Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Cognitive Academic Language Learning Approach

No description

Ada Pagan

on 11 October 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Cognitive Academic Language Learning Approach

The Cognitive Academic Language Learning Approach (CALLA):
Is an instructional model for second and foreign language learners based on cognitive theory and research. The creators of CALLA, Chamot and O'Malley (1994) intended for it to help second language learners become autonomous learners by empowering them to achieve academically.
(Lara, 2010)
I did it! After completing a task:
Assess how well you have accomplished the learning task
Assess how well you have used learning strategies
Decide how effective the strategies were
Identify changes you will make the next time you have a similar task to do
Metacognitive Strategies
Plan / Organize
By: Ada Pagan
Hope Barrera
Nadia Prem

Cognitive Academic Language Learning Approach
Social Affective
CALLA learning strategies are divided into three strategic categories:
Cognitive Strategies
A cognitive strategy is a mental process or procedure for accomplishing a particular cognitive goal. These include repetition, organizing, new language, using imagery for memorization.
In the classroom: Some activities which can be described as cognitive strategies include mind maps, visualization, association, mnemonics, using clues in reading comprehension, underlining key words, self-testing and monitoring.
Contextualization - Place a word or phrase in a meaningful sentence or category.
Elaboration - Relate new information to what is already known.
Grouping - Classify words, terminology, or concepts according to their attributes.
Imagery - Use visual images (mental or actual) to understand and remember new information.
Inferencing - Guess meanings of new items from text, predict outcomes, or complete missing parts.
Note-Taking - Write down key words and concepts during reading or listening activities.
Resourcing - Use reference materials such as dictionaries, encyclopedias, or textbooks.
Summarizing - Make a mental or written summary of information gained through listening or reading.
Transfer - Use what is already known to facilitate a learning task.

(Ariza/Morales-Jones/ Yahya & Zainuddin, 2010)
There are 9 sub-categories of Cognitive Strategies:
Lara, M.F. (2010).
Cognitive Academic Language Learning Approach (CALLA)
. Retrieved from: sites.google.com/site/bilingedue/pages-and-groups
Ariza, E.W. & Morales-Jones, C & Yahya, N & Zainuddin, H (2010). Why TESOL?:
Theories & Issues in teaching English to Speakers of Other Languages in K-12 Classrooms.
Dubuque, IA: Kendall Hunt Publish Company.
Carlson, A. (2014, 01). Metacognitive Strategies: Definition, Examples & Quiz. Education Portal. Retrieved 01, 2014, from http://education-portal.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html#lesson
Robbins, J. (2014, 08). The CALLA Method: Stratigies for ELL Student Success. CALLA. Retrieved 08, 2014, from https://bay167.mail.live.com/mail/ViewOfficePreview.aspx?messageid=mgOYB-U6FN5BGCMjxKktwEMg2&folderid=flsent&attindex=0&cp=-1&attdepth=0&n=34658771
(2010, 01). English Language Learners in the Mainstream. State of New Jersey Department of Education. Retrieved 10, 2014, from http://www.nj.gov/education/bilingual/ell_mainstream/part_four/calla.html
(2010, 01). Cognitive Academic Language Learning Approach. Retrieved 10, 2014, from http://www.quia.com/files/quia/users/arkainc/EC-4/Week1/Competency-004-The-Cognitive-Academic-Language-Learning.ppt
Planner - Before beginning a task:
Set goals
Plan the task or content sequence
Plan how to accomplish the task (choose strategies)
Preview a text
Monitor / Identify Problems
While working on a task:
Check your progress on the task
Check your comprehension as you use the language.
Do you understand? If not, what is the problem?
Check your production as you use the language . Are you making sense? If not, what is the problem?
Manage Your Own Learning
Pace yourself
Determine how you learn best
Arrange conditions that help you learn.
Seek opportunities for practice
Focus your attention on the task
Social Affective Strategies
Either interacting with others to help, learn or tap into attitudes, feelings and knowledge of task.
Cooperating: Working with peers
Self Talk: Mentally reviewing strategies for specific task for reassurance and self support.
Social Affective Strategies
Students prior knowledge of topic
Current level of language proficiency
Types of learning strategies
Teacher uses strategies to make new content understandable for ELL's.

Problem- Solving
Student uses a checklist or journal to self assess their work.
ELL's apply strategy they learned to other content.
Metacognition, is being aware of what you know and don't know, understanding what you will need to know for a certain task and having an idea of how to use your current skills to learn what you don't know.
Full transcript