Strategies to Strategies to Accelerate Academic Accelerate Academic Learning for English Learning for English

LearnersLearnersUsing CALLA to develop

content knowledge and

English proficiency

ObjectivesObjectives

• Identify academic needs of English learners;

• Describe CALLA instructional model to accelerate academic learning;

• Identify learning strategies that assist academic content and literacy development.

Academic Needs of Academic Needs of English LearnersEnglish Learners

• Develop academic vocabulary.Develop academic vocabulary.• Read to acquire new information.Read to acquire new information.• Understand information Understand information

presented orally.presented orally.• Participate in classroom Participate in classroom

discussions.discussions.• Write to communicate their Write to communicate their

knowledge and ideas.knowledge and ideas.

CALLA Instructional ModelCALLA Instructional Model

• RESEARCH-BASED LEARNING MODEL: RESEARCH-BASED LEARNING MODEL: Learning process is mentally active, Learning process is mentally active, strategic, based on prior knowledge.strategic, based on prior knowledge.

• CURRICULUM CONTENT: CURRICULUM CONTENT: ContentContent topics topics aligned with National and State Standards. aligned with National and State Standards.

• ACADEMIC LANGUAGE: ACADEMIC LANGUAGE: Integrated language Integrated language development across the curriculum.development across the curriculum.

• LEARNING STRATEGIES: LEARNING STRATEGIES: Metacognitive Metacognitive awareness, explicit instruction, scaffolding. awareness, explicit instruction, scaffolding.

What is CALLA

The Cognitive Academic Language Learning Approach (CALLA)

is an instructional model for second and foreign language learners based on cognitive theory

and research. CALLA integrates instruction in priority topics from the content curriculum, development of

the language skills needed for learning in school, and explicit instruction in using learning strategies for academic tasks.

The goals of CALLA are:

for students to learn essential academic content and language

and to become independent and self-

regulated learners through their increasing command over a variety of strategies for learning in school.

CALLA can be used in ESL, EFL, bilingual,

foreign language, and general education

classrooms.

What is academic What is academic content?content?

• Aligned to national/state Aligned to national/state standards.standards.

• Cognitively appropriate.Cognitively appropriate.• Content information Content information andand

content processes.content processes.• Focus: English Language Arts, Focus: English Language Arts,

history, social studies, history, social studies, mathematics, science.mathematics, science.

How does academic How does academic content develop content develop

literacy?literacy?• Practice in reading and writing Practice in reading and writing

across curriculum areas.across curriculum areas.• Interaction with authentic Interaction with authentic

texts.texts.• Development of discipline-Development of discipline-

specific vocabulary.specific vocabulary.• Increased motivation through Increased motivation through

interesting topics.interesting topics.

What is academic What is academic language?language?

• Language used during teaching Language used during teaching and learning.and learning.

• Language in content textbooks.Language in content textbooks.• Language of literature.Language of literature.• Language used to communicate Language used to communicate

new concepts.new concepts.• Language of literacy.Language of literacy.

”

Input: Academic Input: Academic Language and Content Language and Content

TextsTexts• Literature genres: stories, novels, Literature genres: stories, novels, poetry, biography.poetry, biography.

• Informational texts: articles, Informational texts: articles, essays, textbooks.essays, textbooks.

• Oral texts: teacher, speakers, Oral texts: teacher, speakers, students, video, TV, film, live students, video, TV, film, live performance.performance.

• Personal texts: journals, e-mails, Personal texts: journals, e-mails, instant messages, letters.instant messages, letters.

Output: Academic Output: Academic ProductsProducts

• Book reports, essays, stories, poetry, biographies.

• Science lab reports.• Math problem explanations.• Social Studies research reports.• Personal experience stories.• Constructed answers to

demonstrate comprehension.

The Teacher’s RoleThe Teacher’s Role

• Model academic language.Model academic language.• Add language activities to Add language activities to

content lessons.content lessons.• Focus on literacy in all Focus on literacy in all

content subjects.content subjects.• Have high expectations.Have high expectations.• Teach students how to learn.Teach students how to learn.

Thinking About Thinking: Thinking About Thinking: A Model Of MetacognitionA Model Of Metacognition

Declarative Knowledge:

Self KnowledgeWorld

KnowledgeTask KnowledgeStrategy

Knowledge

Procedural Knowledge:

PlanningMonitoring/

Identifying Problems

Evaluating

What Are Learning What Are Learning Strategies?Strategies?

• Thoughts and actions that assist learning tasks.

• Ways to understand, remember, and recall information.

• Ways to practice skills efficiently.

What Does The Research What Does The Research Say?Say?

• All second language learners use strategies - BUT

• “Good” language learners use more varied strategies and use them more flexibly.

• Frequent use of learning strategies is correlated to higher self-efficacy.

More Research FindingsMore Research Findings

• Strategy instruction improves academic performance.

• Instruction needs to be explicit.

• Students need to develop metacognition.

• Transfer is difficult.• Language of instruction

matters.

Why Teach Learning Why Teach Learning Strategies?Strategies?

• Show students how to be better learners.

• Build students’ self-efficacy.• Increase student motivation

for learning.• Help students become

reflective and critical thinkers.

Metacognitive StrategiesMetacognitive Strategies

Planning Understand the

task Set goals Organize

materials Find resources

Metacognitive StrategiesMetacognitive StrategiesMonitoring: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?

Metacognitive StrategiesMetacognitive Strategies

Evaluation: after completing a task: Assess how well you

have accomplished the learning task.

Assess how well you have used learning strategies.

Decide how effective the strategies were.

Identify changes you will make the next time you have a similar task to do.

”

Metacognitive StrategiesMetacognitive Strategies

Self-Management: 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.

Social Learning Social Learning StrategiesStrategies

Cooperation:Cooperation: work with others to: complete tasks build

confidence give and

receive feedback

CALLA Model for Teaching Academic CALLA Model for Teaching Academic Content, Language, and Learning Content, Language, and Learning

StrategiesStrategies

PREPARATIONPREPARATION

PRESENTATIONPRESENTATION

PRACTICEPRACTICE

SELFSELF-- EVALUATIONEVALUATION

EXPANSIONEXPANSION

CALLACALLA’’S FIVE PHASESS FIVE PHASES

CALLA Instruction Is...CALLA Instruction Is...

• Learner-Learner-centeredcentered

• ReflectiveReflective• SupportiveSupportive• FocusedFocused• EnthusiasticEnthusiastic

For more information, For more information, visit the CALLA Web visit the CALLA Web

Site:Site:

www.calla.www.calla.wsws