Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Students with limited or interrupted formal education
Dilshoda RAKHMONOVA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received January 2024
Received in revised form
10 January 2024
Accepted 25 February 2024
Available online
25 May 2024
This article examines the challenges of students with limited
or interrupted formal education (SLIFE), including lexical and
cultural difficulties, and the impact of family problems and low
expectations on their educational experiences. Strategies for
improving SLIFE instruction are discussed, including culturally
responsive teaching and the use of approaches such as the
Intercultural Communication Model and the Mutually Adaptive
Teaching Model. It also offers personalized learning techniques,
increased access to educational resources, and strengthened
connections with students and their families to create a
supportive learning environment that will help SLIFE succeed
on a par with their formally educated peers.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss2-pp367-371
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
SLIFE,
limited instruction,
lexical problems,
cultural difficulties,
family factor,
anticipation,
culturally sensitive
approach,
customization,
contexts,
shared learning,
ICF,
MALP.
Rasmiy ta’limi cheklangan yoki to‘
xtatilgan talabalar
ANNOTATSIYA
Kalit so‘zlar
:
SLIFE,
cheklangan ta’lim,
leksik muammolari,
madaniy muammolar,
oilaviy qo‘llab
-quvvatlash,
kutilganliklar,
madaniyotga mos keluvchi
o
‘
qitish,
shaxsiy o‘qitish,
resurslar,
aloqalar qurish,
Maqola SLIFE (Cheklangan yoki to
‘
xtatilgan rasmiy ta
’
lim
olgan talabalar) deb ataladigan o
‘
quvchilar tomonidan uchragan
muammolarni ko
‘rib chiqadi. Bu o‘quvchilar tomonidan
tushuntirilgan leksik va madaniy muammolarni va oilaviy
muammolarni o‘z ichiga oladi. Maqolada SLIFE uchun
ma’ruzalar keltirilgan, masalan, madaniyotga mos keluvchi
o‘qitish, “O‘zaro moslashuvchan o‘rganish paradigmasi”
(Mutually Adaptive Learning Paradigm) va “Madaniyotlararo
habarnoma tizimi” (Intercultural Communication Framework)
kabi model
lardan foydalanish, shaxsiy o‘qitish, resurslarga
1
Teacher, Department of English Language Teaching Methodology, Faculty of English Language 2, Uzbekistan State
World Languages University. E-mail: dilshodarakhmonova01@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
368
“
O
‘
zaro moslashuvchan
o
‘
rganish paradigmasi
”
,
“
Madaniyotlararo
habarnoma tizimi
”
.
kirishni ta’minlash va o‘quvchilar bilan oilaviy aloqalar
o‘rnatish kabi strategiyalarni taklif etadi. Ushbu usullar
SLIFE talabalarning maxsus talablari, ularga berilgan oldingi
bilimlarini tahlil qilish va ularni rasmiy tarbiyalangan
o‘quvchilar bilan bir xil darajaga yetishishlariga yordam
berishga qaratilgan.
Студенты
с
ограниченным
или
прерванным
формальным образованием
АННОТАЦИЯ
Ключевые слова:
SLIFE,
ограниченное обучение,
лексические проблемы,
культурные вызовы,
семейная поддержка,
ожидания,
культурно
-
адаптивное
преподавание,
индивидуализированное
обучение,
ресурсы,
построение отношений,
Интеркультурная
коммуникационная
модель,
Модель взаимно
адаптивного обучения.
В данной статье анализируются проблемы учащихся
с
ограниченным
или
прерванным
формальным
образованием (SLIFE), включая лексические и культурные
трудности, а также влияние семейных проблем и низких
ожиданий на их образовательный процесс. Обсуждаются
стратегии для улучшения обучения SLIFE, в том числе
культурно
-
адаптивное преподавание и использование
таких подходов, как «Интеркультурная коммуникационная
модель»
и «Модель взаимно адаптивного обучения». Также
предлагаются методы индивидуализированного обучения,
расширение доступа к образовательным ресурсам и
укрепление связей с учащимися и их семьями для создания
поддерживающей обучающей среды, что поможет SLIFE
достигнуть успеха наравне с сверстниками, получившими
формальное образование.
