Implementing the Mutually Adaptive Learning Paradigm in the LESLLA Classroom

Authors

  • Sara M Cole Greater Pittsburgh Literacy Council, USA
  • Allegra B Ellson Greater Pittsburgh Literacy Council, USA

DOI:

https://doi.org/10.5281/zenodo.8024423

Abstract

This paper describes a LESLLA researcher-practitioner partnership and traces the successes and challenges of practitioners implementing the Mutually Adaptive Learning Paradigm® (MALP®) instructional model at the Greater Pittsburgh Literacy Council, a community-based adult literacy program in Pittsburgh, PA, USA. Implementation was introduced in four classes: Bridge Literacy, Foundations, and two Family Literacy classes. Our initial findings suggest that use of MALP encouraged active participation, further developed a sense of community, reduced cultural dissonance, and encouraged greater LESLLA learner responsibility helping to enhance an already learner-centered curriculum.

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Published

2015-05-29

How to Cite

Cole, S. M., & Ellson, A. B. (2015). Implementing the Mutually Adaptive Learning Paradigm in the LESLLA Classroom. LESLLA Symposium Proceedings, 10(1), 199–216. https://doi.org/10.5281/zenodo.8024423