Conclusion Teachers using CALLA must first prepare the students for learning using this strategy and to do so they must find out more about their background and take a look at how students previously approached an academic task. The teachers will then incorporate the right learning strategies for a specific task. Students will then practice the strategies on those tasks.
The teachers will then evaluate how well they worked, encourage more practice and add the use of other strategies to nonverbal tasks.
Online Language Courses. PC Software. Just Read Now. Lexia Learning. MindTools - Reading More Effectively. Reading Online. Reading with Purpose in the Content Areas. Grade Level. Learning Objective. Resource Type. Resources for Teaching Reading in the Content Areas. Results from ReadWriteThink. Scholastic: System Secondary Content Area Reading. The Literacy Web: Reading Comprehension. ReadWriteThink: Strategy Guides. Strategies for effectively interacting with others.
Strategies for math. Strategies for motivation. Strategies for reading. Strategies for writing. Siop Classroom Techniques. Lesson Plan Step 1 - Objectives and Goals. Lesson Plan Step 2 - Anticipatory Sets. Lesson Plan Step 3 - Direct Instruction. Lesson Plan Step 4 - Guided Practice. Lesson Plan Step 5 - Closure. Lesson Plan Step 6 - Independent Practice. BBC Bitesize. BBC - Bitesize - Music. Time for Kids - Arts. BBC - Bitesize. Untitled Post. Time for Kids - Scocial Studies.
Coxhoe Primary School. ICT teachers history section. Nettlesworth Primary School. Website of Snaith Primary School. Pete's Power Point Station. Physical Education. ABC Science.
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BBC Learning Schools. CCN - Sites of interest. Course: Teaching Science in English. Education Place - Classroom Resources. Ask Kids - Schoolhouse. BBC - School. Coxhoe Primary School - Curriculum Links. FantasTIC Bilingual.
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Vocabulary Worksheet Maker. Wikipedia, the free encyclopedia. International Conference in Bosnia and Herzegovina CLIL Comenius courses. Creating and managing projects in a multilingual Europe. EAIE Conference How to motivate students: innovation and creativity in language classes. KU Center for Research on Learning. La Cosecha Master of Education: Differentiated Instruction. SchoolsMovingUp - Archived Webinars.
SchoolsMovingUp webinars. Teaching That Makes Sense. Written landscapes: Exploring text types in thebilingual classroom. BEP grou. In conversation with Keith Kelly. Partial implementation making use of the CALLA training model for the training of learning strategies in second language instruction can also be found around the world e. Typically, the conversational proficiency of these children may be acquired normally within two years of arrival in the tar- get language community. This surface-level ease of language acquisition may give teachers a false impression that the immigrant children are not that different from their local peers.
Cummins refers to this pseudo-proficiency in conversa- tional skills as basic interpersonal communicative skills BICS , which are distin- guished from academic language proficiency or cognitive academic language proficiency CALP. Edited by John I. DOI: The active engagement of learning is a defining feature of human agency, unlike passive learning in traditional stimulus-response learning theories. In this sense, an instructional approach that aims at improving the academic performance of ELL students would mean a central focus on learner agency and strategic learning.
When learning occurs, two types of information are stored in memory: declar- ative knowledge and procedural knowledge Anderson, Declarative knowledge is learned quickly but procedural knowledge is acquired slowly and needs extensive practice. Complex cognitive skills such as learning strategies or a sec- ond language go through three stages of development: a an initial cognitive stage where learning starts from declarative knowledge about the skill and is deliberate and rule-based; b an associative stage where small adjoining steps are combined and actions become quicker, while errors gradually diminish; and c an autonomous stage in which actions become automatic and the rules that initially guide the performance may become inaccessible.
Pedagogical Implications The CALLA model can best be described as having three components in terms of aims and five stages in terms of instructional procedures in reaching those aims. The three interrelated components include: a selected high-priority content top- ics, b development of academic language based on the content, and c explicit instruction of learning strategies that aim at improving both the content and the language.
Of central importance in the CALLA model is the integration of content and language, in that learners will be involved not just in the learning of a second language, but also learning to use the second language to learn curriculum subjects such as mathematics and social studies.
ESL teachers can then construct language development activities based on the content topics selected, so that learners develop content knowledge and learn new concepts as they grow in their ability to use English as a learning tool.
Specific language development activities are selected from four types of tasks: a easy and contextualized, b difficult but contextualized, c context reduced but easy, and d context reduced and difficult. It is suggested that, depending on the level of the students, language development tasks should move from type a to type d which are cognitively demanding and context-independent tasks representative of mainstream content courses beyond the upper primary school levels.
If content-based language development does not sound unique, what makes the CALLA model work is the close integration of explicit instruction of learning strat- egies into content-based language teaching. The aim of strategy instruction is to help students take a proactive and strategic approach to improve their own learn- ing by teaching them the conscious processes and techniques that can facilitate the comprehension, acquisition, and retention of new knowledge. Learning strategies in the CALLA model are grouped under three headings: metacognitive, cognitive, and socioaffective strategies.
Metacognitive strategies include strategies such as planning, selective attention, self-monitoring, and self- evaluation.
These have been proven to be powerful strategies as they relate to the self-management of learning and apply to both language learning and the learn- ing of subject-specific knowledge and skills. Instruction in metacognitive strategies normally results in improved awareness of and control over the learning process.
Cognitive strategies are very much related to the processing of specific learning tasks. The three components described above are taught in an integrated fashion. In other words, content, language, and learning strategies are taught in a five-stage sequence.
Information elicited during preparation activities can also help the teacher identify instruc- tional needs. The presentation stage starts with the teacher explaining the new content, new language, or new strategy, followed by modeling. Think-aloud is a tool often used for modeling. During the practice stage, students are given ample opportunities to use the new knowledge, language, or strategy.
This stage frequently involves col- laborative learning tasks when students not only complete the tasks together, but also talk about these tasks together. Students are next directed to activities that help them evaluate their success in understanding the content, in their awareness of the language being used, and in the usefulness of the strategy they have just practiced.
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