Helaine W. Marshall, Ph.D.Long Island University – Hudson

New York State TESOL Annual Conference

Albany, NY

November 14-15, 2014

Curriculum, Instruction, and Assessment

Culturally Responsive Teaching

SocietalFactors

Bedrock Layer

(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)

1. The goals of instruction are to

a) produce an independent learner

b) prepare the learner for the future

2. The learner is ready to

a) participate and demonstrate mastery on an individual basis

b) engage in literacy-based, classroom tasks

Oral transmission vs. written word

Informal ways of learning vs. formal education

Collectivism vs. individualism

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 haveto 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.

Definitions

▪ What is a tree?

True/False

▪ Washington DC is the capital of the U.S.

▪ New York City is the capital of New York State.

Classification

▪ Categorize these objects

(Luria, 1976)

WHAT IS THE GROUP?

Which ITEM does not belong in the group?

• Personal efforts praised, rewarded

• Personal interests, desires, primary

• Personal responsibility

• “Self-actualization”

(Hofstede, 2001;Lee & Oyserman, 2008; Triandis, 2000)

• “We” rather than “I.”

• People see themselves as part of an interconnected whole

• “Web” of relationships

• Group is more important than any single individual

(Triandis, 1995)

1. The goals of instruction are to

a) produce an independent learner

b) prepare the learner for the future

2. The learner is ready to

a) participate and demonstrate mastery on an individual basis

b) engage in literacy-based, classroom tasks

(Adapted from DeCapua & Marshall, 2011; Marshall & DeCapua, 2013)

(Ibarra, 2001)

Struggling

ELLSU.S.

Classrooms

CONDITIONS

PROCESSES

ACTIVITIES

Aspects of Learning

Shared Responsibility

IndividualAccountability

Pragmatic Tasks Academic Tasks

Interconnectedness

Oral Transmission

Future Relevance

Written Word

Immediate Relevance

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

Independence

Struggling ELLs U.S. Classrooms

Immediate Relevance

Future Relevance

Shared Responsibility

Pragmatic Tasks

CONDITIONS

PROCESSES

ACTIVITIES

Interconnectedness

Oral Transmission

Independence

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

Aspects of Learning

IndividualAccountability

Academic Tasks

Written Word

Standardized Testing!

Struggling ELLs U.S. Classrooms

Interconnectedness Independence

Shared

Responsibility

Individual

Accountability

Pragmatic

Tasks

Academic

Tasks

ACCEPTCONDITIONS

COMBINEPROCESSES

FOCUS on NEWACTIVITIES

with familiarlanguage & content

ImmediateRelevance

Oral Transmission

Written Word

with

Future Relevance

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

Linguistic Schemata

Content Schemata

Formal Schemata

FAMILIARSCHEMATA

UNFAMILIARSCHEMATA

Writing a

science lab

report in

academic

English

Telling a

folktale in

the native

language

Struggling ELLs U.S. Classrooms

Interconnectedness Independence

Shared

Responsibility

Individual

Accountability

Pragmatic

Tasks

ACCEPTCONDITIONS

COMBINEPROCESSES

ImmediateRelevance

Oral Transmission

Written Wordwith

Future Relevance

(DeCapua & Marshall, 2009, 2011; Marshall, 1994; Marshall & DeCapua, 2013)

Academic

Tasks

FOCUS on NEWACTIVITIES

with familiarlanguage & content

Betty’s Class Paj Ntaub

Carol’s Class

1. Which do you think is best: melting pot or stew?73% of students think the melting post which is best27% of students think the stew which is best

2. For what reason did you leave your country?55% of students left their country for political reason23% of students left their country for economic reason22% of students left their country for bring together reason

So, most students left their country for political reason

3. Is there any persecution in your country?55% of students saw persecution in their count45% of students didn’t saw persecution in their country

4. What is the biggest problem for new immigrants?The biggest problem for new immigrants is language except

one student think that’s a work problem.

Renee’s Class

Curriculum, Instruction, and Assessment

Culturally Responsive Teaching

SocietalFactors

Bedrock Layer

From To

U.S. Mainstream

Formal EducationStruggling

ELLs

Informal

Ways

of Learning

Deficit View they know what to do but lack ability

Dissonance View they are starting from a different paradigm

Books: (University of Michigan Press)

Making the transition to classroom success: Culturally responsive teaching

for struggling language learners (2013)

Breaking new ground: Teaching students with limited or interrupted formal education in U. S. secondary schools (2011)

Websites:

http://malpeducation.com http://malp.pbworks.com

Email:

helaine.marshall@liu.edu drandreadecapua@gmail.com

Crumpton, H. & Gregory, A. (2011). “I'm not learning”: The role of academic relevancy for low-achieving students, The Journal of Educational Research, 104, 42 — 53

DeCapua, A., & Marshall, H.W. (2011). Breaking new ground: Teaching students with or interrupted formal education. Ann Arbor: University of Michigan Press.

DeCapua, A., & Marshall, H.W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49–70.

DeCapua, A., & Marshall, H.W. (2010). Students with limited or interrupted formal education in U.S. classrooms. Urban Review, 42, 159–173.

Ibarra, R. (2001). Beyond affirmative action: Reframing the context of higher education. Madison: University of Wisconsin Press.

James, M. (1987). ESL reading pedagogy: Implications of schema-theoretical research. In J. Devine, P.L. Carrell, & D.E. Eskey (Eds.), Research in reading in English as a second language (pp.175-188). Washington, D. C.: Teachers of English to Speakers of Other Languages.

Littleton, K. & Howe, C. (2010). (Eds.). Educational dialogues: Understanding and promoting productive interaction. New York: Routledge

Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press. Marshall, H.W. &

DeCapua, A. (2013). Making the transition to classroom success: Culturally responsive teaching for English language learners. Ann Arbor: University of Michigan Press.

Marshall, H. W. (1994). Hmong/English bilingual adult literacy project. Final report of research conducted under the National Institute for Literacy, grant #X257A20457. University of Wisconsin-Green Bay.

Menken, K. (2008). English learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.

Noguera, P.A. (2003). Schools, prisons and the social implications of punishment. Theory to Practice, 42, 341–351.

Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 learners (6th ed). New York: Pearson.

Triandis, H. (1995). Individualism & collectivism. Boulder, CO: Westview Press.

Wong-Fillmore, L., & Snow, C. (2005 ). What teachers need to know about language. In C. Adger, C. Snow, C., & D. Christian (Eds.). What teachers need to know about language (pp. 7-54). Washington, D.C.