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