Integrating Language Learning Strategies Instruction into a Standards-based Japanese-language Curriculum January 10, 2010 Presented by Jill Robbins, Ph.D. Sponsored by: The Japan Foundation & The Department of Modern and Classical Languages, George Mason University

Activity: Games We Play Spend some time with the toys as the workshop begins. As you play the games or use the toys, please try to be aware of your thoughts. If you feel comfortable doing so, talk about what you are doing in your L2 if you have a partner who knows it. Write your thoughts on the handout p.

Discussion of Activity To 9:00

Thoughts on Play Play is the work of children - Dr. Benjamin Spock Play is a mirror of life - Friedrich Froebel -- inventor of kindergarten

Review of the Five Cs

日本語学習スタンダーズ 目標１ コミュニケーション（ Communication ） 日本語でコミュニケーションを行う

日本語学習スタンダーズ 目標２ 文化（ Cultures ） 日本文化を理解し、知識を習得する

日本語学習スタンダーズ 目標３ コネクション（ Connections ：つながり） 他の教科内容に関連づけ、情報を得る

日本語学習スタンダーズ 目標４ 比較（ Comparisons ） 日本語と母語の比較により言語と文化への洞察力 を養う

日本語学習スタンダーズ 目標５ コミュニティー（ Communities ：地域社会） 国内及び国外において多文化・多言語社会に参加 する

THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA)

PURPOSE OF CALLA u Focus on learner. u Improve academic language proficiency. u Motivate with content topics. u Teach learning strategies.

CALLA-FL: The Cognitive Academic Language Learning Approach for Foreign Languages COMPONENTS: AUTHENTIC CONTENT AUTHENTIC CONTENT SOCIAL & ACADEMIC LANGUAGE SOCIAL & ACADEMIC LANGUAGE LEARNING STRATEGIES LEARNING STRATEGIES

ACADEMIC CONTENT Aligned to curriculum standards. Aligned to curriculum standards. Linked to students’ prior experiential and cultural knowledge. Linked to students’ prior experiential and cultural knowledge. Taught through hands-on/inquiry- based/cooperative learning tasks. Taught through hands-on/inquiry- based/cooperative learning tasks.

ACADEMIC LANGUAGE Language development through content across all curriculum areas. Language development through content across all curriculum areas. Vocabulary and discourse of content subjects and cultural topics. Vocabulary and discourse of content subjects and cultural topics. Linked to students’ prior linguistic knowledge. Linked to students’ prior linguistic knowledge. Development of language awareness. Development of language awareness.

ACADEMIC LEARNING STRATEGIES Thoughts and actions that assist learning tasks. Ways to understand, remember, and recall information. Ways to practice skills efficiently.

Five 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.

DEVELOPING METACOGNITION Model metacognitive awareness. Ask students to describe their thinking processes. Have students take responsibility for their own learning.

Metacognitive Strategies Planning Understand the task Organize materials Find resources

Metacognitive Strategies Monitoring While working on a task: Check your progress on the task. Check your comprehension as you use the language. Do you understand? If not, what is the problem? Check your production as you use the language. Are you making sense? If not, what is the problem?

Social Learning Strategies Cooperation: work with others to: complete tasks build confidence give and receive feedback

Metacognitive Strategies Evaluation: after completing a task: Assess how well you have accomplished the learning task. Assess how well you have used learning strategies. u Decide how effective the strategies were. u Identify changes you will make the next time you have a similar task to do.

Metacognitive Strategies Self-Management: Manage Your Own Learning Determine how you learn best. Arrange conditions that help you learn. Seek opportunities for practice. Focus your attention on the task.

Morning Break See you in 15 minutes

Delving Deeper This section: What are your own learning strategies? Animal Mascots How is a CALLA lesson organized? Sample Lessons

Activity: What Are Your Own Learning Strategies? Identify a challenge you have faced in the last two weeks. Describe to a partner the strategies you used to meet the challenge. What did you learn about your partner's strategies?

Making it Concrete Learning strategies instruction is sometimes difficult because we are talking about unseen processes in the learner’s mind. The use of animal mascots or tools allow teachers to make the abstract concrete.

CALLA-FL’s Five-phase Lesson Structure Learn about the organization of the CALLA lesson.

PREPARATION PRESENTATION PRACTICE SELF-EVALUATION EXPANSION CALLA’S FIVE PHASES

PREPARATION Identify objectives. Identify objectives. Elicit students’ prior knowledge. Elicit students’ prior knowledge. Develop vocabulary. Develop vocabulary. Provide motivation. Provide motivation.

PRESENTATION Present new information in varied ways. Present new information in varied ways. Model processes explicitly. Model processes explicitly. Explain learning strategies. Explain learning strategies. Discuss connections to students’ prior knowledge. Discuss connections to students’ prior knowledge.

PRACTICE Use hands-on/inquiry-based activities. Use hands-on/inquiry-based activities. Provide different cooperative learning structures. Provide different cooperative learning structures. Use authentic content tasks. Use authentic content tasks. Ask students to use learning strategies. Ask students to use learning strategies.

SELF-EVALUATION Students discuss their own learning. Students discuss their own learning. Students keep learning journals. Students keep learning journals. Students assess their own strategy use. Students assess their own strategy use.

EXPANSION  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.

Prepare Present Changes over time Teacher Responsibility PracticeSelf-EvaluateExpand Student Responsibility

Teacher’s role in.. Preparation Activate Background KnowledgePresentation Explain Model Practice Prompt use of strategies Give Feedback Self- Evaluation Assess strategies Expansion Support transfer Apply

Students’ role in.. Preparation Attend Presentation Participate Practice Apply strategies with guidance Self- Evaluation Self-assess strategies Expansion Use strategies independently Transfer strategies to new tasks

Lunch Break

Creating & Sharing Lessons Afternoon section: What are your own learning strategies? Animal Mascots How is a CALLA lesson organized? Sample Lessons

Experience CALLA Afternoon section: Sample Lessons Think-Aloud Practice Activity Brainstorming Lesson Planning & Feedback Follow up Activities

Creating Activities In groups: Use toys or tools to exemplify strategies

Thinking Aloud Why? Demonstration Practice

WHY TEACH LEARNING STRATEGIES? Show students how to be better learners. Build students’ self-efficacy. Increase student motivation for learning Help students become reflective and critical thinkers.

TIPS ON TEACHING LEARNING STRATEGIES Build on students’ current learning strategies. Demonstrate how to use the learning strategy by modeling. Give the strategy a name. Provide ample practice opportunities.

Create a Learning Strategies Lesson Find a group of teachers at a similar level to yours Take a standard slip Apply that standard to your lesson Write an outline on the handout p.34 Prepare to share with the workshop

Follow Up Assignments Identify your students’ strategies Identify your students’ strategies Share your experiences on the blog Share your experiences on the blog Share materials and resources on blog or website ( me) Share materials and resources on blog or website ( me)

Evaluation Please fill out the last page of your handout & return to the organizers

CALLA-FL Instruction Is... Learner-centered Learner-centered Reflective Reflective Supportive Supportive Focused Focused Enthusiastic Enthusiastic