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NYU Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Multilingual Multicultural Studies TESOL Education
Spring 2015
FLGED-GE.2914.001
Workshop in Teaching FL: Teaching Students with Limited or Interrupted
Formal Education (SLIFE) students in US Secondary Schools
(Variable credit 1-3)
Saturday, March 25 & April 4 9 AM – 3 PM
Instructor: Dr. Andrea DeCapua
[email protected]
Location: Goddard B04
Office: 239 Greene St. 6th floor
Office Hours: by appointment
Overview:
Increasing numbers of ELs are entering North American classrooms with limited,
interrupted, or even no formal schooling; thus, they lack strong literacy, the contentknowledge of their peers, and knowing how to “do school.” Because this
subpopulation of ELs has encountered very different educational experiences,
traditional ESL pedagogy and best practices are often not successful with these
students.
Through the lens of culturally responsive teaching, participants will examine the
world of students with limited or interrupted formal education (SLIFE) to develop
an understanding of pedagogical practices and strategies essential to successful
instruction for this at-risk population. This two-day workshop will provide a
theoretical framework, a variety of hands-on activities, and instructional guidelines.
In this workshop, participants will
identify key characteristics and essential needs of SLIFE, as well as examine
elements of Culturally Responsive Teaching (CRT) for SLIFE
practice strategies for scaffolding of academic ways of thinking and
responding, both orally and in writing
plan instruction based on the Mutually Adaptive Learning Paradigm (MALP),
designed to transition SLIFE to the demands of formal education
analyze and create projects, guided by the MALP Teacher Planning Checklist
Required Textbook: DeCapua, A. & Marshall, H. W. (2011). Breaking New Ground:
Teaching Students with Limited or Interrupted Education. Ann Arbor, MI: University
of Michigan Press. (Must bring to both sessions)
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Optional:
DeCapua, A., Smathers, W. & Tank, F. (2009). Addressing the Needs of
Students with Limited or Interrupted Formal Schooling. Ann Arbor, MI:
University of Michigan Press.
Marshall, H.W., & DeCapua. A. (2013). Making the Transition to Classroom
Success: Culturally Responsive Teaching for Struggling Learners. Ann Arbor,
MI: University of Michigan Press.
Course Outline:
There will be one 15 -minute break in the morning and a 45-minute lunch break
each day.
March 25
Background to Understanding SLIFE
Assumptions about Education
Culture and Learning: 3 Underlying Differences
Schema Theory
Culturally Responsive Instructional Model – The Mutually Adaptive Learning
Paradigm (MALP®)
MALP® and Project-based Learning
MALP® in Action: Surveys
Homework Assignment for Day 2, April 4th
April 4
Using the MALP® Teacher Planning Checklist MALP Project – Collections:
Mystery Bag
Lesson Analysis with Scenarios
Designing a MALP Project
Gallery Walk of Projects, Sharing Selected Projects
Revisiting the Ways of Learning Continuum
Reframing the Conversation about SLIFE
Wrap-up and Q & A
Final Assignment
Bibliography
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Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity and
education in a new land. Malden, MA: Wiley-Blackwell.
DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for
students with limited or interrupted formal education. Preventing School
Failure, 55, 35-41.
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 US classrooms. Urban Review, 42, 159-173.
Flynn, J. (2007). What is intelligence? New York: Cambridge University Press.
Gahungu, A., Gahungu, O., & Luseno, F. (2011, April 15). Educating culturally
displaced students with truncated formal education (CDS-TFE): The case of
refugee students and challenges for administrators, teachers, and counselors.
Retrieved from: http://cnx.org/content/m37446/1.1/
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New
York: Teachers College Press.
González, N., Moll, L., and Amanti, C. (2005). Funds of knowledge: Theorizing
practices in households, communities, and classrooms. Mahwah, NJ: Lawrence
Erlbaum Associates.
Luria, A. R. (1979). The making of mind. Cambridge, MA: Harvard University Press.
Marshall, H.W. & DeCapua A. (2009). The newcomer booklet: A project for
limited formally schooled students. ELT Journal, 64, 396-404.
Marshall, H. W., & DeCapua, A., & Antolini, C. (2010). Engaging English language
learners with limited or interrupted formal education. Educator’s Voice, 3, 5665.
Martínez, I. (2009). What's age gotta do with it? Understanding the age-identities
and school-going practices of Mexican immigrant youth in New York City.
High School Journal, 92, 34-48.
Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). New
York: Routledge.
Ong, W. (1982). Orality and literacy: The technologizing of the word. New York:
Methuen.
Oyserman, D. & Lee, S. (2008). Does culture influence what and how we think?
Effects of priming, individualism and collectivism. Psychological Bulletin, 134,
311-342.
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in.
Ethos, 37, 102-138.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford
University Press.
Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, & Solis, J. (2007).
Children’s development of cultural repertoires through participation in every
day routines and practices. In J. Grusec & P. Pastings (Eds.), Handbook of
socialization (pp. 490-515). New York: Guildford.
Rothstein-Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms: How to
build on students’ cultural strengths. Alexandria, VA: ASCD.
Sarroub, L., Pernicek, T., & Sweeney, T. (2007). “I was bitten by a scorpion”: Reading
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in and out of school in a refugee’s life. Journal of Adult Literacy, 50, 668-679.
Silva, K. G., Correa‐Chávez, M., & Rogoff, B. (2010). Mexican-Heritage children’ s
attention and learning from interactions directed to others. Child
Development, 81, 898–912.
