reframing the conversation: from achievement gap to cultural dissonance, nysabe 2016
TRANSCRIPT
ì
HelaineW.Marshall,Ph.D.LongIslandUniversity-Hudson
MALP,LLC
NYSABEAnnualConferenceNewYorkUniversity
May21,2016
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LayersoftheInstructionalContext
Curriculum,Instruc)on,andAssessment
CulturallyResponsiveTeaching
SocietalFactors
BedrockLayermalpeduca)on.com©MALP,LLC
Teachersandlearnersassumethat
1.Thegoalsofinstruc)onaretoa)produceanindependentlearnerb)preparethelearnerforthelifeaHerschooling
(AdaptedfromDeCapua&Marshall,2011;Marshall&DeCapua,2013)
2.Thelearnerisreadytoa)par)cipateanddemonstratemasteryonanindividualbasisb)engageinliteracy-based,classroomtasks
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ThreeUnderlyingCulturalDifferences
ì Oraltransmissionvs.wriTenword
ì Informalwaysoflearningvs.formaleducaUon
ì CollecUvismvs.individualismmalpeduca)on.com©MALP,LLC
InevercareaboutreadinguntilIcomehereInmycountrynothingtoreadbuthere,everywhereprint,wordsandsignsandbooksandyouhavetoread.
ThemostimportantsIhavelearnedabouttheUnitedStatesthatisabook,newspapers,ornotebookandpens.Thesethingsarealwaysletmeknowhowtolivehere.
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AcademicWaysofThinkingandDecontextualizedTasks
ì Defini)onsì Whatisatree?
ì True/Falseì WashingtonDCisthecapitaloftheU.S.ì NewYorkCityisthecapitalofNewYorkState.
ì Classifica)onì Categorizetheseobjects
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(Luria,1976)
SampleQuestion
Whatisthegroup?
WhichITEMdoesnot
belonginthegroup?
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• Personaleffortspraised,rewarded
• Personalinterests,desires,primary
• Personalresponsibility
• “Self-actualization”
Individualism
(Hofstede&Hofstede,2001;Lee&Oyserman,2008;Triandis,1995)
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• “We”ratherthan“I.”
• Peopleseethemselvesaspartofaninterconnectedwhole
• “Web”ofrelationships
• Groupismoreimportantthananysingleindividual
Collectivism
(Triandis,1995)malpeduca)on.com©MALP,LLC
Teachersandlearnersassumethat
1.Thegoalsofinstruc)onaretoa)produceanindependentlearnerb)preparethelearnerforlifeaHerschooling
2.Thelearnerisreadytoa)par)cipateanddemonstratemasteryonan
individualbasisb)engageinliteracy-based,classroomtasks
(AdaptedfromDeCapua&Marshall,2011;Marshall&DeCapua,2013)
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MutuallyAdaptiveLearningParadigm®-MALP®
Culturallyresponsiveteachingapproach
Elementsfromstudent’slearningparadigm
ElementsfromWestern-styleeduca)on
Transi)onalmodeltoaddresstheachievementgapthroughfocusingonculturaldissonance
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AspectsofLearning
SharedResponsibility IndividualAccountability
DecontextualizedTasks
Interconnectedness
Oral Transmission WriTenWord
Independence
©MALP,LLC
basedonAcademicWaysofThinking
FamiliarCulturalSeXngs
U.S.ClassroomSeXngs
CONDITIONS
PROCESSES
ACTIVITIES
PragmaUcTasks
FutureRelevanceImmediateRelevance
basedonSocio-CulturalExperiences
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AspectsofLearning
ç
SharedResponsibility IndividualAccountability
DecontextualizedTasks
Interconnectedness
Oral Transmission WriTenWord
©MALP,LLC
basedonAcademicWaysofThinking
StandardizedTes-ng!
FamiliarCulturalSeXngs
U.S.ClassroomSeXngs
CONDITIONS
PROCESSES
ACTIVITIES
PragmaUcTasks
FutureRelevanceImmediateRelevance
basedonSocio-CulturalExperiences
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FamiliarCulturalSettings
U.S.ClassroomSettings
Interconnectedness Independence
SharedResponsibility IndividualAccountability
PragmaUcTasks DecontextualizedTasks
ACCEPTCONDITIONS
COMBINEPROCESSES
FOCUSonNEW
ACTIVITIESwithfamiliarlanguage
&content
ImmediateRelevance
OralTransmission WriTenWord
with
FutureRelevance
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basedon
AcademicWaysofThinking
basedon
Socio-culturalExperiences
Schema Theory
Dictionary definition of schema:
An abstract structure representing concepts
stored in memory
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➨ The batsmen were merciless against the bowlers. The bowlers placed their men in slips and covers. But to no avail. The batsmen hit one four after another with an occasional six. Not once did a ball look like it would hit their stumps or be caught.
