Acquiring Cognitive Academic Language Proficiency in Mathematics

Abstract

This study determined how Cognitive Academic Language Proficiency (CALP) is acquired using the Cognitive Academic Language Learning Approach (CALLA) as an instructional model. This intervention was implemented to a Mathematics content focusing on solving one-step word problems. Action research design was used to achieve this primary objective. Thirty-eight purposively chosen students from the first grade served as participants. A pre-test and post-test consisting of eight word problems in addition and subtraction were given to the participants to determine the academic language used. The CALLA Learning Strategies in Mathematics Questionnaire was accomplished to determine the learning strategy used. Think aloud protocols added information on the language learning strategy used. The statistical treatment included obtaining the mean, frequencies, and percentages. Results showed that academic language proficiency and learning strategy used have improved. The CALLA instruction may have provided positive effect on the initial acquisition and development of competence in the target language. The study suggests that Mathematics teachers may try using the CALLA instructional model to develop their students' use of academic language and learning strategies. This approach necessitates the students' close supervision and proper guided practice in following instructions/directions. Language specialist should help math teachers incorporate the use of academic language and learning strategies in the syllabus design.