CALLA

CALLA

1. 3 components of the model

   • Topics from major content subjects
     • Select content that aligns with both state and national standards
     • Content determines academic language objectives and the types of learning strategies that appropriate
   • Development of academic language and literacy
     • Includes four language skills
       • Reading
       • Writing
       • Listening
       • Speaking
   • Explicit instruction in learning strategies for both content and second language acquisition
     • Students who are mentally active, who analyze and reflect on their learning activities will
       • learn
       • retain
       • and be able to use new information more effectively

2. Framework

   • Meets 3 criterias
     • grounded in scientifically based research
     • explains what is learned and how it is learned
     • provides guidance for instruction
   • Cognitive Theory
     • helps teacher understand how student processes, store and remember new information
       • memory processes
         • work together
           • declarative memory
             • stored in memory frameworks that are interconnected ideas and concepts
           • procedural memory
             • what we know how to do & or how we change our respomses when stimuli is changed
     • fundamentally cognitive
   • Sociocultural Theory
     • focuses on learning through social interaction & cultural context
     • fundamentally social

3. Content Based Curriculum

   • 4 reasons for making content the focus
     • Knowledge base
       • Content is foundation of academic knowledge
         • need experiences in learning concepts, relationships, and processes in diferent subject areas
         • content should be authentic and important
         • content knowledge needs to build on student's prior knowledge
         • best meets students' needs when aligns with national & state standards
     • Procedures
       • Students need to practice skills and processes that will help apply concepts in content subjects
         • use information in a variety of ways
           • oral & written observation
           • description
           • classification
           • demonstration
           • analysis
           • interpretation
           • evaluation
     • Motivation
       • Content based knowledge more interesting than language only
       • Students more motivated by knowing that they are doing actual schoolwork instead of just learning English
     • Learning Strategies
       • background knowledge
       • graphic organizers
       • taking notes
       • planning before a task
       • monitoring & identifying problems
       • evaluating one's performance
   • How to Select Content
     • Content Teachers
       • extensive knowledge about their subject area
       • know effective ways to present content
       • know that prior knowledge is important in students' learning their subject area
     • Content Standards
       • provide description of both scope & sequence of subject
     • Informational Texts
       • scope & sequence of how topics should be presented
       • additional materials
         • non-fiction trade books
         • articles
         • non-print factual materials
     • Curriculum Analysis
       • helps teachers select & organize content
         • use curriculum analysis form
     • Students' Interests and Cultural Background
       • students are more involved when offered choices
       • students need to understand how content relates to their culture background
   • How to Teach Content
     • Content Objectives and Advance Organizers
     • Prior Knowledge
     • Experiential Learning
     • Multiple Intelligences
     • Technical Vocabulary
     • Questioning
     • Teacher Monitoring
     • Student Monitoring
     • Graphic Organizers
     • Learning Strategies

4. Academic Language development

   • Difficulty
     • Less contextualized than social language
     • Used for cognitively demanding tasks
     • Uses language specific to texts and tasks in the content area
     • Used for academic language functions
     • Requires both lower and higher order thinking skills
   • Why Teach Academic Language
     • Using language in content areas
     • Learning language in school
     • Meeting teacher expectations
     • Thinking skill development
     • Learning strategy development
   • How to Select Academic Language
     • Content classroom observations
       • visit content classrooms to identify language demands for assignments
     • Content textbooks
       • good source of information
         • technical vocabulary
         • complex grammatical structures
         • discourse organization
     • Authentic academic language tasks
       • high priority topics
       • can use language ibn a variety of ways
     • Student input
       • helps diagnose students' individual needs
       • helps provide interesting and motivating learning experiences
   • How to Teach Academic Language
     • Provide academic language models
     • Encourage language awareness
     • Academic listening
     • Academic speaking
     • Academic reading and writing
     • Thinking skills
     • Learning Strategies

5. Related Instructional Concepts

   • Literacy across curriculum
   • Language experience approach
   • Balanced reading approach
   • Process Writing
   • Cooperative Learning
   • Inquiry Approaches
   • Standard-based instruction

6. Learning Strategies

   • Metacognition
     • Declarative Knowledge
       • includes self knowledge, world knowledge, task knowledge, and strategy knowledge
     • Procedural Knowledge
       • includes planning, monitoring/identifying problems, and evaluating
   • Why Important
     • good language learners use task-appropriate & flexible strategies
     • mentally active & strategic are better learners
     • effective with academic tasks
     • strategies can be taught & learned
     • can transfer to new tasks
   • Types & Classification
     • Metacognitive Strategies
       • used to plan for learning, monitor & identify problems, evaluate achievement, & manage learning conditions
     • Task based stategies
       • cognitive, social & affective strategies determined by a certain task
     • Combination of Learning Strategies
       • Clusters or sequences of strategies used by expert learners to accomplish a challenging task
     • Communication Stategies
       • used to negotiate meaning in a conversational interaction