Академический Документы
Профессиональный Документы
Культура Документы
New York, NY
Presented by
Anna Uhl Chamot, Ph.D.
Jill Robbins, Ph.D.
Second Language Learning Consultants
http://calla.ws
The CALLA Model: Strategies for ELL Student Success©2005 Chamot & Robbins
Table of Contents
Workshop Objectives .................................................................................................................... 3
Introduction and Overview: CALLA and Content and Language Learning Strategies13
Selected References....................................................................................................................36
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WORKSHOP OBJECTIVES
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2. How do you make language and content comprehensible to your students? (ie:
visual aids)
4. What hands-on approaches do you use for teaching content? (ie: field trip)
7. What is a student self-evaluation activity that you have used? (ie: learning log)
8. How do you teach learning strategies? (ie: model thinking aloud to students)
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A. You are going to do a class survey and express the results as fractions. Start by
answering these questions about yourself.
Are the following statements generally true for you? Write yes or no.
Put a check mark next to the answer that best describes you.
6. The color of my eyes is... ___ Brown or black ___ Blue ___ Green ___ Other
____ Play sports ____ Eat ____ Talk to friends ____ Other
____ Cooperate
____ Classify
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B. Now work with a small group of your colleagues. Choose to be group 1, 2 or 3. and
follow the appropriate instructions below:
Group 1: How many members of your group wrote "Yes" for each of the items in 1 - 4?
Divide the figures below into equal parts (the number of parts should equal the
number of students in your group). Then shade the figures to show the fraction of
your group that answered "Yes" to Items 1 - 4.
Group 2: Look at the answers in your group to Items 5 and 6. Write fractions that
show how students described themselves. Reduce the fractions to their simplest
form, if necessary. If no one in the group marked an answer, write "0."
Item 5
Item 6
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Group 3: How did the group answer Items 7 and 8? Write fractions that show how
students described themselves. Reduce the fractions to their simplest form, if
necessary. If no one in the group marked an answer, write "0."
Item 7
Item 8
Everyone: Now, compare with the class to find out the one strategy that we use most
often as adult learners.
Listen selectively
Read selectively
Take notes
Cooperate
Use what you know
Classify
Make predictions
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Summarize what the presenter says or does for each of the CALLA phases:
PREPARATION
PRESENTATION
PRACTICE
SELF-EVALUATION
EXPANSION
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What other strategies would you apply or teach for this task?
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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.
• 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;
• Selecting and using appropriate learning strategies and study skills that will
develop academic knowledge and processes
• 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
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Teacher Responsibility
Teacher’s role in . . .
Preparation
Presentation
Explain
STUDENTS...
Model
Attend
Practice
Participate
Prompt use of strategies
Give Feedback
Apply strategies with
Self- Evaluation
guidance
Assess strategies
Expansion
Self-assess strategies
Support transfer
Apply
Use strategies independently
Student Responsibility
Adapted from Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The Learning
Strategies Handbook. White Plains, NY: Addison Wesley Longman.
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Directions: In this activity you will work with your group to identify some of the
language difficulties in a content subject (reading, science, or social studies)
textbook. Select a text and work with your group to complete this analysis
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.
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Standards:___________________________________________________
1. Content Objectives:__________________________________________
2. Language Objectives:_________________________________________
How assessed?______________________________________________
Materials: __________________________________________________
PROCEDURES
Preparation: How will I find out what my students already know about this content
topic and what related prior experiences they have had? How will I find out what
language skills they already know for this type of task? What vocabulary needs to be
taught?
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Presentation: What is the best way to present this content so that students
understand the concepts? What language skills will they use?
Practice: What kinds of activities will help my students apply the new information?
What language skills will they be practicing?
Self-evaluation: What is the best way for my students to assess their own learning of
language and content?
Expansion: How can I connect the topic of this lesson to students’ own lives, culture,
and language? How does this topic connect to other content areas? How can parents
become involved? How can I help students transfer what they have learned to new
situations?
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How will I find out what students know and are able to do as a result of this
instruction? How will I know if students have met the objectives of this lesson or
unit?
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STRATEGY DESCRIPTION
METACOGNITIVE STRATEGIES
Before beginning a task:
-Set goals.
