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According to Chamot & O'Malley 1994 CALLA is the integration between content and academic language development, emphasis 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 accessible and clear. It is very important visual organization 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-evaluation and learning strategies have been practicing.
The bilingual research journal summer/fall 1995, vol. 19, NOS .3&4 pp. Implementing the cognitive academic language learning approach: CHCCA in Arlington, Virginia. Anna UKI Chamot. The George Washington University
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.
Lunch, Joanne. Cognitive Academic Language Learning Approval Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992- 1993 OREA Report 1993 51 pp. (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.
Clamot, Anna UhL; O' Malley, J. Michael. Cognitive Academic Language Learning Approach; An ESL Content Based Curriculum. 1986 100 pp. (ED338108)
CALLA is an instructional program for limited English proficient students. CALLA students are being prepared to use learning strategies derived from a cognitive model of learning as aids to comprehension and retention of concepts in the content area. This instructional program tries to serve as a coordinating link between ESL or bilingual teachers and mainstream classroom teachers.
Chamot, Anna UhL; O' Malley, J. Michael.The cognitive academic language learning approach; a model for linguistically diverse classrooms. Elementary School Journal, Jan 1996, vol. 96
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/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 all students and is an approach that can be adopted by teachers with mixed classes of material and non-nature English speakers.
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.
Jill Robins describes in her article that teachers are seen as facilitators who allow students the freedom to choose what, when and why they study. She wants to demonstrate how CALLA style can be applied to a listening lesson in a Japanese English Foreign language classroom. According to (Cohen 1994, p. 68) language learning strategies are the conscious thoughts or behaviors used by learners with explicit goal of improving their knowledge once understanding of a target language.
Kumral, Necat.Prufrock is still alive and doing well (!) ; How to make use of CALLA in Semiotic Reading of literacy texts.PrufrockHalaHayattaveIsleriYolunda (!): EdebiEserlerinSimgebilimselOkunmarynda CALLA' ninKullanilmasi. Issue 39, p321-340, 20p, 1 Diagram; (AN 40521677)
According with the article Semiotic approach and CALLA can be used in congruous with highly intellectual critical sending approach. Also said that both of which helps 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.
According with Chamot and O'Molley, the Cognitive Academic Language Approach was originally developed as an instructional model to meet the academic needs of students learning English as a second language in American schools. Based on them, the approach utilizes as tools for language development. They said that CALLA method is appropriate for students who have developed social communicative skills through engagement in beginning ESL classes and have already acquired basic academic language skills and are ready for Meta cognitive activities.
It is a theory in which students is an active participant in the teacher-student interaction. The CALLA model recommended ways in which most of this mental activity by asking students to reflect on their own approach to learning and problem solving. (1995) This method is appropriate for students who have developed social communicative skills and have already acquired basic academic language skills and are ready for metacognitive activities.