Presentation on theme: "How to Help Struggling Students Become Good Language Learners"— Presentation transcript:
1How to Help Struggling Students Become Good Language Learners Anna Uhl Chamot & Jill RobbinsNational Capital Language Resource CenterSummer Institute 2006
2Who is the Struggling Student? This student has problems with…keeping up with classmatesorganizing him/herself and the work environmentfollowing verbal instructionslonger-term work tasks and need work chunked for themsocial and emotional skills
3CALLA-FL: The Cognitive Academic Language Learning Approach for Foreign Languages COMPONENTS:AUTHENTIC CONTENTSOCIAL & ACADEMIC LANGUAGELEARNING STRATEGIES
4Five instructional principles in CALLA-FL Recognize and build on students’ prior knowledge.Provide meaningful learning tasks.Engage in interactive teaching and learning.Focus on learning processes and strategies.Help students evaluate their own learning.
5DEVELOPING METACOGNITION Model metacognitive awareness.Ask students to describe their thinking processes.Have students take responsibility for their own learning.
6CALLA’S FIVE PHASES PREPARATION EXPANSION PRESENTATION SELF-EVALUATION CALLA Five PhasesPRACTICE
8PREPARATIONHow would this help the struggling learner?
9PRESENTATION Present new information in varied ways. Model processes explicitly.Explain learning strategies.Discuss connections to students’ prior knowledge.
10PRESENTATIONWhat kinds of presentation methods would help the struggling learner?Are you already presenting with a variety of media?
11PRACTICE Use hands-on/inquiry-based activities. Provide different cooperative learning structures.Use authentic content tasks.Ask students to use learning strategies.
12PRACTICEWhat kinds of practice activities would help the struggling learner?
13SELF-EVALUATION Students discuss their own learning. Students keep learning journals.Students assess their own strategy use.
14SELF-EVALUATIONHow can you help struggling learners to evaluate themselves more accurately?
15EXPANSION Students apply information to own lives. Students make connections between content subjects and the target culture.Students relate information to first language knowledge of content and culture.
16EXPANSIONHow can what has been learned in FL class help struggling learners in their other classes?
17CALLA Instruction Summary Teacher ResponsibilityChanges over timePreparePresentPracticeSelf-EvaluateExpandStudent Responsibility
18Preparation Presentation Practice Self- Evaluation Expansion Teacher’s role in . .PreparationActivate Background KnowledgePresentationExplainModelPracticePrompt use of strategiesGive FeedbackSelf- EvaluationAssess strategiesExpansionSupport transferApply
19Preparation Presentation Practice Self- Evaluation Expansion Students’ role in . .PreparationAttendPresentationParticipatePracticeApply strategies with guidanceSelf- EvaluationSelf-assess strategiesExpansionUse strategies independentlyTransfer strategies to new tasks
20CALLA-FL Assessment Use authentic content tasks. Evaluate content knowledge.Evaluate language proficiency.Use self-report for learning strategies.Use self-assessment and reflection.
21CALLA-FL AssessmentHow can you use assessment to better understand your struggling students?Can assessment become a more positive experience for your struggling students?