A presentation by Elena Chiaburu KALA! A presentation by Elena Chiaburu

COGNITIVE ACADEMIC CALLA LANGUAGE LEARNING APPROACH

Implementing the Cognitive Language Learning Approach THE CALLA HANDBOOK Implementing the Cognitive Language Learning Approach Anna Uhl Chamot J. Michael O’Malley Addison-Wesley Publishing Co. Reading, MA, 1994

CALLA Is a model in which learning, rather than teaching, is the central focus Is based on Jim Cummin’s findings about BICS and CALP “We believe that only by understanding how students learn can teachers learn how to teach.” Chamot and O’Malley

for improving the education of language minority students: FOUR MAJOR CONDITIONS for improving the education of language minority students: An institutional environment that has high expectations for language minority students An instructional approach that integrates academic language development with content area instruction and learning strategies Continuing staff development that provides teachers with the expertise and support needed to advance the academic development and success of language minority students An assessment approach that is consistent with the instructional model and enables teachers to plan instruction effectively

The CALLA handbook has three parts: 1. Introducing the CALLA 2. Establishing a CALLA Program 3. Implementing CALLA in the classroom

What is CALLA? An instructional model that was developed to meet the academic needs of students learning English as a second language in American schools An approach based on the belief that learning strategy instruction requires a thoughtful reconsideration of the teacher’s role “Teachers should involve their students as collaborators in developing the knowledge and processes needed to attain common goals.” Chamot & O’Malley

Changes in ESL instruction Adding academic content to the ESL curriculum to better prepare students for grade-level content classroom Using explicit instruction in learning strategies as the principal method for delivering content-ESL instruction

CALLA is based on the belief that changes in ESL instruction could shorten the amount of time students need to develop academic language skills in English (5 to 7 years, according to Cummins).

PARALLEL STUDIES: Mohan: Integrated Language and Content (ILC) Model Cantoni-Harvey: Teacher-oriented suggestions for content-based ESL instruction Enright & McCloskey: Ideas for introducing thematic units Snow, Met, Genesee: A model of content-based language instruction Echevaria, Vogt, Short: The SIOP Model--Making content comprehensible for English language learners

CALLA--Background and Rationale: Most students can profit from instruction in learning strategies. Many students lack academic language skills that would enable them to use English as a tool for learning. Academic content taught in ESL classes prepares students for grade-level content classrooms. CALLA has been influenced and supported by cognitive theory, research, and ongoing classroom practice.

CALLA LESSON: a comprehensive lesson plan model based on: Cognitive theories Efforts to integrate language, content, and learning strategies The content determines the academic language objectives and the types of learning strategies that are appropriate for the topic.

Components of the CALLA Model 1. Topics from the major content subjects 2. The development of academic language skills 3. Explicit instruction in learning strategies for both content and language acquisition

Content topics are aligned with an all-English curriculum Recommended order: science mathematics social studies language arts

Academic language skills Listening, speaking, reading, and writing Language is used as a functional tool Students learn vocabulary and grammar of the content area Students learn important concepts and skills Students learn the language functions: analyzing, evaluating, justifying, persuading

STRATEGIES are taught explicitly by naming the strategy telling the students what the strategy does to assist learning providing ample instructional support practicing and applying the strategy

Types of knowledge DECLARATIVE PROCEDURAL METACOGNITIVE What we know or can declare Things that we know how to do Knowledge necessary to recognize the similarity between new and previous problems DECLARATIVE PROCEDURAL METACOGNITIVE

Why teach content? Subject-area concepts and relationships provide a foundation for learning grade-level information in important subjects. Students can practice skills and processes needed in the content area. Content is more motivating than language alone. Content provides a context for learning and applying learning strategies.

What is academic language? more difficult and takes longer to learn than social language consists primarily of the language functions needed for authentic academic content requires the use of both lower-order and higher-order thinking skills

Why teach academic language? Command of academic language is a key to success in the grade-level classroom. Academic language is not usually learned outside the classroom setting. Content classroom teachers may assume that students already have appropriate academic language skills. Academic language promotes higher-level thinking.

How to select academic language Observe and record language used in content classes. Analyze language used in content textbooks. Select authentic language tasks; have students use a variety of language skills and functions to learn, read, talk, write, and think about content topics. Allow students options in selecting academic language to learn and practice.

How to teach academic language 1. Model academic language appropriate to the content area 2. Have students identify new words and structures they encounter. 3. Provide practice in listening to content information and answering higher-level questions. 4. Create opportunities for using academic language through cooperative learning. 5. Have students describe, explain, justify, evaluate, and express understanding of and feelings about content topics and processes. 6. Have students read and write in every content subject. 7. Teach learning strategies for all language activities.

Why learning strategies are important Strategies represent the dynamic processes underlying learning. Active learners are better learners. Strategies can be learned. Academic language learning is more effective with learning strategies. Learning strategies transfer to new tasks.

Types of learning strategies Metacognitive strategies: used in planning for learning, self-monitoring, and evaluating achievement Cognitive strategies: manipulating the material to be learned through rehearsal, organization, or elaboration Social/Affective strategies: interacting with others for learning or using affective control for learning

How to teach learning strategies Preparation: Develop students’ awareness through a variety of activities. Presentation: Teach the strategy explicitly. Practice: Provide opportunities for practicing the strategy in varied contexts. Evaluation: Teach students to evaluate their own strategy use. Expansion: Encourage students to apply the strategies in other learning areas.

Cognitive Strategies THINK: WHAT I CAN DO: How can I understand? How can I remember? WHAT I CAN DO: Elaborate prior knowledge Classify or group ideas Make inferences and predict Summarize important ideas Use images and pictures

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