Calla

Learning strategies are powerful.
They help language learners

become independent learners.
They help language learners make
the most of the English they have.
Learning strategies are steps taken by
students to enhance their own learning.
Strategies are especially important for
language learning because they are tools
for active, self-directed involvement, which
is essential for developing communicative
competence.
Appropriate language learning strategies
result in improved proficiency and greater
self-confidence.
•Direct Strategies
•Indirect Strategies
•Metacognitive Strategies
•Social/Affective Strategies
These are memory, cognitive,
compensation, and study skills.
The learner uses these directly on
the language.
•Have a key example.
•Take notes.
•Draw a picture.
•Summarize.
•Memorize.
You are using metacognitive
strategies when you think about
language and organize your
learning.
•Set up goals and objectives.
•Evaluate how you are doing.
When you use social/affective
strategies, you are thinking about
how you feel about your language
learning and you are working with
other people to learn.
•Listen to your body.
•Encourage yourself.
•Ask questions of other people.
•Cooperate with others on a task.
Discuss your feelings with another
person.
Learning Strategies
 Metacognitive: thinking about the learning

process, planning, monitoring, and evaluating.
 Cognitive: interacting with the material to be
learned, manipulating or applying.
 Social and affective: interacting with other person
to assist learning.
Metacognitive Strategies
Advance Organization.
Selective Attention.
Organizational Planning.
Self-monitoring.
Self-evaluation.
Self-management.
Cognitive Strategies
Resourcing. Auditory
Grouping. Representation.
Note-taking. Elaboration
Summarizing. Transfer
Deduction Inferencing
Imagery
Social and Affective
Strategies
Questioning for clarification.

Cooperation.
Self-task.
Planning
Understand the task
Organize materials
Find resources
Monitoring:
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?
Social Learning Strategies
Cooperation: work with

others to:
 complete tasks
 build confidence
 give and receive
feedback
Evaluation: 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.
Self-Management: Manage
Your Own Learning
 Determine how you learn
best.
 Arrange conditions that
help you learn.
 Seek opportunities for
practice.
 Focus your attention on
the task.
DEVELOPING ACADEMIC
LANGUAGE AND TEACHING
LEARNING STRATEGIES
WHAT IS ACADEMIC LANGUAGE?
 Language used during teaching and learning.

 Language of literature.
 Language in content textbooks.
 Language used to communicate new concepts.
 Language of literacy.
ACADEMIC LANGUAGE NEEDS OF
ENGLISH LEARNERS
 Develop academic vocabulary.
 Understand and use correct grammatical
structures and appropriate discourse.
 Read to acquire new information.
 Understand information presented orally.
 Participate in classroom discussions.
 Write to communicate their knowledge and ideas.
ACADEMIC LANGUAGE TEXTS
Informational texts: articles, essays,

textbooks.
Oral texts: teacher, speakers, students,
video, TV, film, live performance.
Personal texts: journals, e-mails, instant
messages, letters.
Literature genres: stories, novels, poetry,
biography.
THE TEACHER’S ROLE
Model academic language.

Practice literacy across the curriculum.
Teach language awareness.
Develop students’ metacognition.
Teach learning strategies.
WHAT ARE LEARNING STRATEGIES?
Thoughts and actions that assist learning

tasks.
Ways to understand, remember, and
recall information.
Ways to practice skills efficiently.
WHAT DOES THE RESEARCH SAY?
All second language learners use strategies -
BUT
“Good” language learners use more varied
strategies and use them more flexibly.
Frequent use of learning strategies is
correlated to higher self-efficacy.
TIPS ON TEACHING
LEARNING STRATEGIES
Build on students’ current learning

strategies.
Demonstrate how to use the learning
strategy by modeling.
Give the strategy a name.
Provide ample practice opportunities.
Cognitive Academic
Language Learning
Approach
CALLA
The Cognitive Academic Language Learning
Approach (CALLA) is an instructional model
that was developed to meet the academic
needs of students learning English as a
second language in American schools. Based
largely on findings of studies on cognition,
the model integrates academic language
development, content area instruction and
explicit instruction in learning strategies for
both content and language acquisition.
Cognitive Academic Language Learning
Approach (CALLA).
Model for an instructional program for ELL

students at intermediate level.
Designed to assist ELL students by providing
English instruction through the mainstream
curriculum.
CALLA is designed to:
Meet the academic language development

needs in English.
Provide a program of content-based
instruction. Bridge between ESL or bilingual
education and mainstream education.
Develop a curricular and instructional
approach for ELL students based on a
cognitive model of learning.
CALLA Model for Teaching Academic
Language, Content, & Learning Strategies
PREPARATION EXPANSION
CALLA’S FIVE PHASES
PRESENTATION SELF-EVALUATION
PRACTICE
The Cognitive Academic Language Learning Approach
(CALLA)
is an instructional model for second and foreign
language learners based on cognitive theory and
research.
CALLA integrates instruction in priority topics from the
content curriculum, development of the language
skills needed for learning in school, and explicit
instruction in using learning strategies for academic
tasks.
for students to learn essential academic
content and language and to become
independent and self-regulated learners
through their increasing command over
a variety of strategies for learning in
school.
CALLA can be used in ESL, EFL,
bilingual, foreign language,
and general education
classrooms.
CALLA Instruction Is...
Learner-centered
Reflective
Supportive
Focused
Enthusiastic

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Learning strategies are powerful.

They help language learners

 Metacognitive: thinking about the learning

Questioning for clarification.

Cooperation: work with

 Language used during teaching and learning.

Informational texts: articles, essays,

Model academic language.

Thoughts and actions that assist learning

Build on students’ current learning

Model for an instructional program for ELL

Meet the academic language development

CALLA’S FIVE PHASES

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