Version #1
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Content Schema
➨ The men were at bat against the bowlers. They did not show any pity. The bowlers placed their men in slips. They placed their men in covers. They hit some sixes. No ball hit the stumps. No ball was caught.
(Tierney & Pearson, 1985)
Version #2
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TYPES of SCHEMATA
ì Linguistic Schemata
ì Content Schemata
ì Formal Schemata
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The Power of Prior Knowledge
When information is missing or confusing, we compensate by accessing our familiar schemata.
Observe the following:
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CompensatingStrategiesExample#2
“IpledgealessontothefrogoftheUnitedStatesofAmerica,andtotheweepuppetsforwitches’hands;oneAsianinthevesUbule,withliTlericeandjustteeforall.”
(Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)
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Two Learning Activities
FAMILIARSCHEMATA
UNFAMILIARSCHEMATA
Describing your favorite game in your native language or dialect
Writing a science lab report on
buoyancy in academic English
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Balancefamiliarandunfamiliarschemata
inconductingtheactivity
©MALP,LLC
ì Iftasksarenew,thenthelanguageshouldbeL1orhighlycontextualizedeverydayEnglish
ì Ifcontentisnew,thenthetasksshouldbefamiliarandthelanguageshouldbeL1orhighlycontextualizedeverydayEnglish
ì Ifthefocusisnewlanguage,thenconceptsandtasksshouldbefamiliarandeasilyaccessibletothelearner
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ClassSurvey:CrossingtheMekong
• Interviewing at home
• Sharing data in class
• Drawing map & flags
• Entering data
• Using sentence frames
• Responding to questions
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MALPTeacherPlanningChecklist©
Mutually Adaptive Learning Paradigm® MALP Teacher Planning Checklist
A. Accept Conditions for Learning
A1. I am making this lesson/project immediately relevant to students.
A2. I am helping students develop and maintain interconnectedness.
B. Combine Processes for Learning
B1. I am incorporating 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 with familiar language and content.
©DeCapua,A.&Marshall,H.W.(2011).Breakingnewground:Teachingstudentswithlimitedorinterruptedformaleduca;oninU.S.secondaryschools.p.68.FortermsandcondiUonsofuse,contact:[email protected]
U.S.MainstreamFormalEduca)on
StudentsfromNon-USCultures
InformalLearningOranTransmission
Collec)vism
DeficitViewtheyknowwhattodobutlackability
DissonanceViewtheyarestarUngfromadifferentparadigm
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Hallmarks/DealBreakersofU.S.MainstreamClassrooms
ì PromiseoffuturerewardfromeducaUon
ì IndividualparUcipaUon–thehandraise
ì Displayofmastery–standardizedtesUng
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me
Thefartherastudentisfromthe“me”oftheculture,thelesscrediblethepromiseoffuturerewardfromeduca;onwillbeforthestudent.
(Crumpton&Gregory,2011;Noguera,2003)
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ThelesscomfortableastudentiswithmainstreamprocessesofindividualaccountabilityandthewriCenword,andthelessfamiliarastudentiswithacademictasks,thelesssuccessfulthestudentwillbeonstandardizedtes;ng.
Individual Accountability
Decontextualized Tasks based on Academic Ways of Thinking
Written Word
StandardizedTes-ng!
(Menken,2008;WongFillmore&Snow,2000)
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Thefartherastudentisalongthecon;nuumofindividualismtocollec;vism,thelessinvestedthestudentwillbeintheindividualhandraise.
(LiTleton&Howe,2010)
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SummaryofEquityPedagogythroughCulturallyResponsiveTeachingwithMALP®
Studentswhodonotfindthe“promiseoffuturereward”credibleintheirlivesStudentswhodonotembracethe“individualhandraise”tocompeteandexcelStudentswhodonotperformadequatelyon“standardizedtests”
Ø needimmediaterelevance
Ø needinterconnectednessØ needthecombina)onof:
§ sharedresponsibilitywithbuilt-inindividualaccountability
§ oraltransmissiontoscaffoldthewriTenword
§ afocusonacademictaskswithfamiliarlanguageandcontentasscaffolds
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SLIFE MainstreamU.S.Classrooms
Interconnectedness Independence
SharedResponsibility IndividualAccountability
PragmaUcTasks DecontextualizedTasks
ACCEPTCONDITIONS
COMBINEPROCESSES
FOCUSonNEW
ACTIVITIESwithfamiliarlanguage
&content
ImmediateRelevance
OralTransmission WriTenWord
with
FutureRelevance
malpeduca)on.com©MALP,LLC
basedonAcademicWaysofThinking
basedonSocio-CulturalExperiences
MoreaboutMALP®?