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TASK-BASED STRATEGIES
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Me
Make it work
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and/or conversations.
-Make a rule.
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PDA
A Venn diagram
Main Idea
Focus
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Together
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ONLINE RESOURCES
The World of CALLA: http://calla.ws
You will find resources, handouts, a mailing list, message forum, and contact
information on our site.
NCLRC’s site has teacher guides for learning strategies and foreign language teaching
resources.
TESOL: http://tesol.org
TESOL’s site has many resources for teachers’ professional development and
information on the Teaching of English to Speakers of Other Languages
SELECTED REFERENCES
Chamot, A. U. (2005). CALLA: An Update. In P. Richard-Amato & A. Snow (eds.), The
Multicultural Classroom. White Plains: Longman.
Chamot, A. U. & Steeves, K. A. (2001). Designing history lessons for English language
learners using the CALLA model. The Social Studies Review, Journal of the California
Council for the Social Studies. 40(1), 22-27.
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning
strategies handbook. White Plains, NY: Addison Wesley Longman.
Chamot, A. U., & O'Malley, J. M. (1996). The Cognitive Academic Language Learning
Approach (CALLA): A model for linguistically diverse classrooms. The Elementary
School Journal, 96 (3): 259-273.
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Chamot, A.U., & O'Malley, J.M. (1996). Implementing the Cognitive Academic Language
Learning Approach: Issues and options. In R. Oxford (ed.), Language Learning
Strategies Around the World, p. 167-173. Manoa: University of Hawaii Press.
Chamot, A.U. (1994). CALLA: An instructional model for linguistically diverse students.
English Quarterly, 26(3), 12-16.
Chamot, A. U., & O'Malley, J. M. (1994). Instructional approaches and teaching proce-
dures. In K. S. Urbschat & R. Pritchard (eds.), Kids come in all languages: Reading
instruction for ESL students. Newark, DE: International Reading Association.
Chamot, A. U., Dale, M., O'Malley, J. M., Spanos, G. A. (1993). Learning and problem
solving strategies of ESL students. Bilingual Research Quarterly, 16:3&4,
Summer/Fall, 1993, p. 1-38.
Chamot, A. U. (1991). Cognitive instruction in the second language classroom: The role of
learning strategies. In J.E. Alatis (ed.), Linguistics, language teaching and language
acquisition: The interdependence of theory, practice and research. Georgetown
University Round Table on Languages and Linguistics 1990. Washington, DC:
Georgetown University Press.
Chamot, A. U., & O'Malley, J. M. (1989). The Cognitive Academic Language Learning
Approach. In P. Rigg and V.G. Allen (eds.), When They Don't All Speak English:
Integrating the ESL Student into the Regular Classroom. Urbana, IL: National
Council of Teachers of English.
Chamot, A. U., & O'Malley, J. M. (1987). The Cognitive Academic Language Learning
Approach: A bridge to the mainstream. TESOL Quarterly, 21(2), 227-249.
Chamot, A.U., & O’Malley, J.M. (1986). A cognitive academic language learning
approach: An ESL content-based curriculum. Washington, DC: National
Clearinghouse for Bilingual Education.
Chamot, A. U., Keatley, C. W., & Anstrom, K. (2005). Keys to learning: Skills and
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Chamot, A. U. & Steeves, K. A. (2004). Land, people, nation: A history of the United
States, Books 1 and 2. White Plains, NY: Pearson Education.
Chamot, A. U., Hartmann, P., & Huizenga, J. (2003). Shining star, Books A, B, & C.
White Plains NY: Pearson-Longman.
Chamot, A. U., Cummins, J., Kessler, C., O’Malley, J. M., & Fillmore, L. W. (1997).
ScottForesman ESL: Accelerating English language learning, Books 1-8. Glenview, IL:
ScottForesman/White Plains, NY: Addison-Wesley Longman.
Chamot, A. U., O'Malley, J. M., & Küpper, L. (1992). Building bridges: Content and
learning strategies for ESL students, Books 1, 2, & 3. Boston, MA: Heinle &
Heinle.
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clear?
Paced Paced
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