CALLA Model of Instruction
Karen A. McCay
29 July 2017
The Cognitive Academic Language Learning Approach or CALLA Instructional Method has 5 phases of learning, each of which instructors plan for from the cognitive perspective of thinking and learning (Herrera and Murry, 2016, p. 206). The CALLA method is one of the most researched methods for instructing CLD learners, and it provides a variety of strategies to teachers as a result. The outline of the model here is adapted from Herrera and Murry (2016), and a list of resources follows for instructors, who would like to use the strategies, which support the model.
The 5 Phases:
Choosing Learning Strategies with CALLA:
More Resources:
A Short, Clear Video on the CALLA Model
CALLA Strategies Chart
A Prezi on the CALLA Model
Or Back to:
CLD Instructional Approaches
ICB Method
References:
Chamot, A. U. (1995). Implementing the cognitive academic language learning approach: CALLA in Arlington, Virginia. Bilingual research journal,19(3-4), 379-394. doi:10.1080/15235882.1995.10162680
Herrera, S. G., & Murry, K. G. (2016). Mastering ESL/EFL methods: Differentiated instruction for culturally and linguistically diverse (CLD) students, 3rd edition. Boston: Pearson.
Karen A. McCay
29 July 2017
The Cognitive Academic Language Learning Approach or CALLA Instructional Method has 5 phases of learning, each of which instructors plan for from the cognitive perspective of thinking and learning (Herrera and Murry, 2016, p. 206). The CALLA method is one of the most researched methods for instructing CLD learners, and it provides a variety of strategies to teachers as a result. The outline of the model here is adapted from Herrera and Murry (2016), and a list of resources follows for instructors, who would like to use the strategies, which support the model.
The 5 Phases:
- Preparation
- Presentation
- Practice
- Evaluation
- Expansion
- Activating students’ prior knowledge and experiences
- Establishing learning objective and its importance in all 3 domains (content, language, learning strategies)
- Connecting learning objective to prior knowledge
- Presenting information using guarded vocabulary
- Frequent checks for understanding
- Allowing students to ask clarifying questions
- Relating new information to prior knowledge
- Using meaningful visuals
- Demonstrating skills
- Explaining how, why, when to use skills and apply strategies
- Facilitating student-centered activities to apply growing mastery of learning goals
- Scaffolding moving toward independence
- Developing a supportive environment where mistakes are normal
- Observing as students reflect on their learning
- Observing as students self-assess
- Modeling of self-assessment and self-reflection skills
- Student activities fostering the integration of new knowledge into existing framework (knowledge base)
- Student discussions of how to apply skills in their own lives
Choosing Learning Strategies with CALLA:
- Seek training because continually adding to strategies is essential (Chamot, 1995, p. 382)
- Align strategies with content and language objectives or essential questions
- Teach one or two related strategies at a time
- Teach strategies using manageable tasks
- Select research-supported strategies (beginning with easily demonstrated strategies, and including both observable strategies and mental strategies)
Focus on strategies that students can use in many different subjects or content areas (Herrera & Murry, 2016, p. 337)
More Resources:
A Short, Clear Video on the CALLA Model
CALLA Strategies Chart
A Prezi on the CALLA Model
Or Back to:
CLD Instructional Approaches
ICB Method
References:
Chamot, A. U. (1995). Implementing the cognitive academic language learning approach: CALLA in Arlington, Virginia. Bilingual research journal,19(3-4), 379-394. doi:10.1080/15235882.1995.10162680
Herrera, S. G., & Murry, K. G. (2016). Mastering ESL/EFL methods: Differentiated instruction for culturally and linguistically diverse (CLD) students, 3rd edition. Boston: Pearson.