Academic Language Learning Research Articles

Enhancing Content Areas Through a Cognitive Academic Language Learning Based Collaborative in South Texas

This article describes the implementation and assessment of the Content Area Program Enhancement (CAPE) model. Based on the Cognitive Academic Language Learning Approach, CAPE fosters a collaborative environment among teachers, administrators, and practitioners to improve instruction and achievement for English language learners. Specifically, the CAPE implementation in a predominantly Hispanic school district in south Texas is examined in terms of program goals, instructional support, administrator and teacher program critical assessment, and student assessment through the Texas Assessment of Academic Skills, a high-stakes, statemandated test. The CAPE approach was found effective with English language learning students, including those who were atrisk of dropping out of the school. Through several paired-samples t-tests on the students' reading and mathematics Texas Learning Indexes, the program was found to improve the student scores in both domains. The research also confirms that school commitment to improve their teacher instructional approach was crucial to the success of program implementation.

Linguistic considerations in the acquisition and teaching of mathematics

One of the most natural phenomena observed in humans, the acquisition of language, and its relationship to the development of written or symbolic expression, inspire a Model for the Acquisition of Mathematics. The abundance of work concerning (academic) second language learning is particularly applicable to this model. The present paper will draw parallels between (academic) second language learning and the ways in which learners master mathematics, as they move from the concrete to symbolic stage of conceptualization. language is often viewed as developing from the oral (concrete) through formal or written (symbolic) stages. The oral stage is characterized by informal learning within a given environment. Academic second language learning begins similarly (although it may be complemented or interfered with by aspects of the first language). We maintain that in like fashion, mathematics learning develops from the concrete stage to the symbolic stage. On the formal side of mathematical learning, care must be given to the timing of the introduction of corresponding symbolic means of expression, and technical vocabulary.Integrating observations on the mastery of mathematics with findings in first and especially second language learning, the present paper will use familiar topics in mathematics to introduce a model for the successful acquisition of mathematics at any level of complexity.

Instructional Conditions for Trilingual Development

This paper outlines a framework for academic language learning that highlights the importance of focusing instructionally on meaning, language, and use. Academic language learning refers to the learning of the language registers in L1, L2 or L3 required to function successfully in school contexts where these languages are being used for instruction of academic content. As such, knowledge of academic language is intertwined with both the concepts taught in school and the cognitive processes required to carry out academic tasks. The research reviewed in the paper suggests that in order to develop students' academic language proficiency in bilingual or trilingual contexts, instruction must focus extensively on the processing of comprehensible input (meaning). This will entail encouraging students to read extensively in the target language in an increasing range of genres. Additionally, however, there is an important place for focusing on language itself in order to demystify how language works, explore cross-linguistic relationships, and develop students' awareness of the intersections of language and power in human discourse. Finally, actual use of the target language in oral and written modes consolidates the internalisation of the code and enables students to express their identities and intelligence in powerful ways through the language.

Holistic Grammar Through Socratic Questioning

ABSTRACT When teaching grammar to second language (SL) learners, teachers should take the new direction of aiming at grammatical consciousness‐raising. One way to achieve this is to have learners discover grammar rules inductively, the teacher's job being to facilitate this grammar discovery process by providing appropriate techniques. Socratic questioning is an effective technique for facilitating the discovery process. This article discusses an approach that uses Socratic questioning to instill grammar awareness in advanced, academically bound SL learners.The article begins with a short review of the recent controversy of natural vs. formal (conscious vs. unconscious) teaching/learning of language forms. The second part discusses the theoretical framework of the approach. The third part explains the pedagogical concepts on which the approach is based. The final part examines the approach in detail.The approach will help learners look at the study of grammar as a means to receive and share information–the purpose of academic language learning. Language is presented holistically–as whole‐pieces–in the form of reading materials, not in isolated sentences. Paying selective attention to specific structural features in the reading material, students answer higher order, critical thinking (Socratic) questions, which help them discover relevant grammatical rules inductively. The outcome is grammar awareness, which will help learners extend their grammar learning beyond the classroom.

The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms

This article describes the Cognitive Academic Language Learning Approach (CALLA), an instructional model designed to increase the achievement of English-language-learning (ELL) students. The CALLA model, which is based on cognitive learning theory, integrates content-area instruction with language development activities and explicit instruction in learning strategies. After reviewing the academic needs of ELL students, we discuss the research base underlying CALLA and how cognitive learning theory applies to second language acquisition. The components of CALLA are described, and teaching guidelines are suggested. Examples are provided of ways in which CALLA teachers actively foster school achievement of their ELL students through activities that include reflection, conceptual understanding, language development, and learning how to learn more effectively. CALLA incorporates what current research and practice identify as effective instruction for all students and is an approach that can be adopted by teachers with mixed classes of native and non-native English speakers.

