Helping Struggling Students Become Good Language Learners

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This workshop shares a visual presentation valuable content providing teachers of second and foreign language with specific teaching-learning strategies and their purpose, including lesson planning, theoretical background, goals and instructional guiding aboard the CALLA approach and the principle objectives of the instructional model for second and foreign language learners. The Summer Institute 2006, an intensive workshop hosted by the National Capital Language Resource Center (NCLRC) presents "Helping Struggling Students Become Good Language Learners" by Ana Charmot Ph.D and Jill Robins Ph.D. The presentation defines a profile definition of a struggling learner and provided attendees with deep academic tools to succeed in second language learning, sharing experiences and activities to be applied in the classroom, such as examples of learning strategies and a brief on goals, motivation and success forwarded to understand why the peers are learning the language and motivated to learn.

Charlene Cobb Program Associate Center for Literacy (2004), Improving Adequate Yearly Progress for English Language Learners

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This paper overviews the needs of English Language Learners and suggest that the Cognitive Academic Language Learning Approach (CALLA) and the Sheltered Instruction Observation Protocol (SIOP) are both models that address the integration of language instruction with content to provide more challenging and engaging instructional environments for ELLs. The work provides to the reader a specific definition of the CALLA Model and a framework for lesson design. The article also suggest three highly effective tools for learning: structured overviews, graphic organizers and think-alouds.

The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach, Anna Uhl Chamot and J. Michael O'Malley, Addison-Wesley Publishing Company, 1994.

Describes the purpose for the development of the instructional model supported by investigations on cognitive learning. This handbook provides practical guidelines for designing a CALLA program, and suggestions for implementing CALLA in major subject areas of the curriculum. Theoretical bases of the approach, the components of CALLA in deep discussions throughout the chapters, program design, planning, teaching and monitoring CALLA, assessment of students progress, the administration of the CALLA program and many other elements involving a discussion of the implementation of CALLA in the classroom.

Anna Uhl Chamot and J. Michael O'Malley (1994) ,Addison-Wesley Publishing Company, Implementing CALLA: Cognitive Academic Language Learning Approach. Retrieved from TESL-EJ Vol. 2 No.3 January 1997

The Colorado Department of Education outlines in their local newspaper "Fast Facts" a brief description of the CALLA approach, it's purpose to provide comprehensible instruction for English Language Learners (ELL) and answers to How does the CALLA approach work and Who does CALLA serve? The article also summarizes 5 concepts on which the basic framework for CALLA is built, stating 3 types of knowledge: declarative, procedural and metacognitive.

Chamot, A Robins J, & the New York City Board of Education (2005), The CALLA Model:Strategies for ELL Student Success. Retrieved from www.calla.ws

This workshop developed for Region 10 (NYCBE) initiates with an exposure of 3 main objectives: (1) to understand CALLA components and research background, (2) Identify learning strategies and (3) using the CALLA instructional sequence to plan a lesson that integrates content, academic language and learning strategies. The workshop includes an experiencing CALLA lesson in the classroom divided in 3 groups; definition and goals for students to learn essential academic content and language. Overviews the principal objectives of the CALLA approach implemented in approximately 30 school districts in the United States and other countries. Interrelation of teacher-student responsibility and learning strategies are discussed in detail, along with CALLAS 5 phases followed by the 3 developed types of knowledge in this approach.

Admin, TEFL Jobs (2008), Cognitive Academic Language Learning Approach. Retrieved from www.tefplace.com on September 21, 2010.

This article exposes a background, a brief explanation on strategy of a CALLA lesson based on 5 stages that consist of: Preparation, Presentation, Practice, Evaluation and Expantion. It also includes application discussion with a specific example of a secondary history level: The Revolutionary War and continues with a further example of a beginning level CALLA math lesson. The author makes an observation stating that students not in school may find academic content not relevant. However, the basic strategies of preparation, presentation, practice, evaluation, and expansion are applicable to many teaching situations.

Anaa Uhl Chamot (2006), CALLA Content Language Learning Strategies. Retrieved from www. jillrobbins.com.

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This work illustrates a list of strategies and description based on the CALLA approach on graphic T form table. Metacognitive Strategies, Task-based strategies, own senses, organizational skills and the use of a variety of resources. Each strategy is discussed in steps and a short description with specific academic skills providing teachers with a handful of tools for lesson planning and application of this approach in the classroom. The online publication invites readers and visitors to answer a number of survey questions upon how teacher use or teach strategies in particular with technology.

Terry Skiles (2006), Tools for ESL Lesson Plans. Retrieved from: www.faculty.tnstate.edu/

This powerpoint presentation reviews tools and resources to assist teachers of middle school ESL classroom with lesson planning. Discusses de CALLA model and identifies to be defined prior to planning and outlines the 5 stages that characterize this approach with major details of on each stage. Provides to the teacher useful websites and print resources that aid teachers in planning classroom activities and that also wish to familiarize with the CALLA model. The author concludes that The ESL teacher needs effective training, but the tools seem already in place to produce outstanding lesson plans for teaching content to the English Language Learner.