Part 2 of the TESOL 2012 Colloquium on Promoting Excellence: Perspectives on ELLs with Limited/Interrupted Schooling. Marshall proposes a continuum of ways of learning based on the cultural assumptions of learners and teachers in different settings and describe a mutually adaptive approach to assist this population to adjust to Western-style formal education.

1. Helaine W. Marshall
Long Island University

2. I never care about reading until
I come here In my country
nothing to read but here,
everywhere print, words and
signs and books and you have
to read

3. “Culture acts as a filter or set of lenses
through which we view and interpret
the world around us.”
DeCapua, A, & Wintergerst, W. 2004. Crossing cultures in the
language classroom. Ann Arbor, MI: University of Michigan
Press.

4. 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)

5. 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)

6. Ways of Learning Continuum
Informal Ways SLIFE Western-style
of Learning Formal Education

7. Sample Task
(Luria, 1976)

8. Academic Tasks
• Definitions
• What is a tree?
• True/False
• Philadelphia is the capital of Pennsylvania.
• New York City is the capital of New York State.

9. Individualism vs. Collectivism

10. 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)

11. (Ibarra, 2001)

12. Two Different Learning Paradigms
Aspects of North American
SLIFE
Learning 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)

13. MALP
SLIFE North American
Classrooms
Immediate Future
Accept SLIFE
Relevance Relevance
conditions
Interconnectedness Independence
Combine SLIFE &
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)

14. Crossing the Mekong

15. Paj Ntaub

16. More about MALP?
• Visit:
www.malpeducation.com
• Contact us:
adecapua@cnr.edu
helaine.marshall@liu.edu