Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners
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The document discusses culturally responsive teaching strategies aimed at supporting struggling language learners, highlighting differences in learning paradigms like collectivism versus individualism. It emphasizes the importance of understanding learners' cultural backgrounds and adapting instructional practices to create a supportive educational environment. Techniques such as project-based learning and the flipped classroom model are suggested to enhance engagement and critical thinking in language acquisition.
Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners
- 1. COABE Annual Conference Pi2sburgh, PA March 16-‐19, 2014 Helaine W. Marshall, LIU – Hudson Andrea DeCapua – NYU Making the Transi.on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners (c) copyright MALP, LLC. For terms and condiRons of use, contact informaRon@malpeducaRon.com
- 2. Layers of the Instruc.onal Context Curriculum, Instruc.on, and Assessment Culturally Responsive Teaching Societal Factors Bedrock Layer
- 3. Deep Invisible Cultural Values “Culture acts as a filter or set of lenses through which we view and interpret the world around us.” (DeCapua & Wintergerst, 2004)
- 4. Teachers and learners assume that: 1. the goals of instrucRon are a) to produce an independent learner b) to prepare that learner for their future 2. the learner brings along a) a preference to participate as an individual b) age-‐appropriate preparaRon for (i) literacy development (ii) academic tasks (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
- 5. Three Major Differences 1. Oral vs. Print Preferences 2. CollecRvism vs. Individualism 3. Informal Learning vs. Formal EducaRon
- 6. I never care about reading unRl I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.
- 7. • Personal efforts praised, rewarded • Personal interests, desires, primary • Personal judgments • Personal responsibility • “Self-‐actualizaRon” Individualism
- 8. • “We” rather than “I.” • People see themselves as part of an interconnected whole • “Web” of relaRonships • Group is more important than any single individual Collec.vism
- 9. Tasks Requiring School-‐Based Ways of Thinking • Defini.ons Ø What is a tree? • True/False Ø Washington, D. C. is the capital of the U. S. Ø Pi2sburgh is the capital of Pennsylvania. • Classifica.on Ø Categorize these objects (see next slide)
- 11. (Adapted from Luria, 1976) Sample Task
- 12. Teachers and learners assume that: 1. the goals of instrucRon are a) to produce an independent learner b) to prepare that learner for their future 2. the learner brings along a) a preference to parRcipate as an individual b) age-‐appropriate preparaRon for (i) literacy development (ii) academic tasks (DeCapua & Marshall, 2009; 2011; Marshall & DeCapua, 2013)
- 13. (Ibarra, 2001)
- 14. Struggling Learners U.S. Classrooms CONDITIONS PROCESSES ACTIVITIES (Adapted from DeCapua & Marshall, 2009, 2011; Marshall, 1994,1998) Aspects of Learning Two Different Learning Paradigms Shared Responsibility Individual Accountability Pragmatic Tasks School-Based Tasks Interconnectedness Oral Transmission Independence Written Word Future RelevanceImmediate Relevance
- 15. Two Different Learning Paradigms Struggling Language Learners U.S. Classrooms Immediate Relevance Future Relevance Shared Responsibility PragmaRc Tasks CONDITIONS PROCESSES ACTIVITIES Interconnectedness Oral Transmission Independence (DeCapua & Marshall, 2009, 2010; Marshall, 1994, 1998) Aspects of Learning Individual Accountability School-Based Tasks Wri2en Word Standardized Tes-ng!
- 16. Mutually Adaptive Learning Paradigm – MALP© Instructional Model U.S. Classrooms Interconnectedness Independence Shared Responsibility Individual Accountability Pragmatic Tasks School-Based 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 Struggling Learners
- 17. FAMILIAR SCHEMATA UNFAMILIAR SCHEMATA Describing your favorite game in your native language or dialect Explaining steps to solve a math problem in academic English
- 18. Project-‐Based Learning and MALP
- 19. To Define is to Know The most common question asked in classrooms in all subjects and at all levels: WHAT IS ______?
- 21. 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.
- 22. 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 And now………
- 23. Apple Collec.on
- 24. Benefits of Collec.ons • Building definiRons • Learning ways to categorize objects • Developing vocabulary Ø descripRve adjecRves Ø academic terms • PracRcing academic ways of responding Ø (T/F, MC) • CollaboraRng on a class project
- 25. Categoriza.on A/An _______________________ is a/an _______________________ Important: small before big!
- 26. Characteris.cs • with ___________________ Or • that has ________________
- 27. Specific Descrip.ons • green • good • delicious • round • sweet • plasRc • wood • heavy • glass • silver • small • soap • key chain • teapot • bank • basket • magnet • paperweight
- 28. Talking & Wri.ng about Collec.ons Talk/write about the items in the collecRons using sentence frames My apple is a/an ____key chain________. It is ___________, ___________ and ________. It is a/an ________, ________, _________ key chain.
- 29. 1. Opinion 2. Size 3. Shape 4. CondiRon 5. Age 6. Color 7. Origin (where from) 8. Material (made of) 9. funcRon (Used for) big red teapot heavy glass paperweight DeCapua, A. 2008. Grammar for Teacher. Boston: Springer
- 30. The Flipped Classroom 3/19/14 Turning teaching on its head: takes place outside of class Bloom’s Taxomony – lower levels understanding/ remembering take place in class Bloom’s Taxonomy – upper levels applying/analyzing/crea-ng
- 31. Three Reasons to Flip 3/19/14 Marshall, TESOL ConnecRons, February 2014 1 Increase comprehension 2 Increase interac.on 3 Increase cri.cal thinking
- 32. InstrucRonal Videos In-‐Class CollaboraRon ObservaRon Feedback Assessment Flipped Learning Cycle Components Adapted from Bergmann & Sams, 2012; Musallam, 2013. 3/19/14 ExploraRon
- 33. 3/19/14 Auerbach/Freire • Learner-‐driven • Embracing learner knowledge • MeeRng immediate learner needs • Leading learners to meaningful social acRon and/or personal goals Flipped Learning • Leveraging of technology • Mastery learning • Maximizing classroom interacRon • Instructor “leading from behind”
- 34. Q & A
- 35. COABE 2014 Marshall/DeCapua Handouts Available at h2p://bit.ly/1qm40Gj*" *Note: Use zero, not the le2er O in the URL
- 36. Website: h2p://malpeducaRon.com Wiki: h2p://malp.pbworks.com Book: Marshall, H.W,, & DeCapua, A., (2013). Making the Transi>on to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor, MI:University of Michigan Press Emails: Helaine.Marshall@gmail.com Drandreadecapua@gmail.com MALP Resources (c) copyright MALP, LLC. For terms and condiRons of use, contact informaRon@malpeducaRon.com