Implementing the Cognitive Academic Language Learning Approach:CALLAin Arlington, Virginia

Abstract This article describes the implementation of the Cognitive Academic Language Learning Approach (CALLA), an instructional model that fosters the school achievement of students who are learning through the medium of a second language. Specifically, the CALLA science and math programs for secondary English language learning (ELL) students in Arlington Public Schools are examined with respect to program goals, curriculum and materials development, teacher education, instruction, native language support, parent involvement, and assessment and evaluation. A critical assessment of the success of CALLA's implementation is included.

A Modified CALLA (Cognitive Academic Language Learning Approach)

A Modified CALLA (Cognitive Academic Language Learning Approach)

Earth and Physical Science: Content and Learning Strategies (Science through Active Reading [STAR] Series)

N According to the authors, Earth and Physical Science is designed to teach ESL and EFL students to think critically during their language learning activities. This textbook presents very elementary English structures within a specific English for Science and Technology (EST) context which beginners can easily manage. It seems to fit well into the interests and proficiency level of EFL secondary students in the type of courses I am familiar with, for example, in Mexico. These classes consist of approximately 80-90 hours of instruction and assume little or no prior L2 exposure. The authors' pedagogical philosophy encourages students to acquire and use learning strategies through active reading (i.e., the students are told to perform tasks using appropriate reading strategies for each specific task, such as using background knowledge or imagery). Christison and Bassano base this textbook on O'Malley and Chamot's (1990) cognitive academic language learning approach (CALLA). The authors' implicit goal is to provide practice in learning strategies that good language learners use. It is suggested that these strategies are not restricted to highly capable individuals, but that they can be learned by less effective language learners who have not discovered them on their own (O'Malley & Chamot, 1990). The book is divided into six sequenced chapters or content units: Meteorology, Topography, Oceanography, Physics and Chemistry, Physics, and Astronomy. However, one drawback of this text is that there is no increase in difficulty level across the units. As a result, the students will not be challenged to develop linguistically in the later chapters. At first glance, one might think that this textbook is difficult for students of general English because of its subject matter. However, in my view, the textbook is appropriate for ESOL students during their first or second years in an English-speaking academic context. This book can be used by native or nonnative teachers. The authors provide good examples for each of the topics presented, which help both the students and teachers to follow the explanations; at the same time, the texts are reinforced with clear pictures or illustrations, which are undoubtedly one of the strengths of this volume because they promote comprehension through imagery. The authors provide a series of prereading and postreading activities that help the students comprehend and process the information in the passages. These activities include consulting and sharing ideas with others, making and experimenting with hypotheses, reading and classifying new information, and doing vocabulary building exercises. At the end of each chapter there is a glossary, providing students quick reference to the

The cognitive academic language learning approach (calla)

Abstract The ‘Cognitive Academic Language Learning Approach’ (CALLA) is designed for limited English proficient (LEP) students who are being prepared to participate in mainstream content area instruction. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content area instruction in science, mathematics and social studies. In CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and retention of both language skills and concepts in the content areas. This paper first discusses the rationale for CALLA and the theoretical background on which the approach is based. This is followed by a description of the three components of CALLA: a curriculum correlated to mainstream content subjects, academic language development activities and learning strategy instruction. Suggestions for integrating thes...

The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream

The Cognitive Academic Language Learning Approach (CALLA) is designed for limited English proficient students who are being prepared to participate in mainstream content-area instruction. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content-area instruction in science, mathematics, and social studies. In CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and retention of both language skills and concepts in the content areas. This article first discusses the rationale for CALLA and the theoretical background on which the approach is based. This is followed by a description of the three components of CALLA: a curriculum correlated with mainstream content subjects, academic language development activities, and learning strategy instruction. Finally, a lesson plan model integrating these three components is briefly described.

LEARNING STRATEGY INSTRUCTION: MODIFICATIONS TO MEET THE EDUCATIONAL NEEDS OF LIMITED ENGLISH PROFICIENT LEARNING DISABLED STUDENTS

There is a need to develop appropriate curricula for students who are both limited English proficient (LEP) and learning disabled (LD). A survey of instructional approaches for both English to speakers‐ of other languages (ESOL) and special education programs reveals recent successes with a learning strategy approach. Learning strategy approaches in ESOL and special education are reviewed, and specific models, the Cognitive Academic Language Learning Approach (Chamot & O'Malley, 1986) and the Strategies Intervention Model (Deshler & Schumaker, 1986) are compared. Since each model contains essential components and techniques to accommodate students who are LEP or LD, a merging of specific aspects of the two curricula is proposed. These modifications are exemplified in a Paraphrasing strategy (Schumaker, Denton, & Deshler, 1984).