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Discuss
Technology Goals
Academic Language
PRIOR KNOWLEDGE
Unfamiliar cultural assumptions or analogies.
Discipline-specific concepts that require pre-teaching.
TEXT ORGANIZATION
Long paragraphs that can be shortened or divided.
Text that can be clarified or replaced by a diagram.
GRAMMAR
Long sentences that can be broken into 2-3 short sentences.
Passive voice sentences (e.g., “A new law was passed by Congress;” “Stimuli are received by the brain”).
Pronouns that can be replaced by a noun to clarify meaning.
Complex verb forms (e.g., has had, had had, may have had, might have had, would have had, could have had).
If...then and cause-effect sentences that can be clarified.
VOCABULARY
Discipline-specific words that students know only in a general sense
(e.g., work in science, round (v.) in math, rights, power in social
studies).
Other essential new vocabulary.
Non-essential vocabulary that can be replaced with known synonyms or phrases.
Content-based Language Teaching
Purposes:
- Motivates students (ESL and FL).
- Provides FL students with authentic communication in the target language.
Discussion: What content-based teaching have you observed?
Overview of CALLA Model - THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH
The Cognitive Academic Language Learning Approach (CALLA) is an
instructional model for second and foreign language learners based on
cognitive theory and research. CALLA integrates instruction in priority
topics from the content curriculum, development of the language skills
needed for learning in school, and explicit instruction in using
learning strategies for academic tasks.
The goals of CALLA are for students to learn essential academic
content and language and to become independent and self-regulated
learners through their increasing command over a variety of strategies
for learning in school.
CALLA can be used in ESL, EFL, bilingual, foreign language, and general education classrooms.
CALLA's principal objectives are to assist students in:
- Valuing their own prior knowledge and cultural experiences, and
relating this knowledge to academic learning in a new language and
culture
- Learning the content knowledge and the language skills that are most important for their future academic success;
- Developing language awareness and critical literacy
- Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes
- Developing abilities to work successfully with others in a social context
- Learning through hands-on, inquiry-based, and cooperative learning tasks
- Increasing motivation for academic learning and confidence in their ability to be successful in school
- Evaluating their own learning and planning how to become more effective and independent learners.
CALLA was developed by Anna Uhl Chamot and J. Michael O'Malley, and
is being implemented in approximately 30 school districts in the United
States as well as in several other countries
Powerpoint presentation
CALLA Instructional Sequence
CALLA
handout (pdf file)
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