Transcript CALLA - chiaburuell

KALA!
A presentation by Elena Chiaburu
COGNITIVE
ACADEMIC
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
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
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
•n instructional model that was developed to meet
A
the academic needs of students learning English as a
second language in American schools
•n approach based on the belief that learning
A
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
Adding academic
content to the ESL
curriculum to
better prepare
students for gradelevel 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.
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
•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
DECLARATIVE
What we know or can declare
Things that we know how to do
PROCEDURAL
METACOGNITIVE
Knowledge necessary to recognize the
similarity between new and previous
problems
•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.
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
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.
•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.
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.
•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.
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
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.
THINK:
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
KALA!
Sanskrit--art
Hawaiian--money
Hebrew--bride