Beruflich Dokumente
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Yet
Everyone develops different learning
paradigms based on how they experience
learning.
What is different?
Western-style formal educational systems
versus informal ways of learning
Resulting in
Instructional Resources to
Support SLIFE
Preventing Long-Term
English Learners
Credits
Dr. Margarita Espino Caldern
Professor Emerita, Johns Hopkins University. She is a
consultant for the U.S. Department of Justice and Office of
Civil Rights. Her research interest focuses on professional
development, effective schools, and language and literacy
development of English language learners.
Preventing Long-Term
English Learners
Provides the tools for schools to
implement ten basic components that
cut across the following:
1. Language of instruction;
2. School settings; and
3. Teacher and student
backgrounds.
www.malpeducation.com
Credits
Dr. Andrea DeCapua, New York University
Works with educators nationally and
internationally exploring culturally responsive
ways to address the needs of struggling ELs
Dr. Helaine W. Marshall, Long Island University
Major research focuses on culturally responsive
teaching for struggling ELs
Source: Promoting Achievement for English Learners with Limited
or Interrupted Formal Education: A Culturally Responsive
Approach, Principal Leadership, February 2015
Educators must:
avoid viewing SLIFE through the lens of
mainstream United States cultural
assumptions
take a culturally responsive stance
MALP Framework
Three Components
1.
Conditions
2.
Processes
3.
Activities
1. Conditions
(setting the stage)
Interconnectedness
Develop a strong relationship between
educators, English learners, and their
families/guardians
1. Conditions
(setting the stage)
Immediate relevance
Make learning relevant to the students
and relate content knowledge to students
prior knowledge
Example of Condition
Young street vendors learn the basic
mathematics skills relevant to their day-to-day
lives rather than learning to solve word
problems for hypothetical situations.
2. Processes
(transition to mainstream classrooms)
Combining the learning processes the student
is accustomed to with those of Western
classrooms
Processes
(transition to mainstream classrooms)
Shared responsibility leading to individual
responsibility
Example of Processes
Teachers provide opportunities for SLIFE to
participate in group or pair work where they
share the responsibility while simultaneously
requiring them to complete a task that
requires individual accountability.
3. Activities
(focus on new activities for learning)
Educators must provide SLIFE with
opportunities to acquire and practice new
ways of thinking so they can engage in the
new academic tasks.
Example of Activity
A Soviet Union farming student with minimal
literacy skills is asked to categorize the following:
a hammer, an axe, a log, a saw
Farming students viewpoint: discard the
hammer because the remaining objects were
useful in relationship to each other
Academic viewpoint: items are tools
Credits
Dr. Deborah J. Short
Director, Academic Language
Research & Training and Center for
Applied Linguistics
Beverly A. Boyson
Consultant Foreign Language
Education; Language Education and
Academic Development at Center for
Applied Linguistics
Findings of Study
Flexible scheduling
Careful staffing
Basic literacy development
Content area instruction to fill gaps
Extended time
Connections with families and social
services
Newcomer Toolkit
Highlights include
Discussion of topics relevant to understanding,
supporting, and engaging newcomer students
and their families;
Tools, strategies, and examples of classroom and
schoolwide practices in action, along with chapter
specific professional learning activities for use in
staff meetings or professional learning
communities; and
Selected resources for further information and
assistance, most of which are available online.
Middle
High
Total
Charlottesville
Fredericksburg
99
30
62
191
60
18
16
94
Hampton
Harrisonburg
Northern VA
Richmond
Roanoke
Total
162
55
51
268
111
34
38
183
345
72
81
498
145
59
63
267
95
39
39
173
1,017
307
350
1,674
Instructional Practices
Elementary School
Sample Newcomers Curriculum
Triage Tutors
Interconnectedness, Immediate Relevance, Transition Support
Health department
Mental health department
Community College
Adult Education
Celebrations
High School
Sample Language of Math Pacing Guide
Supporting Resources
ACADEMIA
Reaching Students with Limited or Interrupted
Formal Education Through Culturally Responsive
Teaching
Reframing the Conversation About Students with
Limited or Interrupted Formal Education: From
Achievement Gap to Cultural Dissonance
Students with Limited or Interrupted Education in
U.S. Schools
https://www.academia.edu/
Supporting Resources
How to Support English Learners with
Interrupted Formal Education
http://www.colorincolorado.org/article/how-support-ell-students-interrupted-formaleducation-sife
Supporting Resources
Breaking New Ground: Teaching Students with
Limited or Interrupted Formal Education in U.S.
Secondary Schools, 2011, written by Andrea
DeCapua & Helaine W. Marshall
Meeting the Needs of Students with Limited or
Interrupted Schooling: A Guide for Educators,
2009,written by Andrea DeCapua, William
Smathers, & Lixing Frank Tang
Supporting Resources
Special Populations and Resources
Resource sections from Colorn Colorado offer specific
guidance for working with refugees, migrants, SLIFE,
newcomer immigrants, unaccompanied children, and
internationally adopted students.
http://www.colorincolorado.org/ell-basics/special-populations
Judy Radford
ESL Professional Development Coordinator
Judy.Radford@doe.virginia.gov
(804) 786-1692
Stacy Freeman
Title III Specialist
Stacy.Freemaan@doe.virginia.gov
(804) 371-0778
Louise Sutton
Title I/III Specialist
Louise.Sutton@doe.virginia.gov
(804) 225-2901