CALLA

CALLA

1. Cognitive Academic Language Learning Approach

   • Students are asked to be verbal and active participants.

2. CALLA Approach is geared towards 3 types of ESL students

   • Developed social communicative skills through beginning level ESL classes or have not yet developed academic language skills appropriate for grade level
   • Students who have acquired academic language skills in native language, and initial proficiency in English, but who need assistance in transferring concepts and skills learned in the first language to English
   • Bilingual English-dominant students who have not yet developed academic skills in either language

3. 3 components and instructional objectives

   • Topics from major content subjects
     • Social Studies
     • Science
     • Math
     • ELA
     • Content makes it interesting and is motivating.
     • Foundation
     • Activate the prior knowledge
     • Use content vocabulary
     • Graphic organizers
   • Development of academic language skills
     • REading
     • Writing
     • Listening
     • Speaking
     • Language as a functional tool
     • explaining, informing, justifying, comparing, describing, classifying, proving, debating, persuading, and evaluating
     • lower and higher order thinking questions
     • Used in content subjects
     • Provide a lot of practice of all 4 domains
   • Explicit instruction inlearning strategies for both content and language acquisition
     • Metacognitive
       • planning or anticipating what will need to be done for a task
         • planning, monitoring, and evaluating learning activities
     • Cognitive
       • 3 types of functions in memory
         • Declarative Knowledge
           • What we know or can declare.
           • scemata
           • Ususally complex and result from formal education
         • Procedural Knowledge
           • storing information
           • " How we do"
           • This reminded me of cause and effect and using sentence strips with my students
         • Metacognitive
           • Mathcing patterns
           • requires declaraive knowledge
       • rehearsal, organization, and elaboration strategies
       • Grouping, resourcing, note-taking, elaboration of prior knowledge
       • Summarizing, deduction, imagery, auditory representation, making inferences
     • Social Affective
       • questioning and clarification
       • Cooperation
       • Self-Talk
     • Taught explicitly by naming the strategy

4. Teacher Responisbility

   • Prepare and present
     • activates background knowledge, explains, models
   • Coaches with extensive feedback
     • practice
   • Encourages, transfer, assesses
     • Evaluate and expand

5. Student Responsibility

   • Attends and participates
   • Practices strategies with guidance
   • Evaluates Strategies, uses strategies independently

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