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Cognitive Academic Language Learning Approach

mailen sagretti

on 30 September 2011

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Transcript of CALLA

Cognitive Academic Language Learning Approach
Central component:
The integration of learning strategies
with instruction in academic language
and content.
Basic Premise:
students will learn academic language and content more effectively by using learning strategies.
In other words...
students who use strategic
approaches to learning will:
Why learning strategies are important?
Strategies represent the dynamic process underlying learning.
Active learners are better learners.
Strategies can be learned.
Academic language learning is more effective with learning strategies.
Learning strategies transfer to new tasks.
Types of learning strategies
Metacognitive Strategies:
used in planning for learning, self monitoring, and evaluating achievement.
Metacognitive Knowledge:
understanding one’s own learning processes,
the nature of the learning task,
and the strategies that should be effective.
Cognitive Strategies:
manipulating the material to be learned through rehersal, organization, or elaboration.
Social/Affective Strategies:
interacting with others for learning
or using affective control for learning.
How to Select Learning Strategies
The curriculum determines the strategy.
Start with a small number of strategies.
Use tasks of moderate difficulty.
Use strategies with strong empirical support.
Use strategies that apply to different content domains.
How to teach learning strategies
Five- step procedure for strategy instruction:
· Preparation
· Presentation
· Practice
· Evaluation
· Expansion
Using Learning Strategies for Motivation
Support students expectations of success by building on previous knowledge, scaffolding, and strategy instruction.
Increase students’ value of academic
material by linking language to content.
Encourage students to monitor their own learning activities and to identify strategies that effectively support their learning efforts.
Paula Rossoli
Mailen Sagretti
a. Comprehend spoken and written language more effectively
b. Learn new information with greater facility
c. Be able to retain and use their second language better than students who do not use learning strategies.
It is an instructional model that was developed to meet the academic needs of students learning english as a second language in American schools.
It 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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