Implementing The Cognitive Academic Language Learning Approach Education Essay

Published:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

This article describes the implementation of an instructional model that fosters the school achievement of students who are learning through the medium of a second language. On 1986 the Cognitive Academic Language Learning Approach was developed. According to Chamot & O'Malley this instructional model has continued to be expanded as it as been implemented in bilingual as an ESL classroom. The CALLA looks forward to help students learning English become more successful academically to learn grade appropriate content, develop the listening, recording, speaking and writing proficiencies needed to grade level classroom, and most importantly by focusing on explicit instruction in learning strategies. CALLA is based on a cognitive learning theory in which learners are viewed as mentally active participants.

Chamot, A. O' Malley, J. (1996) The cognitive academic language learning approach; a model for linguistically diverse classrooms. Elementary School Journal, vol. 96 http://www.jstor.org/pss/1001757

In this article Chamot and O'Malley describe CALLA as an instructional model design to increase the achievement of English Language Learning (ELL) students. This model is based on cognitive learning theory that integrates content-area instruction in learning strategies. The researches discuss the research base underlying CALLA and how cognitive learning theory applies to second language acquisition. CALLA incorporates what current research and practice identity as effective instruction for every student and is an approach that can be adopted by teachers with mixed classes of material and non-nature English speakers. The project was developed in 1986 and has continued to be expanded and refined and has been taking place in classrooms.

Chamot,A. O'Malley, M. (1994) CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison- Wesley Publishing Company. http://tesl-ej.org/ej07/r5.html

The handbook is composed by three parts, each consisting of four chapters. Basically what part one contains introduction and other instructional concepts. On the other chapters it explains how CALLA the handbook develops in program designing, projects, establishing and maintaining staff communication can provide program leadership. The handbook concludes with implementing CALLA in the classroom. A characteristic that is most abundant in the handbook is practical orientation. To end with, it is important to know that the handbook can be used as a textbook and a resource book for classroom teachers and administrators.

Kaufman, D. (2006) Effective Teaching and Pedagogy Approaches. http://www.americanembassy.org.cy/SummerInst06/Kaufman-CyprusRevPedagogy.pdf

According to Chamot & O'Malley 1994 CALLA is the integration between content and academic language development, that emphasizes on learning strategies. Based on Chamot & O'Malley CALLA incorporated task based and five phase approach, combining content language and learning strategies. Preparation, presentation, practice, evaluation and expansion are the five-phase approach. On preparation students activate prior knowledge in content and language to validate students knowledge and identity. The presentation teacher makes new information and skills understanding and clear. It is very important visual organization because it helps you comprehend and support and to play a roll as a model. On practice, students use the new information collaboration problem solving and hands on experiences. On evaluation students' self-evaluate themselves and practice strategies they've been learning.

Kumral, N. (2009) Prufrock is still alive and doing well (!); How to make use of CALLA in Semiotic Reading of literacy texts. Ekev Academic Review; Spring2009, Vol. 13 Issue 39, p321-340 http://ehis.ebscohost.com/ehost/detail?vid=3&hid=3&sid=89f228ad-a87d-4009-9c3f-6782a78eda54%40sessionmgr12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=40521677

According with the article, CALLA and semiotic approach, which is language and signs, can be used connecting with highly intellectual critical sending approach. This also says that both of them help develop both the literacy competence and intellectual performance of the reader in continuous fashion. Based on this article, those who acquired this effective reading skill simple more beyond what text communicates across by activating all the necessary background cultural schemata in the mind of the readers. They just read within the text for the sense, and then interpret the text by reading upon the text to reach the theme lying in the cultural background of the whole text. According with the text, this comprehension communicative in the process of time as it arouses interest in the learners to express them properly by communicating what they mean.

Lynch, J. (1992- 1993) Cognitive Academic Language Learning Approval Community School District 2 Special Alternative Instruction Program. http://ehis.ebscohost.com/ehost/detail?vid=5&hid=4&sid=733ca18f-a49b-437f-a924-794a8b637561%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED370407

This is a program that was funded for limited English- proficient students in New York. The project provided instruction in English as a second language in math, science, and social studies, from kinder to sixth grade. Staff and parents involvement activities were also important program components. The objective in this project is to develop English Language in all content areas.

Robbins,J. (2009) CALLA Content and Language Learning Strategies. National Capital Language Resource Center. http://nclrc.org/about_teaching/topics/lang_learn_strat.html

To begin a great school year teachers have to prepare themselves at the beginning of the same. To achieve these goals, teachers have to put themselves in their students' position to get to know their interest and their level of knowledge. As you get to know your students, they'll have the confidence to express their interest and it will be easier for the teacher to teach them and communicate with them.

Snow, M.A. (1998). Content-based and immersion models for second and foreign language trading. In Celce-Murcia, M. teaching English as a second or foreign language. (3rded.) (pp.303-318) Boston, MA

Chamot and O'Malley say that students of English as a second language do not learn how they should because their cognitive level is very low due to their poor English Language Skills. According to them, they suggest that academic contents should be presented to the ESL learners without any modification by making the contents comprehensible using visual/audio aids and gestures or giving them opportunities to get first hand experiment.

Stoller,F. Grabe,W. (1997) A six-T's Approach to Content-Based Instruction. Copyright 1997 Longman Chapter 6 pp.1-13 http://www.carla.umn.edu/cobaltt/modules/curriculum/stoller_grabe1997/6Ts.pdf

Professionals in many instructional places are developing approaches to content-based instruction, which concentrates on the multiple benefits of uniting language and content instruction for second language students. One of their strategies is to use purposeful and meaningful language use in the classroom, while assuming a distinction between academic and social language.

Robbins,J. (2009) CALLA Content and Language Learning Strategies. National Capital Language Resource Center. http://nclrc.org/about_teaching/topics/lang_learn_strat.html

To begin a great school year teachers have to prepare themselves at the beginning of the same. To achieve these goals, teachers have to put themselves in their students' position to get to know their interest and their level of knowledge. As you get to know your students, they'll have the confidence to express their interest and it will be easier for the teacher to teach them and communicate with them.

Writing Services

Essay Writing
Service

Find out how the very best essay writing service can help you accomplish more and achieve higher marks today.

Assignment Writing Service

From complicated assignments to tricky tasks, our experts can tackle virtually any question thrown at them.

Dissertation Writing Service

A dissertation (also known as a thesis or research project) is probably the most important piece of work for any student! From full dissertations to individual chapters, we’re on hand to support you.

Coursework Writing Service

Our expert qualified writers can help you get your coursework right first time, every time.

Dissertation Proposal Service

The first step to completing a dissertation is to create a proposal that talks about what you wish to do. Our experts can design suitable methodologies - perfect to help you get started with a dissertation.

Report Writing
Service

Reports for any audience. Perfectly structured, professionally written, and tailored to suit your exact requirements.

Essay Skeleton Answer Service

If you’re just looking for some help to get started on an essay, our outline service provides you with a perfect essay plan.

Marking & Proofreading Service

Not sure if your work is hitting the mark? Struggling to get feedback from your lecturer? Our premium marking service was created just for you - get the feedback you deserve now.

Exam Revision
Service

Exams can be one of the most stressful experiences you’ll ever have! Revision is key, and we’re here to help. With custom created revision notes and exam answers, you’ll never feel underprepared again.