Making the Transition: Culturally Responsive Teaching for Adolescent and Adult English Learners With Limited or Interrupted Formal Education (M-3)

Overview

Through the lens of culturally responsive teaching, we will examine the world of students with limited or interrupted formal education (SLIFE) and develop the knowledge and skills essential to successful instruction for this at-risk population.  The workshop provides a theoretical framework, instructional guidelines, classroom activities, and assessment rubrics.  Using the presenter’s original materials, you will create dynamic, customized projects for your students.

Who Should Attend?

Administrators, educators, and counselors in programs serving students with limited or interrupted formal education

What Will I Learn?

In this workshop, participants 
  • identify key characteristics and essential needs of SLIFE, as well as examine elements of culturally responsive teaching for SLIFE
  • plan instruction based on the mutually adaptive learning paradigm (MALP), designed to transition SLIFE to the demands of formal education
  • analyze and create projects, such as theme booklets and concept posters, guided by the MALP teacher planning checklist 
  • practice strategies for scaffolding of academic ways of thinking and responding, both orally and in writing
  • enhance SLIFE comprehension, interaction, and critical thinking skills by incorporating the flipped learning approach 
  • use MALP assessment rubrics to evaluate the learning environment and instructional delivery 

About the Workshop Leader

Helaine W. Marshall associate professor and director of language education programs at Long Island University–Hudson, has published extensively with her co-author Andrea DeCapua on their instructional model, the mutually adaptive learning paradigm (MALP) for students with limited or interrupted formal education (SLIFE).  She developed and directed a National Institute for Literacy (NIFL)–funded biliteracy program for Hmong adults in Green Bay, Wisconsin.