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Implementing the Mutually Adaptive Learning Paradigm. Nan Frydland and Judy Zivan Long Island University, Hudson Graduate Campus [email protected] [email protected] Guiding the Autonomous Mind: Perspectives in TESOL and Applied Linguistics

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Nan Frydland and Judy Zivan

Long Island University, Hudson Graduate Campus

[email protected]@gmail.com

Guiding the Autonomous Mind: Perspectives in TESOL and Applied Linguistics

NYS TESOL Applied Linguistics Winter Conference 2014

Teachers College, Columbia University

New York City


M utually adaptive learning paradigm culturally responsive teaching
Mutually Adaptive LearningParadigm: Culturally Responsive Teaching

  • Ways of Learning:

  • Western-style v. Informal

  • Ways of Being:

    Individualistic v. Collectivistic

  • The Intercultural Communication Framework:

    Relationships, Priorities, and Associations



MALP Teacher Planning Checklist

A. Accept conditions for learning:

1. Immediate relevance

2. Interconnectedness

  • Combine processes for learning:

    1. Shared responsibility/individual accountability

    2. Oral transmission/written word

  • Focus on activities for learning:

    1. Introduce new/academic tasks

    2. Make tasks accessible with familiar language and content.


Judy s class northeast suburban high school
Judy’s Class: Northeast Suburban High School

  • Ages: 14-17 years

  • Education: 9th--12th grades in U.S.

  • Origins: Brazil, India, South Korea, China, Dominican Republic, Mexico, Honduras, U.S.

  • U.S. residency: 3 months--14 years

  • English proficiency: high beginner--advanced

  • Class size: 9 students


Suburban public high school
Suburban Public High School

  • Socio-economically middle-class

  • 25 ESL students in a population of 2,500 students

  • 1 ESL teacher

  • Multi-level classroom

  • High beginners-advanced level ESL proficiency


Teacher
Teacher

  • Student teacher

  • TESOL graduate student

  • 1 year teaching experience in a Hebrew school and ESL adult education

  • MALP trained


MALP Step 1: Project-based Survey is Immediately Relevant and Creates a Sense of Interconnectedness


Malp step 2 students surveys allow for shared responsibility individual accountability
MALP Step 2: Students and Creates a Sense of Interconnectedness’ Surveys Allow for Shared Responsibility & Individual Accountability


MALP Step 3: Students and Creates a Sense of Interconnectedness’ Tabulations and Analysis of the Data Focus on Academic Tasks Using Familiar Language and Content

  • Academic objectivesfor critical thinking:

  • Students conduct, analyze and quantify the results of a survey;

  • Students draw conclusions and report on a survey.


Malp project based curriculum meets all the criteria
MALP and Creates a Sense of Interconnectedness: Project-based Curriculum Meets All the Criteria:

  • Immediate Relevancy

  • Interconnectedness

  • Shared responsibility

  • Individual accountability

  • Focus on academic tasks

  • Tasks made accessible.


Nan s class northeast urban suburban cbo
Nan and Creates a Sense of Interconnectedness’s Class: Northeast Urban/suburban CBO

  • Ages: 17-60

  • Education: none--college (in home countries)

  • Origins: Guatemala, Mexico, Honduras, Peru, Ecuador, South Korea

  • U.S. residency: 1—16 years

  • English proficiency: beginner--intermediate

  • Class size: 4-10 students


Teacher1
Teacher and Creates a Sense of Interconnectedness

  • Volunteer

  • TESOL graduate student

  • 3 years’ IEP and CBO teaching experience

  • MALP trained


MALP Step 1: Using a Scroll-based Curriculum and Creates a Sense of InterconnectednessLearners’ Texts Are Immediately Relevant and They Create a Sense of Interconnectedness


Malp step 2 students scrolls allow shared responsibility individual accountability
MALP Step 2: Students and Creates a Sense of Interconnectedness’ Scrolls Allow Shared Responsibility & Individual Accountability


Malp step 3 students scrolls focus on academic tasks using familiar language and content
MALP Step 3: Students and Creates a Sense of Interconnectedness’ Scrolls Focus on Academic Tasks Using Familiar Language and Content


Malp using scroll based curriculum meets all the criteria
MALP: Using Scroll-based Curriculum Meets All the Criteria and Creates a Sense of Interconnectedness

  • Immediate Relevancy

  • Interconnectedness

  • Shared responsibility

  • Individual accountability

  • Academic tasks

  • Tasks made accessible


Malp resources
MALP Resources and Creates a Sense of Interconnectedness

  • Website: http://malpeducation.com

  • Wiki: http://malp.pbworks.com

  • Book: Marshall, Helaine, and DeCapua, Andrea. Making the Transition: Culturally Responsive Teaching for Struggling Language Learners. Ann Arbor: University of Michigan Press, 2013.


References
References and Creates a Sense of Interconnectedness

  • Amanti, C., Gonzalez, N., and Moll, L., eds. Funds of Knowledge: theorizing practices in households, communities, and classrooms. New York: Routledge, 2005.

  • Auerbach, E. Making Meaning, Making Change: Participatory curriculum development for adult ESL literacy. Washington, DC: Center for Applied Linguistics, 1992.

  • Bowers, C. A. Educating for an ecologically sustainable culture: rethinking moral education, creativity, intelligence, and other modern orthodoxies. Albany, N.Y.: State University of New York Press, 1995.

  • DeCapua, A., and H. W. Marshall. Breaking new ground: teaching students with limited or interrupted formal education in U.S. secondary schools. Ann Arbor: University of Michigan Press, 2011.


References continued
References continued and Creates a Sense of Interconnectedness

  • Dewey, J. Democracy and Education. NY: Simon and Brown, 2011.

  • Gay, G. Culturally responsive teaching theory, research, and practice. New York: Teachers College Press, 2000.

  • Greene, M. The dialectic of freedom. NY: Teachers College Press, 1988.

  • Hooks, B. Teaching to transgress: education as the practice of freedom. New York: Routledge, 1994.

  • Marshall, H. W., and DeCapua, A. Making the transition: culturally responsive teaching for struggling language learners. Ann Arbor: University of Michigan Press, 2013.

  • Norton, B., and Toohey, K. Critical pedagogies and language learning. Cambridge: Cambridge University Press, 2004. Print.

  • Shor, I., and Freire, P. A pedagogy for liberation: dialogues on transforming education. South Hadley, Mass.: Bergin & Garvey Publishers, 1987.


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