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| Introduction | |
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| Culture, Literacy, and Learning | |
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| What Is Culture? | |
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| Individualism versus Collectivism | |
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| Collectivistic Cultures | |
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| Individualistic Cultures | |
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| A Continuum-Not a Dichotomy | |
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| How Does Culture Influence Learning? | |
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| Formal Education | |
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| Pragmatic and Academic Ways of Thinking | |
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| Assumptions and Culturally Based Pedagogy | |
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| Literacy | |
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| What Is Literacy? | |
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| SLIFE Achievement Gap or Cultural Dissonance? | |
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| For Further Exploration | |
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| Two Different Learning Paradigms | |
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| Conceptualizing a Learning Paradigm | |
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| Conditions for Learning in the Two Settings | |
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| Processes for Learning in the Two Settings | |
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| Activities for Learning in the Two Settings | |
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| Two Contrasting Learning Paradigms | |
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| For Further Exploration | |
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| An Introduction to MALP: The Mutually Adaptive Learning Paradigm | |
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| Addressing Cultural Dissonance | |
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| Establish and Maintain Communication | |
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| Identify Priorities | |
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| Build Associations | |
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| The Mutually Adaptive Learning Paradigm | |
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| Teachers Accept Students' Conditions for Learning | |
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| Students and Teachers Combine Processes for Learning from Both Paradigms | |
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| Students Learn New Classroom Activities | |
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| For Further Exploration | |
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| Infusing Lessons with MALP | |
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| Lesson Planning and Academic Task Objectives | |
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| Social Studies Scenario | |
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| Discussion of Christina's Lessons | |
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| Using the MALP Checklist | |
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| Math Scenario | |
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| Discussion of Rick's Lessons | |
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| For Further Exploration | |
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| Project-Based Learning | |
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| What Is Project-Based Learning? | |
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| Oral Interaction in the Classroom | |
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| What Is a Project and What Is Not? | |
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| Project-Based Learning and MALP | |
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| Accept Conditions for Learning | |
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| Combine Processes for Learning | |
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| Focus on New Activities for Learning | |
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| Implementing Project-Based Learning | |
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| Project-Based Learning and the Curriculum | |
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| For Further Exploration | |
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| Projects Targeting Academic Thinking | |
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| Why Target Academic Thinking? | |
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| Mapping Time | |
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| Timelines | |
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| Collections | |
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| The Mystery Bag | |
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| Autobiography | |
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| Transitions | |
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| Bookmarking | |
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| Delicious.com | |
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| For Further Exploration | |
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| Sample Project-Class Surveys | |
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| Why Class Surveys? | |
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| Introducing the Concept of Surveys | |
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| Select the Topic | |
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| Create and Organize the Questions | |
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| Conduct the Survey | |
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| Analyze and Quantify the Results | |
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| Draw Conclusions | |
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| Report on the Survey | |
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| Disseminate the Results | |
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| After the Survey-Following Up | |
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| For Further Exploration | |
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| Reflecting on MALP | |
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| Ms. Kempinski Makes the Journey | |
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| Revisiting Cultural Dissonance | |
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| Vuong Makes the Journey | |
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| Education Is Just the Beginning … | |
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| For Further Exploration | |
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| References | |
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| Index | |