Souryasack, R., & Lee, J.S. (2007). Drawing on students’ experiences, cultures and
languages to develop English language writing: Perspectives from three Lao
heritage middle school students. Heritage Language Journal, 5, 79-97.
Suarez-Orozco, C., Suarez-Orozco, M. M., & Todorova, I. (2008). Learning a new land:
Immigrant students in American society. Cambridge, MA: Belknap.
Tarone, E., & Bigelow, M. (2012). A research agenda for second language acquisition
of pre-literate and low-literate adult and adolescent learners. In P.
Vinogradov & M. Bigelow (Eds.). Proceedings from the 7th annual LESLLA
(Low Educated Second Language and Literacy Acquisition) symposium,
September 2011 (pp. 5-26). Minneapolis, MN: University of Minnesota.
Tarone, E., & Bigelow, M. (2005). The impact of literacy on oral language
processing: Implications for second language acquisition research. Applied
Linguistics, 25, 77-97.
Townsend, J., & Fu, D. (2001). Paw’s story: A Laotian refugee’s lonely entry into
American literacy. Journal of Adolescent and Adult Literacy, 45, 104-114.
Attendance policy: Full physical participation and attendance are mandatory as this course
meeting only on two consecutive Saturdays. If there is a problem, this must be discussed before the
class and if possible an alternative to attendance will be found. As this course meets only on two
Saturdays, absence is a serious issue.
Accommodations for Particular Needs:
Participants are highly encouraged to open a dialogue with the instructor regarding particular
learning, emotional, or physical needs that may influence interactions, participation, and most
importantly, personal well-being, as an important goal for this course is the creation of a safe and
inclusive forum for learning and communication. Disclosure of any needs or circumstances is of
course optional, and all participants can expect that any communications made will be kept in
confidence.
Note: Any student attending NYU who needs an accommodation due to a chronic, psychological,
visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the
Moses Center for Students with Disabilities at 212 443-1000, 726 Broadway, 3rd and 4th floors.
www.nyu.edu/csd.
Open Door Policy:
If at any time participants feel unsafe or uncomfortable, please feel free to address these issues with
the instructor. Making an appointment to discuss concerns in person is recommended. This can be
done via email or Skype.
NYU Statement on Academic Integrity
"Your degree should represent genuine learning."
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The relationship between students and faculty is the keystone of the educational experience in The
Steinhardt School of Culture, Education, and Human Development at New York University. This
relationship takes an honor code for granted. Mutual trust, respect and responsibility are
foundational requirements. Thus, how you learn is as important as what you learn. A university
education aims not only to produce high quality scholars, but to also cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
presentations to writing term papers. It requires that you recognize and acknowledge information
derived from others, and take credit only for ideas and work that are yours.
You violate the principle of academic integrity when you:
Cheat on an exam
Submit the same work for two different courses without prior permission from your
professors
Receive help on a take-home examination that calls for independent work
Plagiarize
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or
not, is academic fraud. In a community of scholars, whose members are teaching, learning and
discovering knowledge, plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a
musical score and/or other materials, which are not your original work. You plagiarize when,
without proper attribution, you do any of the following:
Copy verbatim from a book, an article or other media
Download documents from the Internet
Purchase documents
Report from other's oral work
Paraphrase or restate someone else's facts, analysis and/or conclusions
Copy directly from a classmate or allow a classmate to copy from you
Your professors are responsible for helping you to understand other people's ideas, to use resources
and conscientiously acknowledge them, and to develop and clarify your own thinking. You should
know what constitutes good and honest scholarship, style guide preferences, and formats for
assignments for each of your courses. Consult your professors for help with problems related to
fulfilling course assignments, including questions related to attribution of sources.
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and
exchange ideas and opinions with others, including your classmates and professors. You will be
expected, and often required, to build your own work on that of other people. In so doing, you are
expected to credit those sources that have contributed to the development of your ideas.
Avoiding Academic Dishonesty
Organize your time appropriately to avoid undue pressure, and acquire good study habits,
including note taking.
Learn proper forms of citation. Always check with your professors of record for their
preferred style guides. Directly copied material must always be in quotes; paraphrased
material must be acknowledged; even ideas and organization derived from your own
previous work or another's work need to be acknowledged.
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Always proofread your finished work to be sure that quotation marks, footnotes and other
references were not inadvertently omitted. Know the source of each citation.
Do not submit the same work for more than one class without first obtaining the permission
of both professors even if you believe that work you have already completed satisfies the
requirements of another assignment.
Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty,
appropriate disciplinary action may be taken following the department procedure or through
referral to the Committee on Student Discipline.
Departmental Procedure
The professor will meet with the student to discuss, and present evidence for the particular
violation, giving the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program Director
and Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the professor will inform the program director and department chair, and
inform the student in writing, instructing the student to schedule an appointment with the Associate
Dean for Student Affairs, as a final step. Copies of the letter will be sent to the department chair for
his or her confidential student file and the Associate Dean for Student Affairs. The student has the
right to appeal the action taken in accordance with the School's Student Discipline Within
the Steinhardt School as outlined in the Steinhardt School of Culture, Education, and Human
Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual
circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for
resolution, which they may do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York University
Policy on Student Conduct, published in the NYU Student Guide.
DeCapua FLGED-GE.2914.001 SLIFE Workshop