Workshop presentation at the New York State TESOL Conference, November 16, 2013 Andrea DeCapua & Helaine Marshall

1. Promo%ng
Academic
Achievement
for
Struggling
ELLs
NYS
TESOL
Annual
Conference
November
15-­‐16,
White
Plains,
NY
Andrea
DeCapua,
NYU
Helaine
W.
Marshall,
LIU-­‐Hudson

2. Teachers
and
learners
assume
that:
1. the
goals
of
K-­‐12
instrucFon
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
aJer
schooling
2. the
learner
brings
along
a)
an
urge
to
parFcipate
as
an
individual
b)
age-­‐appropriate
preparaFon
for
i.
literacy
development
ii.
academic
tasks
(DeCapua
&
Marshall,
2011)

3. Three
Major
Differences
1. Oral
vs.
Print
Preferences
2. CollecFvism
vs.
Individualism
3. PragmaFc
vs.
Academic
Ways
of
Thinking

5. Collec%vis%c
vs.
Individualis%c
Cultures

6. Tasks
Requiring
Academic
Ways
of
Thinking
• DefiniFons
Ø What
is
a
tree?
True
/
False
Ø New
York
is
the
capital
of
New
York
State.
Ø HarZord
is
the
capital
of
ConnecFcut.
• ClassificaFon
Ø Categorize
these
objects
(see
next
slide)
•

8. Sesame
Street
video

9.
Sample
Task
(Adapted
from
Luria,
1976)

10. Teachers
and
learners
assume
that:
1. the
goals
of
K-­‐12
instrucFon
are
a)
to
produce
an
independent
learner
b)
to
prepare
that
learner
for
life
aJer
schooling
2. the
learner
brings
along
a)
an
urge
to
parFcipate
as
an
individual
b)
age-­‐appropriate
preparaFon
for
i.
literacy
development
ii.
academic
tasks
(DeCapua
&
Marshall,
2011)

11. (Ibarra,
2001)

12.
Two
Different
Learning
Paradigms
Struggling
U.S.
Aspects
of
Learning
ELLs
CONDITIONS
Immediate
Relevance
Future
Relevance
Interconnectedness
Independence
Shared
PROCESSES
Responsibility
Classrooms
Individual
Accountability
Oral Transmission
ACTIVITIES
Written Word
Pragmatic
Tasks
Academic Tasks
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)

13.
Two
Different
Learning
PParadigms
Two
Different
earning
aradigms
Aspects
of
Learning
Struggling
ELLs
U.S.
Classrooms
Immediate
Relevance
CONDITIONS
Future
Relevance
Interconnectedness
Independence
Standardized
Tes-ng!
PROCESSES
ACTIVITIES
Shared
Responsibility
Oral
Transmission
PragmaFc
Tasks
Individual
Accountability
Wriden
Word
Academic
Tasks
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)

14. Mutually Adap%ve
Learning
Paradigm
–
MALP©
Instruc%onal
Model
Struggling
ELLs
Immediate
Relevance
ACCEPT
SLIFE
CONDITIONS
Future
Relevance
Independence
Interconnectedness
COMBINE
SLIFE
&
U.S.
PROCESSES
FOCUS
on
U.S.
ACTIVITIES
with
familiar
language
&
content
U.S.
Classrooms
Shared
Responsibility
Oral
Transmission
with
Individual
Accountability
Wriden
Word
PragmaFc
Tasks
(DeCapua
&
Marshall,
2009,
2011;
Marshall,
1994;
Marshall
&
DeCapua,
2013)
Academic
Tasks

15. Two
Learning
Ac%vi%es
FAMILIAR
SCHEMATA
Describing
your favorite
game in your
first language
or dialect
UNFAMILIAR
SCHEMATA
Writing a
science lab
report in
academic
English

16. Project-­‐Based
Learning
and
MALP

17. To
Define
is
to
Know
The most common question asked in classrooms
in all subjects and at all levels:
WHAT IS ______?

19. Ques%ons
to
ask
about
the
Mystery
Bag
• Do you know what it is?
• Do you know what it is called in your language or
another language?
• What do you do with it? What is it for?
• Do you like it?
• Give 4 words to describe it.

20. Checking
Answers
Together
• One by one, check all the answers
• All participate in the checking
Ø Give answers - tabulate them
Ø Write answers up as others give them
Ø Copy down all descriptive words
d
n
An
…
……
ow

21. Apple
Collec%on

22. Benefits
of
Collec%ons
• Building
definiFons
• Learning
ways
to
categorize
objects
• Developing
vocabulary
Ø descripFve
adjecFves
Ø academic
terms
• PracFcing
academic
ways
of
responding
Ø
(T/F,
MC)
• CollaboraFng
on
a
class
project

23. Categoriza%on
A/An
_______________________
is
a/an
_______________________
Important:
small
before
big!

24. Characteris%cs
• with
___________________
Or
• that
has
________________

25. Specific
Descrip%ons
•
•
•
•
•
•
green
good
delicious
round
sweet
plasFc
•
•
•
•
•
•
wood
heavy
glass
silver
small
soap
•
•
•
•
•
•
key
chain
teapot
bank
basket
magnet
paperweight

26. Classify
and
Place
in
Order
1.
2.
3.
4.
5.
6.
Opinion
Size
Shape
CondiFon
Age
Color
big red teapot
7.
Origin
(where
from)
8.
Material
(made
of)
9.
funcFon
(Used
for)
heavy glass paperweight

27. Talking
&
Wri%ng
about
Collec%ons
Talk/write
about
the
items
in
the
collecFons
using
sentence
frames
My
apple
is
a/an
____key chain________.
It
is
___________,
___________
and
________.
It
is
a/an
________,
________,
_________
key chain.

28. MALP
Projects
Breaking
New
Ground:
Teaching
Students
with
Limited
or
Interrupted
Formal
EducaGon
in
U.S.
Secondary
Schools
U.
of
Michigan
Press,
2011
Making
the
TransiGon
to
Classroom
Success:
Culturally
Responsive
Teaching
for
Struggling
Language
Learners
U.
of
Michigan
Press,
2013
emic
d
g
Aca
and
n
ffoldi hinking
Sca
T
ys
of
g
Wa
ondin
Resp

29. Q
&
A

30. NYS
TESOL
2013
DeCapua/Marshall
Handouts
Available
at
hdp://bit.ly/HRcsgs

31. More
about
MALP?
Websites:
hdp://malp.pbworks.com
Hdp://malpeducaFon.com
Andrea
DeCapua
drandreadeapua@gmail.com
Helaine
W.
Marshall
helaine.marshall@liu.edu