Reframing the Conversation: From Achievement Gap to Cultural Dissonance, NYSABE 2016

ì

HelaineW.Marshall,Ph.D.LongIslandUniversity-Hudson

MALP,LLC

NYSABEAnnualConferenceNewYorkUniversity

May21,2016

malpeduca)on.com©MALP,LLC


DeCapua&Marshall,2015

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


ThreeUnderlyingCulturalDifferences

ì  Oraltransmissionvs.wriTenword

ì  Informalwaysoflearningvs.formaleducaUon

ì  CollecUvismvs.individualismmalpeduca)on.com©MALP,LLC

InevercareaboutreadinguntilIcomehereInmycountrynothingtoreadbuthere,everywhereprint,wordsandsignsandbooksandyouhavetoread.

ThemostimportantsIhavelearnedabouttheUnitedStatesthatisabook,newspapers,ornotebookandpens.Thesethingsarealwaysletmeknowhowtolivehere.


FormalvsInformalWaysofLearning


AcademicWaysofThinkingandDecontextualizedTasks

ì  Defini)onsì  Whatisatree?

ì  True/Falseì  WashingtonDCisthecapitaloftheU.S.ì  NewYorkCityisthecapitalofNewYorkState.

ì  Classifica)onì  Categorizetheseobjects


(Luria,1976)

SampleQuestion

Whatisthegroup?

WhichITEMdoesnot

belonginthegroup?


•  Personaleffortspraised,rewarded

•  Personalinterests,desires,primary

•  Personalresponsibility

•  “Self-actualization”

Individualism

(Hofstede&Hofstede,2001;Lee&Oyserman,2008;Triandis,1995)


•  “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)


(Ibarra,2001)malpeduca)on.com©MALP,LLC

MALP®

MutuallyAdapUve

LearningParadigm


MutuallyAdaptiveLearningParadigm®-MALP®

Culturallyresponsiveteachingapproach

Elementsfromstudent’slearningparadigm

ElementsfromWestern-styleeduca)on

Transi)onalmodeltoaddresstheachievementgapthroughfocusingonculturaldissonance

✔

✔

✔

✔


AspectsofLearning

SharedResponsibility IndividualAccountability

DecontextualizedTasks

Interconnectedness

Oral Transmission WriTenWord

Independence

©MALP,LLC

basedonAcademicWaysofThinking

FamiliarCulturalSeXngs

U.S.ClassroomSeXngs

CONDITIONS

PROCESSES

ACTIVITIES

PragmaUcTasks

FutureRelevanceImmediateRelevance

basedonSocio-CulturalExperiences

malpeduca)on.com

AspectsofLearning

ç


DecontextualizedTasks

Interconnectedness

Oral Transmission WriTenWord

©MALP,LLC


StandardizedTes-ng!

FamiliarCulturalSeXngs

U.S.ClassroomSeXngs

CONDITIONS

PROCESSES

ACTIVITIES

PragmaUcTasks

FutureRelevanceImmediateRelevance


malpeduca)on.com

FamiliarCulturalSettings

U.S.ClassroomSettings

Interconnectedness Independence


PragmaUcTasks DecontextualizedTasks

ACCEPTCONDITIONS

COMBINEPROCESSES

FOCUSonNEW

ACTIVITIESwithfamiliarlanguage

&content

ImmediateRelevance

OralTransmission WriTenWord

with

FutureRelevance


basedon

AcademicWaysofThinking

basedon

Socio-culturalExperiences

Schema Theory

Dictionary definition of schema:

An abstract structure representing concepts

stored in memory


Linguistic Schema

(James, 1987)

A B C D E F G H I

F M J E O T P Y X


➨  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


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


FormalSchema

Pleasenamethemonthsoftheyear:

(James,1987) malpeduca)on.com©MALP,LLC

TYPES of SCHEMATA

ì  Linguistic Schemata

ì  Content Schemata

ì  Formal Schemata


The Power of Prior Knowledge

When information is missing or confusing, we compensate by accessing our familiar schemata.

