written word
 a clear focus on learning to execute academic tasks with familiar
language and content as scaffolds

22. 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
Future
Relevance
Written Word
with
(DeCapua & Marshall, 2009, 2010; Marshall 1994, 1998)

24. Questions to ask
about the Mystery Bag
• Do you know what it is?
• Do you know what it is called in your language?
• What do you do with it? What is it for?
• Do you like it?
• Give 4 words to describe it.

25. CHECKING ANSWERS
• One by one, check all the answers
• All participate in the checking
› Give answers - tabulate them
› Write answers up as others give them
› Copy down all descriptive words
And now………

26. Apple Collection

27. More about MALP?
Websites:
http://malp.pbworks.com
Http://malpeducation.com
Helaine W. Marshall helaine.marshall@liu.edu
Andrea DeCapua adecapua3@gmail.com