Maahs, I., DeCapua, A., & Triulzi, M. (2022). Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education. European Journal of Applied Linguistics, 0(0). https://doi.org/10.1515/eujal-2022-0019
Triulzi, M., Triulzi, I. & DeCapua, A. (2022, October 24). Macht- und Ungleichheitsverhältnisse zwischen Lehrkräften und Lernenden in Deutschkursen. https://erwachsenenbildung.at/magazin/ausgabe-47/17678-macht-und-ungleichheitsverhaeltnisse-zwischen-lehrkraeften-und-lernenden-in-deutschkursen.php
DeCapua, A. & Marshall, H.W. (2022). Understanding SLIFE in teacher preparation programs. In L.J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Training, teaching, and learning. New York, Springer (pp. 125-140).
Marshall, H. (2021). “Hopes & Dreams Series – A Rare Find for Reading Fluency”. Review of Hopes and Dreams series, Pro Lingua Learning. https://drive.google.com/file/d/1A5SG5OR46-1Rb1Gxr4pbt05-JLDmE19u/view.
Marshall, H.W. (2020, July). Minimizing Cultural Dissonance for SLIFE. TESOL Connections. https://tcnewsletter.s3.amazonaws.com/newsmanager.commpartners.com/tesolc/issues/2020-07-01/4.html
DeCapua, A. (2020). Chapter 4: Forging Connections: Culturally Responsive Teacher for SLIFE. In T. Erben (Ed.). 45 Years SSTESOL in Florida Framed by the Past, Acting in the Present, Shaping the Future: A Chronicle of ESOL Advocacy, Research and Practice in Florida.
Marshall, H. W. & DeCapua, A. (2018). Promoting Achievement for Struggling ESL Students: Five Recommendations. TESOL SecondaryAccents, April.
DeCapua, A. (2016). Building Bridges to Academic Success Through Culturally Responsive Teaching. MinneTESOL, spring.
DeCapua, A. (2016). Reaching Students with Limited or Interrupted Formal Education Through Culturally Responsive Teaching. Language and Linguistics Compass, 10, 225-237. https://www.researchgate.net/publication/301714482_Reaching_Students_with_Limited_or_Interrupted_Formal_Education_Through_Culturally_Responsive_Teaching_Reaching_Students_with_LimitedInterrupted_Education
DeCapua, A. & Marshall., H.W. (2015). Implementing a Mutually Adaptive Learning Paradigm in a Community-Based Adult ESL Literacy Class. In M. Santos & A. Whiteside (Eds.). Low Educated Second Language and Literacy Acquisition. Proceedings of the Ninth Symposium (pps. 151-171). https://www.researchgate.net/publication/301355138_Implementing_a_Mutually_Adaptive_Learning_Paradigm_in_a_Community-Based_Adult_ESL_Literacy_Class
DeCapua, A. & Marshall, H.W. (2011). Reaching ELLs at risk: Instruction for students with limited/interrupted formal education. Preventing School Failure, 55, 35-41. https://www.researchgate.net/publication/254347313_Reaching_ELLs_at_Risk_Instruction_for_Students_With_Limited_or_Interrupted_Formal_Education#fullTextFileContent
DeCapua, A., & Marshall, H. W. (2010). Limited formally schooled English language learners in U.S. classrooms. Urban Review, 42, 159-173. https://www.researchgate.net/publication/225526939_Students_with_Limited_or_Interrupted_Formal_Education_in_US_Classrooms
DeCapua, A. & Marshall, H.W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1, 49-70. https://www.researchgate.net/publication/242578413_Serving_ELLs_With_Limited_or_Interrupted_Education_Intervention_That_Works
Marshall, H.W. & DeCapua A. (2010). The newcomer booklet: A Project for limited formally schooled students. ELT Journal, 64, 396-404. https://www.researchgate.net/publication/249252736_The_Newcomer_Booklet_a_project_for_limited_formally_schooled_students
Marshall, H.W., DeCapua, A., & Antolini, C. (2010). Building literacy for SIFE through social studies. Educator’s Voice, 3, 56-65. https://www.nysut.org/~/media/files/nysut/resources/2010/may/educators-voice-3-adolescents/educatorsvoice3_adolescents_08_ell2.pdf?la=en
DeCapua, A., Smathers, W. & Tang, F. (2007). Addressing the challenges and needs of students with interrupted formal education (SIFE). Educational Policy & Leadership, 65, 40–46.
DeCapua, A., Smathers, W. & Tang, F. (2007). Schooling, Interrupted. Educational leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A · January 2007 https://drive.google.com/file/d/1ph-2wDX3y0tRfb8deGjMvhg9stwJME2n/view?usp=sharing
https://www.ascd.org/el/articles/schooling-interrupted
Marshall, H. W. (1998). A mutually adaptive learning paradigm (MALP) for Hmong students. Cultural Circles, 3, 134-141. ERIC Document: #ED505352. http://files.eric.ed.gov/fulltext/ED505352.pdf
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. Eric Document: #ED376750. http://files.eric.ed.gov/fulltext/ED376750.pdf