Observe the following:


CompensatingStrategiesExample#1

ThssntncswrTnwththvwlsmblslat.


CompensatingStrategiesExample#2

“IpledgealessontothefrogoftheUnitedStatesofAmerica,andtotheweepuppetsforwitches’hands;oneAsianinthevesUbule,withliTlericeandjustteeforall.”

(Betty Bao Lord’s childhood understanding of the Pledge of Allegiance)


Compensating Strategies Example #3

(Adapted from Peregoy & Boyle, 2013) malpeduca)on.com©MALP,LLC

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


Balancefamiliarandunfamiliarschemata

inconductingtheactivity

©MALP,LLC

ì  Iftasksarenew,thenthelanguageshouldbeL1orhighlycontextualizedeverydayEnglish

ì  Ifcontentisnew,thenthetasksshouldbefamiliarandthelanguageshouldbeL1orhighlycontextualizedeverydayEnglish

ì  Ifthefocusisnewlanguage,thenconceptsandtasksshouldbefamiliarandeasilyaccessibletothelearner

http://malpeducation.com

ClassSurvey:CrossingtheMekong

•  Interviewing at home

•  Sharing data in class

•  Drawing map & flags

•  Entering data

•  Using sentence frames

•  Responding to questions

©MALP,LLC malpeduca)on.com



Renee’sClass


ìTableofContentsHOWTO…


Non-FictionUnit:TheWelcomeBook


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]

From

TheAchievement

Gap

To


U.S.MainstreamFormalEduca)on

StudentsfromNon-USCultures

InformalLearningOranTransmission

Collec)vism

DeficitViewtheyknowwhattodobutlackability

DissonanceViewtheyarestarUngfromadifferentparadigm


Hallmarks/DealBreakersofU.S.MainstreamClassrooms

ì  PromiseoffuturerewardfromeducaUon

ì  IndividualparUcipaUon–thehandraise

ì  Displayofmastery–standardizedtesUng


me

Thefartherastudentisfromthe“me”oftheculture,thelesscrediblethepromiseoffuturerewardfromeduca;onwillbeforthestudent.

(Crumpton&Gregory,2011;Noguera,2003)


ThelesscomfortableastudentiswithmainstreamprocessesofindividualaccountabilityandthewriCenword,andthelessfamiliarastudentiswithacademictasks,thelesssuccessfulthestudentwillbeonstandardizedtes;ng.

Individual Accountability

Decontextualized Tasks based on Academic Ways of Thinking

Written Word

StandardizedTes-ng!

(Menken,2008;WongFillmore&Snow,2000)


Thefartherastudentisalongthecon;nuumofindividualismtocollec;vism,thelessinvestedthestudentwillbeintheindividualhandraise.

(LiTleton&Howe,2010)


SummaryofEquityPedagogythroughCulturallyResponsiveTeachingwithMALP®

Studentswhodonotfindthe“promiseoffuturereward”credibleintheirlivesStudentswhodonotembracethe“individualhandraise”tocompeteandexcelStudentswhodonotperformadequatelyon“standardizedtests”

Ø  needimmediaterelevance

Ø  needinterconnectednessØ  needthecombina)onof:

§  sharedresponsibilitywithbuilt-inindividualaccountability

§  oraltransmissiontoscaffoldthewriTenword

§  afocusonacademictaskswithfamiliarlanguageandcontentasscaffolds


SLIFE MainstreamU.S.Classrooms

Interconnectedness Independence


PragmaUcTasks DecontextualizedTasks

ACCEPTCONDITIONS

COMBINEPROCESSES

FOCUSonNEW

ACTIVITIESwithfamiliarlanguage

&content

ImmediateRelevance

OralTransmission WriTenWord

with

FutureRelevance




Equity

Enrichment

Engagement



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


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.

Reframing the Conversation: From Achievement Gap to Cultural Dissonance, NYSABE 2016

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