INTRODUCTION
In a classroom setting, there can be different learners with different needs and
knowledge. Some learners do not have the same background knowledge because they
have various lexical problems. According to DeCapua and Marshall (2011), these learners
are called "SLIFE", because they do not get appropriate formal education, unlike their
peers. Teaching this kind of learner differs from dealing with other students who get
enough formal education and have proper literacy skills. The learners with interrupted
instruction struggle with reaching their peers’ levels as they have gaps in their
knowledge and skills.
As mentioned by DeCapua and Marshall (2011), these kinds of learners have not
only lexical problems, but also cultural problems that directly affect their learning
processes. These problems include distinctions among high- and low-context cultures,
the former has enough opportunity to focus on teaching their children, whereas the latter
has less chance. Similarly, Valero et al., (2022) mentioned some family-related challenges
that cause students to take limited instruction, such as financial problems or complex
situations within families. Such social issues or less support for the learners from their
families may make them drop out of their studies or prevent them from investing more in
their learning. [1, 75]
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
369
DeCapua (2016) highlighted that students with limited formal education may not
understand school-based rules and tasks which create more unique challenges for them.
Moreover, as they have no or less formal prior instruction, they cannot easily deal with
the tasks that require academic thinking, comparing, and comprehending the tasks that
are common in formal education. Moreover, low expectations and motivation from the
learners and parents towards their children can make the learners encounter difficulties,
whereas higher expectations motivate them more and encourage them to achieve higher
results and the same levels as their peers. Therefore, Valero et.al., (2022) noted that the
high expectations of the families "directly impact the motivation of the SLIFE" (p. 277).
As long as this solution to motivate students with limited formal instructions and helps
them reach the same grade level as their peers, many researchers have given different
solutions. De Capua (2016) stated that teachers are the main people responsible for
helping learners with interrupted instruction and overcoming their problems. Mainly,
they should use "culturally responsive teaching" while conducting the lessons for SLIFE.
The reason is that students come from different families and cultures, and as mentioned
above, they have varying issues, this way of teaching makes the teachers deal with the
emerging problems among SLIFE. De Capua (2016) highlights two frameworks that are
practical for students with limited instructions, including the "Intercultural
Communication Framework" and "Mutually Adaptive Learning Paradigm" (p. 229). These
two frameworks aim to meet the needs of SLIFE by analyzing their past educations and
creating an environment that makes the content familiar by combining it with their past
educational and cultural experiences. Moreover, this encourages students to achieve
success in the academic field.
According to Valero et al. (2022), family support and their higher expectations
make the learners feel motivated, and creating opportunities for their studies helps them
get further instructions and achieve the same levels as their peers.
DeCapua and Marshall (2011) mentioned some other supports for SLIFE, such as
giving individualized instruction and access to all sources, like bilingual dictionaries, that
help them gain better knowledge. Additionally, the authors highlighted the role of
building close relationships with SLIFE and their families that help the teachers create a
better learning atmosphere for these types of learners.
LITERATURE REVIEW
Concerning the considered population type, it is essential to focus on the problems of
SLIFE (Students with Limited or Interrupted Formal Education) learners. This reveals that
such learners have lexical and cultural issues in daily learning that have negative effects.
According to DeCapua and Marshall (2011) SLIFE learners they experience deficiencies in
essential formal learning that have not been facilitated to them like other children, the
knowledge and skills that they have is therefore lacking. Further, they enter cultural barriers
such as high context and low contexts that influence their educational chances.
Valero et.al (2022) builds on these family-related issues to outline how they result
in scarce instruction for children in SLIFE. These and many other factors relating to the
economic aspect may decrease their instructional effectiveness and make them drop out
or lack proper studying motivation. In the same way, lack of preparation from the side of
learners and parents as well as their low motivation due to low expectations can also
lead to complications while increased expectations will foster high motivation of learners
toward achieving favorable academic results.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
370
The teachers are key in helping support the learners with SLIFE and surmounting
different barriers they face. Teaching that addresses cultural differences is pointed out as
useful, given that SLIFE children may come from various cultural backgrounds and may
require different approaches. DeCapua (2016) presents the Intercultural Communication
Framework and the Mutually Adaptive Learning Paradigm as the applied frameworks
when working with S L I F E learners. These frameworks assess the learners’ past
learning and academic experience and foster a learning context based on the cultural and
academic traditions of learners to promote their learning.
