The CALLA Handbook – Chapter 8 CALLA in Different Contexts Dr. Ellen de Kanter University of St. Thomas Instructional Strategies for the Content Area in ESL BIED 5336

CALLA at Beginning Proficiency Level  Many Content Topics Can be Developed Orally  Discussions and Activities Should be Geared to the Students’ Cognitive Maturity Level  Present Strategies in Simple and Concrete Forms

CALLA in Primary Grade Classrooms  Present New Information in a Rich, Meaningful Context  Take Advantage of Existing First Language Concept Links  Focus Learning Strategies on Concrete Tasks

CALLA in Bilingual Classrooms  Prepare Students to Transfer What They Learn in Their Native Language to the Same Kind of Learning Experiences in English  Students Learn to Use Their Knowledge of Academic Language in Their First language as They Learn These Skills in English

CALLA in Bilingual Classrooms  Strategies can all be Practiced with Native Language Materials and Activities  Use of Both Languages Supports and Enhances Student Learning of Both Content and Language

CALLA for Preliterate Upper Elementary and Secondary Students  Seek to Uncover Prior Experiential Knowledge Rather than Prior Academic Knowledge  The First Concern is to Teach Initial Literacy Skills  Instruction in Learning Strategies Needs to be Explicit, Concrete, and Oral

CALLA In Pull-out ESL Programs  Integrate Concepts and Skills from as Many Content Areas as Possible  Derive language Activities from the Content Topics  Listening and Reading Strategies will be Most Helpful

CALLA for “Sheltered” or Language-sensitive Classes  Select High-Priority Content  Include Academic Language Functions that Promote Higher-Order Thinking  Learning Strategies Provide Students with the Necessary Tools to Comprehend Teachers and Textbooks

CALLA in Grade-Level Classrooms  Select High-priority Content, Study it in Depth, and Relate it to Students’ Prior Knowledge  All Students Learn by Communicating About Their Learning and Thinking in Their Content Subjects  Research Indicates that both First and Second Language Learners Profit from Learning Strategy Instruction

CALLA for Compensatory and Remedial Programs  Match the Program’s Content Objectives with Those of the Regular Program  Focus on Cooperative Learning and Development of Academic Language Skills  Learning Strategy Instruction Gives a Powerful Tool to the Students

CALLA for Students with Learning Disabilities  Access Content Through Concrete and Hands-On Activities and Extensive Discussion  Provide Activities for Contextualized Academic Skills Practice  Learning Strategies Show Students Practical Approaches to Academic tasks

CALLA for ESL Students in Community Colleges  Content Should be Aligned to Students’ Course Content  Provide Experiences in Language Use for Lower and Higher-Order Thinking Skills  Learning Strategies Provide Know-How for Learning the Curriculum Topics

CALLA in College and University Intensive English Programs  Draw Content from Typical Freshman Courses  Students Gain Confidence Practicing Academic Language Functions  Students Profit from Explicit Learning Strategy Instruction

CALLA in Foreign Language Programs  Teach Cultural and Academic Content Topics Through Cooperative and Hands-On Activities  Many Opportunities are Provided to Use Academic Language for Academic Functions  Effective Language Learners Show Varied and Appropriate Learning Strategies

The CALLA Handbook – Chapter 8 CALLA in Different Contexts Dr. Ellen de Kanter University of St. Thomas Instructional Strategies for the Content Area in ESL BIED 5336