Transcript Document

The CALLA Handbook – Chapter 8
CALLA in Different Contexts
Dr. Ellen de Kanter
University of St. Thomas
Instructional Strategies for the Content
Area in ESL
BIED 5336
CALLA at Beginning Proficiency
Level
Many Content Topics Can be Developed
Orally
Discussions and Activities Should be
Geared to the Students’ Cognitive Maturity
Level
Present Strategies in Simple and Concrete
Forms
CALLA in Primary Grade
Classrooms
Present New Information in a Rich,
Meaningful Context
Take Advantage of Existing First Language
Concept Links
Focus Learning Strategies on Concrete
Tasks
CALLA in Bilingual Classrooms
Prepare Students to Transfer What They
Learn in Their Native Language to the
Same Kind of Learning Experiences in
English
Students Learn to Use Their Knowledge of
Academic Language in Their First language
as They Learn These Skills in English
CALLA in Bilingual Classrooms
Strategies can all be Practiced with Native
Language Materials and Activities
Use of Both Languages Supports and
Enhances Student Learning of Both Content
and Language
CALLA for Preliterate Upper
Elementary and Secondary Students
Seek to Uncover Prior Experiential
Knowledge Rather than Prior Academic
Knowledge
The First Concern is to Teach Initial
Literacy Skills
Instruction in Learning Strategies Needs to
be Explicit, Concrete, and Oral
CALLA In Pull-out ESL Programs
Integrate Concepts and Skills from as Many
Content Areas as Possible
Derive language Activities from the Content
Topics
Listening and Reading Strategies will be
Most Helpful
CALLA for “Sheltered” or
Language-sensitive Classes
Select High-Priority Content
Include Academic Language Functions that
Promote Higher-Order Thinking
Learning Strategies Provide Students with
the Necessary Tools to Comprehend
Teachers and Textbooks
CALLA in Grade-Level Classrooms
 Select High-priority Content, Study it in Depth,
and Relate it to Students’ Prior Knowledge
 All Students Learn by Communicating About
Their Learning and Thinking in Their Content
Subjects
 Research Indicates that both First and Second
Language Learners Profit from Learning Strategy
Instruction
CALLA for Compensatory and
Remedial Programs
Match the Program’s Content Objectives
with Those of the Regular Program
Focus on Cooperative Learning and
Development of Academic Language Skills
Learning Strategy Instruction Gives a
Powerful Tool to the Students
CALLA for Students with Learning
Disabilities
Access Content Through Concrete and
Hands-On Activities and Extensive
Discussion
Provide Activities for Contextualized
Academic Skills Practice
Learning Strategies Show Students Practical
Approaches to Academic tasks
CALLA for ESL Students in
Community Colleges
Content Should be Aligned to Students’
Course Content
Provide Experiences in Language Use for
Lower and Higher-Order Thinking Skills
Learning Strategies Provide Know-How for
Learning the Curriculum Topics
CALLA in College and University
Intensive English Programs
Draw Content from Typical Freshman
Courses
Students Gain Confidence Practicing
Academic Language Functions
Students Profit from Explicit Learning
Strategy Instruction
CALLA in Foreign Language
Programs
Teach Cultural and Academic Content
Topics Through Cooperative and Hands-On
Activities
Many Opportunities are Provided to Use
Academic Language for Academic
Functions
Effective Language Learners Show Varied
and Appropriate Learning Strategies
The CALLA Handbook – Chapter 8
CALLA in Different Contexts
Dr. Ellen de Kanter
University of St. Thomas
Instructional Strategies for the Content
Area in ESL
BIED 5336