DISCUSSION
The literature review highlights the need to not only understand the difficulties of
SLIFE learners but also to offer an adequate solution in teaching environments. As found
out in the discussion, some of the challenges covered are; lexical and cultural barriers,
family issues, low motivation, and narrow background knowledge. These they can
potentially act as barriers to limit the potentials of the SLIFE learners to achieve parity
with the formally schooled children. [2, 106]
Teaching in culturally responsive manner prescribes itself as a particularly viable
practice in such a context. In their context, the problems emerging among SLIFE learners
can be solved only by acknowledging and appreciating the cultural diversities that define
these learners. It is recommended that the Intercultural Communication Framework and
Mutually Adaptive Learning Paradigm be adopted as applicable models since they
address the needs of SLIFE students and assist them in achieving success in their
education.
Consequently, family support and appropriately high expectations are enhanced as
the factors that would ensure motivation, as well as extra instruction for SLIFE learners.
As with any learners, embedding the interest and support of SLIFE learners and their
families can enhance the learning environment and the performance of the learners
themselves
Educational institutions facing SLIFE learners would have an idea on how to
handle them. First, by building relations with families, second, through identifying prior
knowledge, and, third, through the use of differentiated instructional plans and
approaches, educators can overcome the usual problems of little instruction and support
SLIFE learners for equality with peer group
Therefore, with respect to the SLIFE learners, the literature provides an
understanding of the necessity of efforts aimed at developing focused intervention and
educational practices. By incorporation of these strategies, the institutions will ensure all
the intended SLIFE learners are supported in their learning process and overcome those
challenges hindering Them from performing well academically.
CONCLUSION
In conclusion, it's necessary to consider that learners with limited or interrupted
formal education called SLIFE encounter certain difficulties in the process of study.
Although these challenges are related to lexical and cultural differences, they involve
family-related and socio-economic aspects as well. SLIFE learners are unable to perform
at par with the other students academically due to gaps in knowledge and skills, and they
are unable to comprehend the rules and tasks of school. They lack the expectation and
motivation to perform.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
2 (2024) / ISSN 2181-3701
371
Assistive learning is also offered to the SLIFE learners to ensure that they succeed
academically the pivotal role is played by the teachers. Kasten and McBride described the
Intercultural Communication Framework and Mutually Adaptive Learning Paradigm as
the possible frameworks for culturally responsive teaching to ensure that SLIFE learners’
learning needs are met and their experiences in school related to their cultural context.
It is also becoming clearer that support from the family and high expectations inform
their motivation and educational attainment. [3, 59]
Other ways of making learning environment that can be effective are use of
individual approach to students and other requirements such as using bilingual
dictionaries, interacting with SLIFE students and their families. From the findings of this
study it can be concluded that both the instructional relationships and antecedent
knowledge of SLIFE learners and instructional practices can be managed by educational
institutions so that these students can receive their education effectively.
As for our educational process and our students from different cultural and family
backgrounds, similar issues may be encountered. As highlighted above, strategies like
relationship building with families, prior knowledge of the students, and learning
personalized are some of the needs of students with little formal education and enable
them to be at par with other students.
It is crucial and highly challenging to support SLIFE learners by embracing and
practicing a range of human and multifaceted approaches that address their given profile
and environment. This paper has argued that by applying the right teaching practices and
creating the right student learning environment then the students labeled as SLIFE can
be rehabilitating back into school and easily excel.
REFERENCE:
1.
DeCapua, Andrea, and Helaine W. Marshall. “Reaching ELLs at Risk: Instruction
for Students with Limited or Interrupted Formal Education.”
Preventing School Failure:
Alternative Education for Children and Youth, vol. 55, no. 1, Jan. 2011, pp. 35
–
41,
https://doi.org/10.1080/10459880903291680.
2.
DeCapua, Andrea. “Reaching Students with Limited or Interrupted Formal
Education through Culturally Responsive Teaching.”
Language and Linguistics Compass,
vol. 10, no. 5, 28 Apr. 2016, pp. 225
–
237, https://doi.org/10.1111/lnc3.12183.
3.
Valero, Diana, et al. “Immigrant students with limited or interrupted formal
education: The influence of high expectations and adult role models on educational
inclusion.”
Annual of Social Work, vol. 29, no. 2, 31 Jan. 2022, pp. 265
–
283,
https://doi.org/10.3935/ljsr.v29i2.370