Books:(UniversityofMichiganPress)Makingthetransi;ontoclassroomsuccess:Culturallyresponsiveteachingforstrugglinglanguagelearners(2013)
Breakingnewground:Teachingstudentswithlimitedorinterruptedformaleduca;oninU.S.secondaryschools(2011)
Websites:hTp://malpeducaUon.comhTp://malp.pbworks.com
Email:[email protected]@gmail.com
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ReferencesCrumpton,H.&Gregory,A.(2011).“I'mnotlearning”:Theroleofacademicrelevancyforlow-achievingstudents,TheJournalofEduca;onalResearch,104,42—53
DeCapua,A.,&Marshall,H.W.(2015).ReframingtheConversaUonAboutStudentsWithLimitedorInterruptedFormalEducaUonFromAchievementGaptoCulturalDissonance.NASSPBulle;n,99,356-370.
DeCapua,A.,&Marshall,H.W.(2011).Breakingnewground:Teachingstudentswithorinterruptedformaleduca;on.AnnArbor:UniversityofMichiganPress.
DeCapua,A.,&Marshall,H.W.(2010a).ServingELLswithlimitedorinterruptededucaUon:IntervenUonthatworks.TESOLJournal,1,49–70.
DeCapua,A.,&Marshall,H.W.(2010b).StudentswithlimitedorinterruptedformaleducaUoninU.S.classrooms.UrbanReview,42,159–173.
Hofstede,G.H.,&Hofstede,G.(2001).Culture'sconsequences:Comparingvalues,behaviors,ins;tu;onsandorganiza;onsacrossna;ons.Sage.
Ibarra,R.(2001).Beyondaffirma;veac;on:Reframingthecontextofhighereduca;on.Madison:UniversityofWisconsinPress.
James,M.(1987).ESLreadingpedagogy:ImplicaUonsofschema-theoreUcalresearch.InJ.Devine,P.L.Carrell,&D.E.Eskey(Eds.),ResearchinreadinginEnglishasasecondlanguage(pp.175-188).Washington,D.C.:TeachersofEnglishtoSpeakersofOtherLanguages.
Oyserman,D.,&Lee,S.W.(2008).Doescultureinfluencewhatandhowwethink?EffectsofprimingindividualismandcollecUvism.Psychologicalbulle;n,134(2),311.
Licleton,K.&Howe,C.(2010).(Eds.).Educa;onaldialogues:Understandingandpromo;ngproduc;veinterac;on.NewYork:Routledge
Luria,A.R.(1976).Cogni;vedevelopment:Itsculturalandsocialfounda;ons.Cambridge,MA:HarvardUniversityPress.Marshall,H.W.&
Marshall,H.W.&DeCapua,A.(2013).Makingthetransi;ontoclassroomsuccess:CulturallyresponsiveteachingforEnglishlanguagelearners.AnnArbor:UniversityofMichiganPress.
Marshall,H.W.(1994).Hmong/Englishbilingualadultliteracyproject.FinalreportofresearchconductedundertheNaUonalInsUtuteforLiteracy,grant#X257A20457.UniversityofWisconsin-GreenBay.
Menken,K.(2008).Englishlearnersle\behind:Standardizedtes;ngaslanguagepolicy.Clevedon,UK:MulUlingualMaTers.
Noguera,P.A.(2003).Schools,prisonsandthesocialimplicaUonsofpunishment.TheorytoPrac;ce,42,341–351.
Peregoy,S.,&Boyle,O.(2013).Reading,wri;ng,andlearninginESL:AresourcebookforteachingK-12learners(6thed).NewYork:Pearson.
Rucer,J.,2003.SupporUngRefugeeChildrenin21stCenturyBritain:ACompendiumofEssenUalInformaUon,NewRevisedEdiUon.TrenthamBooks,StokeonTrent,UK.
Tierney,R.J.&Pearson,P.D."LearningtoLearnfromTexts:AFrameworkforImprovingClassroomPracUce."InH.S.SingerandR.B.Ruddell,Eds.TheoreUcalModelsandProcessesofReading(860-78).Newark,DE:InternaUonalReadingAssociaUon,1985.
Triandis,H.(1995).Individualism&collec;vism.Boulder,CO:WestviewPress.
Wong-Fillmore,L.,&Snow,C.(2005).Whatteachersneedtoknowaboutlanguage.InC.Adger,C.Snow,C.,&D.ChrisUan(Eds.).Whatteachersneedtoknowaboutlanguage(pp.7-54).Washington,D.C.