Helaine W. Marshall, Ph.D.
Director of TESOL/Bilingual Education/World Language Programs
Associate Professor of Education
Academic Advisor, Language Education Programs Field Advisor, Student and Supervised Teaching
B.A., Jackson College, Tufts University
M.A., Tufts University
Ph.D., Teachers College, Columbia University
Helaine W. Marshall is Director of Language Education Programs and Associate Professor of Education, Hudson Graduate Center of Long Island University at Westchester. She teaches courses in TESOL, Linguistics, and Multicultural Education. Dr. Marshall wrote and directed a National Institute for Literacy Bilingual Adult Literacy Research and Demonstration Grant and has developed programs for students with limited or interrupted formal education. She is the co-author of Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education (2011) and Making the Transition: Culturally Responsive Teaching for Struggling Language Learners (2013), both with University of Michigan Press. Dr. Marshall has developed an instructional model, the Mutually Adaptive Learning Paradigm® (MALP®) for students experiencing linguistic and cultural difficulties in the U. S. educational system and regularly presents workshops and consults with school districts on the implementation of this model. Her other research interests include nontraditional approaches to the teaching of grammar and online language teacher education. Most recently, she has begun using the flipped learning approach in her teaching and regularly presents at conference on this topic, discussing the benefits of the flipped classroom for English learners and demonstrating her unique interpretation of how best to apply the flipped approach. She is regularly invited to speak at national and international conferences on both MALP® and Flipped Learning. Dr. Marshall has published in Preventing School Failure, Urban Review, Journal of English Language Teaching and TESOL Journal among others.
TESOL, Culturally Responsive Teaching, SLIFE (Students with Limited or Interrupted Formal Education), Pedagogical Grammar, Flipped Learning, Online Teaching, Professional Development, Adult Literacy, Academic Achievement for English Learners; Onsite Mentoring and Coaching for K-12 and Adult Education instructors of English Learners.
Marshall, H. W. & DeCapua, A. (2013). “Making the transition: Culturally responsive teaching for struggling language learners.” Ann Arbor, MI: University of Michigan Press.
DeCapua, A. & Marshall. H. W. (2011). “Breaking new ground: Teaching English learners with limited or interrupted formal education in U.S. secondary schools.” Ann Arbor, MI: University of Michigan Press.
Peer Reviewed Articles
DeCapua, A. & Marshall. H. W. Reframing the Conversation About Students With Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance. NASSP Bulletin, 99, 356-370.
DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for students with limited/interrupted formal education. Preventing School Failure, 55, 35-41.
DeCapua, A., & Marshall, H. W. (2010a). Limited formally schooled English language learners in U.S. classrooms. Urban Review, 42, 159-173.
DeCapua, A. & Marshall, H.W. (2010b). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49-70.
Marshall, H.W. & DeCapua, A. (2010). The newcomer booklet: A Project for limited formally schooled students. ELT Journal, 64, 396-404.
Marshall, H.W., DeCapua, A., & Antolini, C. (2010). Building literacy for SIFE through social studies. Educator’s Voice, 3, 56-65.
Marshall, H. W. & DeCapua, A. (2009). Glue: A technique for eliminating fragments and run-ons. CATESOL Journal, 21, 175-184.
Marshall, H. W. (1998). A mutually adaptive learning paradigm (MALP) for Hmong students. Cultural Circles, 3, 134-141.
Language variation and the ESL classroom. In M. R. Eisenstein (Ed.), The dynamic interlanguage: Empirical studies in second language variation.” New York: Plenum, 1989.
Conference Proceedings (Only selected papers included)
Implementing a Mutually Adaptive Learning Paradigm in a Community-Based Adult ESL Literacy Class. Co-Authored with A. DeCapua. In M.G. Santos & A. Whiteside, (Eds.) “Low Education Second Language and Literacy Acquisition: Proceedings of the Ninth Symposium, August 2013.” Lulu Publishing, 2015.
Student generated language: A leap of faith. The Voice of WAFLT (Wisconsin Association of Foreign Language Teachers), 16(2) .
Tracing a syntactic change using a closely related linguistic constraint. In D. Sankoff & H. Cedergren (Eds.), “Variation omnibus.” Alberta, Canada: Linguistic Research, 1981.
DeCapua, A. & Marshall, H.W. (2015). Promoting Achievement for English Learners with Limited or Interrupted Formal Education: A Culturally Responsive Approach Principal Leadership, February Issue, 48-51.
Marshall, H. W. (2014). Three reasons to flip your ESL classroom. TESOL Connections, February Issue. International TESOL Association monthly online newsletter.
I've done it already vs. I did it already. In J. McConochie, E. Block, G. Brookes, & B. Gonzales (Eds.), “Idiomatically speaking.” New York: NYS ESOL BEA, 1981.
Marshall, H. W. (1994). Hmong/English Bilingual Adult Literacy Project. Final report of research conducted under the National Institute for Literacy, grant #X257A20457. University of Wisconsin-Green Bay.
Professional Affiliations & Service
Editorial Board, New York State TESOL Journal, 2013 to present
Board of Directors, Flipped Learning Network, 2013 to present
Review Panel, National Fulbright Commission, English Language Teaching Assistantship Competition, 2012
Member, Association of Teacher Educators, 2014-present; positions held: Co-Chair, Commission on Language, Identity, & Immigration, Technology Committee Member
Member, NYS TESOL since 1975; positions held: 2nd Vice President and Board Member
Member, International TESOL Association since 1974