CALLA Cognitive Academic Language Learning Approach - created from Mind Map

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Model designed to meet the academic needs of ELLs in elementary and secondary schools

focuses on strengthening curriculum, instruction, and teacher expertise throughout the entire period that ELLS are developing academic competence in English

Includes Three Major Components

Based on a cognitive-social model of learning that focuses on what is going on in students' minds rather than in their overt responses to stimuli.

Instruction should be guided by how students think, learn and interact influences the choice of classroom activities.

Related Instructional Concepts

Content- determines academic language objectives and the types of learning strategies that are appropriate

Academic Language Development- in each content subject

Instructional Learning Strategies

Why teach content?

How to Select Content

How to Teach Content

Helps students learn procedures in content area

knowledge base provided in content areas helps prepare for subjects learned throughout school

Motivating to students to learn more than language only

Appropriate strategies help ELLs learn both content and academic language

The CALLA ESL teacher carefully selects the high-priority topics and skills from the curriculum for native English speakers and integrates them into lessons that develop both academic language proficiency and learning strategies.

Selection is the key, and depth rather than breadth is the objective.

The purpose of the CALLA content based curriculum is not to replace the general education curriculum for content subjects but rather to prepare ELLs for success in the grade-level classroom.

Resources for providing effective content-based ESL curriculum

Curriculum Analysis

Informational Texts

Content Standards

Content Teachers

Students' Interests and Cultural Background

Identify Content Objectives aligned to state and local curriculum standards

Link new information to students' relevant prior knowledge

Experiential and thoughtful learning so that content is taught as experiences rather than as merely facts.

Multiple Intelligences- vary the learning approaches (reading, listening, manipulative, etc)

Technical Vocabulary- important in representing an important concept or relationship

Questioning- Higher Level Questions

Teacher Monitoring- monitor students' comprehension

Student Monitoring- help students monitor their own comprehension

Graphic Organizers

Teach Learning Strategies

CALLA teachers provide students with advance organizers or an overview of the content topic to be studied.

Speculate

predict

Synthesize

Make judgements bout the material

Two Factors affect and Individual's ability to comprehend and use language

Academic Language is composed of all four language modalities or skills- listening, reading, speaking and writing

Why Teach Academic Language?

Context Complexity

Cognitive Complexity

requires both lower-order and higher-order thinking skills

For ELLs this is a key to success in the content areas

Academic language is not usually learned outside of the classroom setting

Content teachers may assume that all of their students already know appropriate academic language but actually only have social language skils

Academic language provides students with practice in using English as a medium of thought.

English learners may need assistance using learning strategies with academic language, just as they do with content knowledge and skills.

How to Select Academic Language

How to Teach Academic Language

Content Classroom Observations

Content Textbooks

Authentic Academic Language Tasks

Student Input

Provide Academic Language Models

Encourage Language Awareness

Academic Listening

Academic Speaking

Academic Reading and Writing

Thinking Skills

Learning Strategies

Literacy Across the Curriculum

Language Experience Approach

Balanced Reading Approach

Process Writing

Cooperative Learning

Inquiry Approaches

Standards Based Instruction

Focuses on the language demands of content subjects and seeks to integrate literacy and content instruction

all teachers, including science, math, and history teachers, carry out language development activities associated with their individual content areas

Encompasses many of the same principles that underlie CALLA's approach to literacy development and is beneficial to beginning level and preliterate ELLs. Relies heavily on students' personal experiences

bridges students' prior experiences to new ideas and concepts

vocabulary and grammatical structures are experienced first within the language knowledge base known by students

combines phonics instruction with reading authentic texts that include both stories and informational writing.

Teachers help student use effective learning strategies for planning, accessing prior knowledge, composing, revising and editing. This helps students develop both confidence and increased skill in their writing.

Students of varying degrees of linguistic proficiency and content knowledge work in a group setting that fosters mutual learning rather than competitiveness.

For ELLs the benefits of cooperative learning include additional practice with academic English, the use of first language to draw on prior knowledge, the incorporation of content into ESL classes, and the opportunity for students to become more independent learners.

lessons planned with activities that move students through an inquiry cycle designed to help them learn from experiences rather than solely from the teacher and textbooks

Identifying a worthwhile question or problem of real interest to students and then providing scaffolding to help them find the information needed to investigate the problem

TESOL content standards are organized by grade level clusters in major subject areas and also by levels of language proficiency and by language domains