additional instructional methods/approaches for cld students:
This toolkit briefly touches on a few of the numerous methods of instruction popular today in ESL/Bilingual Education. One such method, the cognitive language learning approach (CALLA), was recently developed by Anna Uhl Chamot and Michael O'Malley (1994) based on 1980's and 90's research on second language acquisition and cognitive development. Herrera and Murry paraphrase O'Malley and Chamot, stating, "The CALLA method focuses on explicitly teaching CLD students to understand and tactically apply metacognitive, cognitive, and social/affective strategies" (2011, pg. 330).
I was intrigued with the CALLA (cognitive academic language learning approach) as this allows students who speak and write limited English to become more proficient and to help students comprehend and retain language concepts/skills being taught.
CALLA Goals:
- To place value on what the student previously knew as well as the experiences of their culture, and using this knowledge in their academic learning of a new language.
- To develop an awareness for the language that they are learning.
- To learn the content and skills necessary to be successful in their future academic pursuits
- Choosing an appropriate strategy of learning that also can enhance both their study skills and academic knowledge.
- To develop the ability to work in a group setting successfully.
- Using specific tasks that require hands-on instructions to learn.
- To develop motivation for academic studies and the confidence to complete a successful academic program.
- Doing a self-evaluation of their learning progress and making plans on how they can become more efficient.
- Be capable of independent learning (Innovative Language Learning Blog, n.d.).
Hererra and Murry (2011) discuss several CALLA strategies that educators can use to help their students fully understand not only the language, but the content as well:
- Teach only 1 or 2 related strategies at a time
- Utilize manageable tasks
- Strategies should be research-supported
- Strategies should be able to branch into a variety of courses/subjects
- Scaffolding understanding – utilizing graphic organizers, visual aids, peer/group work.
- Purposeful grouping – opportunities to have interaction with fellow students of varying proficiency levels.
- Background knowledge – helps to increase student interest and allows a more pointed area of focus. Also allows for bridges from prior knowledge to new knowledge and increases understanding.
- Extended discussion – pre-teaching vocabulary as well as allowing students to discuss topics multiple times with their peers.
- Valuing linguistic differences – take time to get to know the students and learn about their culture/language. Treat differences as resources rather than obstacles.
I hope to, one day, work with first grade students, so I feel that all of these strategies will be beneficial for all of the students. All children of this age may have difficulty with the language and content; regardless of their native language. I am a big fan of utilizing visual aids and incorporating technology. My son has an interactive globe (which he loves) where he is guided to different locations on the globe by the use of pictures and colors. There is a game that he can play on the globe where he locates 5 specific locations. Then, he is asked 5 questions. For example: he is guided to Russia by finding the picture of a brown bear. He is then guided to Ohio by finding the color Orange. Then, the question asked is “Russia has a picture of: 1. A brown bear 2. A narwhal.” “Ohio is: 1. Purple 2. Orange.” He then pushes either the “1” or the “2” on the globe for his answer. I also find that utilizing rhymes or songs is helpful. I created a “Little Red Hen” song for my lesson plan I am using in this class that helps the students remember the order of the story.
This is the way I plant the seed, plant the seed, plant the seed.
This is the way I plant the seed
So early in the morning!
Repeat using the following verses in the above underlined
Water the wheat
Cut the wheat
Go to the mill
Make the dough
Bake the bread
Eat the bread
I think the key is keeping activities fun and engaging, while also ensuring that the content objectives/common core standards are being met. This is important for ALL students. Also, if we have developed an inclusive, welcoming, safe environment, all students will feel comfortable and more willing to participate in the activities.
This Prezi presentation (2013) gives a visual overview and breakdown of the CALLA method. Also, here is a link to some other foreign/second language teaching methods from MoraModules. Also, be sure to check out this video "Extending understanding: Vocabulary development" from the Teaching Channel.