Implementing the Mutually Adaptive Learning Paradigm in the LESLLA Classroom

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.