The CALLA Model: The CALLA Model: Strategies for Strategies for

ELL Student SuccessELL Student Success

Anna Uhl ChamotAnna Uhl Chamot

Jill RobbinsJill Robbins

The George Washington The George Washington UniversityUniversity

PURPOSE OF CALLAPURPOSE OF CALLA

Focus on learner.Focus on learner. Improve academic language Improve academic language proficiency.proficiency.

Motivate with content topics.Motivate with content topics. Teach learning strategies.Teach learning strategies.

THE COGNITIVE ACADEMIC THE COGNITIVE ACADEMIC LANGUAGE LEARNING LANGUAGE LEARNING APPROACH (CALLA)APPROACH (CALLA)

Alief, TXAlief, TX

Allentown, PAAllentown, PA

Arlington, VAArlington, VA

Bethel, AKBethel, AK

Boston, MABoston, MA

Chula Vista, CAChula Vista, CA

Dearborn, MIDearborn, MI

El Paso, TXEl Paso, TX

Fargo, NDFargo, ND

Federal Way, WAFederal Way, WA

Houston, TX Houston, TX

Lowell, MALowell, MA

McAllen, TXMcAllen, TX

Mesa, AZMesa, AZ

New York, NYNew York, NY

Ogden, UTOgden, UT

Philadelphia, PAPhiladelphia, PA

Washington, DCWashington, DC

CALLA CALLA SitesSites CALLA CALLA SitesSites

THE COGNITIVE ACADEMIC THE COGNITIVE ACADEMIC LANGUAGE LEARNING LANGUAGE LEARNING APPROACH (CALLA)APPROACH (CALLA)

Cognitive-Social Cognitive-Social Learning ModelLearning Model

Authentic ContentAuthentic Content Academic LanguageAcademic Language Learning StrategiesLearning Strategies

COGNITIVE-SOCIAL COGNITIVE-SOCIAL LEARNING MODELLEARNING MODEL

The learning process is mentally active The learning process is mentally active and strategic.and strategic.

Learning involves higher level thinking, Learning involves higher level thinking, not just memory.not just memory.

Social context and interaction are Social context and interaction are critical.critical.

Students learn content by relating it to Students learn content by relating it to their prior knowledge.their prior knowledge.

Students learn processes through Students learn processes through integrative practice individually and with integrative practice individually and with peers.peers.

Learning strategies can be taught and Learning strategies can be taught and learned.learned.

AUTHENTIC CONTENTAUTHENTIC CONTENT

Aligned to curriculum standards.Aligned to curriculum standards. Interesting school and cultural Interesting school and cultural topics. topics.

Linked to students’ prior Linked to students’ prior experiential and cultural experiential and cultural knowledge.knowledge.

Taught through hands-on/inquiry-Taught through hands-on/inquiry-based/cooperative learning tasks.based/cooperative learning tasks.

ACADEMIC LANGUAGEACADEMIC LANGUAGE

Language development through Language development through content across all curriculum content across all curriculum areas.areas.

Vocabulary and discourse of Vocabulary and discourse of content subjects and cultural content subjects and cultural topics. topics.

Linked to students’ prior Linked to students’ prior linguistic knowledge.linguistic knowledge.

Development of language awareness.Development of language awareness.

WHAT ARE LEARNING WHAT ARE LEARNING STRATEGIES?STRATEGIES?

Thoughts and actions that assist learning tasks.

Ways to understand, remember, and recall information.

Ways to practice skills efficiently.

WHY TEACH LEARNING WHY TEACH LEARNING STRATEGIES?STRATEGIES?

Show students how to be better learners.

Build students’ self-efficacy. Increase student motivation for learning.

Help students become reflective and critical thinkers.

TIPS ON TEACHING TIPS ON TEACHING LEARNING STRATEGIESLEARNING STRATEGIES

Build on students’ current learning strategies.

Demonstrate how to use the learning strategy by modeling.

Give the strategy a name. Provide ample practice opportunities.

CALLA INSTRUCTIONAL CALLA INSTRUCTIONAL SEQUENCESEQUENCE

Five Recursive Five Recursive PhasesPhases

PREPARATIONPREPARATION

PRESENTATIONPRESENTATION

PRACTICEPRACTICE

SELF-EVALUATIONSELF-EVALUATION

EXPANSIONEXPANSION

CALLA’S FIVE PHASESCALLA’S FIVE PHASES

PREPARATIONPREPARATION

Identify objectives.Identify objectives. Elicit students’ prior Elicit students’ prior knowledge.knowledge.

Develop vocabulary. Develop vocabulary. Provide motivation.Provide motivation.

PRESENTATIONPRESENTATION

Present new information in Present new information in varied ways.varied ways.

Model processes explicitly.Model processes explicitly. Explain learning strategies. Explain learning strategies. Discuss connections to Discuss connections to students’ prior knowledge.students’ prior knowledge.

PRACTICEPRACTICE

Use hands-on/inquiry-based Use hands-on/inquiry-based activities.activities.

Provide different cooperative Provide different cooperative learning structures.learning structures.

Use authentic content tasks.Use authentic content tasks. Ask students to use learning Ask students to use learning strategies.strategies.

SELF-EVALUATIONSELF-EVALUATION

Students reflect on their Students reflect on their own learning.own learning.

Students evaluate Students evaluate themselves.themselves.

Students assess their own Students assess their own strategy use.strategy use.

EXPANSIONEXPANSION

Students apply information to own lives.

Students make connections between language and content.

Students relate information to first language knowledge.

Parents contribute to learning.

CALLA Instruction CALLA Instruction Is...Is...

Learner-centeredLearner-centered ReflectiveReflective SupportiveSupportive FocusedFocused EnthusiasticEnthusiastic