Making the Transition to Classroom Success

Culturally Responsive Teaching for Struggling Language Learners
Helaine W. Marshall and Andrea DeCapua


Features a chapter on flipped classrooms!

Learners with no, minimal, or limited exposure to formal education generally do not share the expectations and assumptions of their new setting; as a result, they are likely to find themselves confounded by the ways in which the language and content are presented, practiced, and assessed in Western-style educational settings. Institutions and teachers must tailor therefore their instruction to this population. Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners examines how understanding secondary and adult L2 learners’ educational paradigm, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress.

Making the Transition to Classroom Success builds on and expands on two earlier books, Meeting the Needs of Students with Limited or Interrupted Formal Schooling and Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. These previous books focused specifically on a subset of struggling L2 learners—those with limited or interrupted formal education (SLIFE) in U.S. secondary schools—and detailed the instructional model (MALP). Making the Transition broadens the applications of the MALP model to include academic thinking tasks, flipped classrooms, project design, and rubrics.

Product Details

  • 152 pages.
Available for sale worldwide

  • Ebook
  • 2013
  • Available
  • 978-0-472-12003-1

  • PDF: Adobe Digital Editions e-book (DRM Protected)

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  • $27.00 U.S.

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  • academic language, students with limited or interrupted formal education, students with inadequate formal education, program administration, refugees, immigrants, standards-based learning, flipped classroom, project-based learning, English language learners, English as a second language, adult second language acquisition, culturally responsive teaching, struggling language learners, secondary education, mutually adaptive learning paradigm, cultural orientations, educational beliefs and practices, culturally relevant curriculum, cross-cultural communication, cultural congruity, Western-style formal education, achievement gap, literacy skills