DeCapua, A., & Marshall, H. W. (2010). Serving ELLs with limited or interrupted education: Intervention that works.

TESOL Journal, 1(1), 49-70. The reconceptualization of the education of students with limited or interrupted formal education (SLIFE) using their instructional model, Mutually Adaptive Learning Paradigm (MALP) is one of the goals of DeCapua and Marshalls research article. MALP is three-fold; first, acceptance by teachers of the SLIFE teaching paradigm (immediate relevance to and interconnectedness of students), second, teachers need to combine processes from the students learning paradigm with those of the predominant U.S. learning paradigm (future relevance, independence), and third, in order to promote critical thinking skills, teachers need to focus on academic tasks. That said, this article is the result of a five month qualitative exploratory study of sixteen students ranging from 15 to 20 years old .The research focused on two questions. First, How could the implementation of this instructional model assist SLIFE in the development of literacy and academic thinking? Second, Would the implementation of the model improve the engagement and participation of SLIFE? (51) The study drew from three sources; classroom observations, interviews, and student work. This data was then analyzed using the MALF framework. The researchers answered the first research question by examining students work for development of literacy, English and academic thinking by focusing on the type, quantity, and quality of their work (62), the data reflected that the students showed an improvement in writing and in the development of academic thinking. In regards to the second research question, at the end of the research study students demonstrated an improvement in engagement and participation. The contribution of this article to the advancement of methods to use in serving students with limited or interrupted learning while teaching English as a Second Language (ESL ) is that it presents a framework for educators as a starting point. Additionally, it serves as a starting point for researchers to add or improve on the methods used to better assist students with interrupted learning. However, a major concern, even to the authors of this article is the problem with generalizability and the lack of quantitative data in the study. Nevertheless, to the student facing the seemingly insurmountable task of beginning an academic education while learning English as a second language, without the benefit of a formal education, a teacher that cares enough to try a new method is a lifeline to a new and better life.

Dooley, K. (2009). Re-Thinking pedagogy for middle school students with little, no or severely interrupted schooling .English Teaching: Practice And Critique, 8(1), 5-19.

The phenomena of students learning English as a second language (ESL) that have little, no or severely interrupted formal leaning in not particular to the United States of America. Karen Dooley from Queensland University of Technology addresses the occurrence of this phenomenon in Australia with the migration of African refugees in the above-mentioned article. According to Dooley, The aim of this article is to look at some pedagogic responses teachers are making to these students needs .(Dooley, 2009. p. 5) The data collected for this interview qualitative study was drawn from four Australian school from 2006 to 2008, as well as from Dooleys own experience working with these youth. A result is a critique of pedagogy for Africans in the West and it expands to include the differences in educational philosophies between Africans and the West. For example, where a 14 year old student would be placed in the appropriate grade depending on his literacy in Africa, in the West the student is placed in the grade according to his/her age. The above mentioned critique is extensive and very informative. For instance, it covers not only research studies in Australia, but the United States and Canada. Additionally, this article samples teachers and the methods used to help students learn it all--l and at once. This article covers the phenomena of interrupted learning from different perspectives and expresses the need for teacher to understand the need on their part to better understand the role school plays for these youths.