CALLA_FL

8/10/2019 CALLA_FL

1/37

8/10/2019 CALLA_FL

2/37

Helping Struggling Students Become Good Language Learners 2006 Chamot & Robbins

Table of Contents

ho is the Struggling Learner!""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""#

Brainstorm$ Teaching and Learning Strategies for %ndependent Learning""""""""""""""""""

The Cogniti'e (cademic Language Learning (pproach""""""""""""""""""""""""""""""""""""""""6

Theoretical Bac)ground$ ( Cogniti'e*Social Learning +odel"""""""""""""""""""""""""""""""""",

hat is a Learning Strateg-!"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""",

./amples of Learning Strategies""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""

hat (re 1our 23n Learning Strategies!"""""""""""""""""""""""""""""""""""""""""""""""""""4

5sing Strategies for a urpose""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""70

C(LL(*8L %nstructional Se9uence""""""""""""""""""""""""""""""""""""""""""""""""""""""""""7:

./periencing a C(LL(*8L Lesson"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""7

C(LL(*8L %;STR5CT% ;(L S.*(L 5? ?.+ ;STR(T% ;"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""26

.'aluation and .nhancement of a Language Lesson""""""""""""""""""""""""""""""""""""""""""""#0Strateg-

8/10/2019 CALLA_FL

3/37


) H* IS +H, S +R!GGLING L, RN,R -

?efinition$ ( struggling learner is a student 3ho has difficult- )eeping up 3ith classmates of thesame age in a de'elopmentall- appropriate learning en'ironment" The- ma- not 9ualif- for specialeducation ser'ices= remedial or other school ser'ices" hile the learning disabled child has highand lo3 le'els of )no3ledge and s)ill le'els= often the struggling learner@s strengths and needs canbe described as Aflat" Struggling learners often$

Ha'e difficult- organiDing themsel'es and their 3or) en'ironment"

Ha'e trouble follo3ing 'erbal instructions

(re o'er3helmed b- 3or) tas)s and need 3or) chun)ed for them"

Ha'e 3ea) social and emotional s)ills"

These children can easil- fall bet3een the crac)s of the educational s-stem unless 3e pro'idethem 3ith the assistance the- need" E8ischer n"d"F

(CT% %T1$ ith a partner= discuss a struggling student 3hom -ou ha'e recentl- taught or 3ho -ou )no3 in -our administrati'e role" Then listen to -our partner describe such a student" Comparee/periences and approaches to helping the student" ;ote$ the first section belo3 refers to thestudents@ first language" The second section refers to the students@ performance in the targetlanguage"

rofile of a struggling learner Student 7 Student 2

(ge of learner

Setting$ E.lementar- Secondar-F

8irst Language Strengths ea)nesses rite S or

Literac- Le'el Eappropriate to grade le'elF

%nteracting 3ith 6eers

%nteracting 3ith (dults

+oti'ation to Learn

2rganiDation S)ills

?oing home3or)

2ther$IIIIIIIIIIIIIIIIIIIIIII

Target Language Strengths ea)nesses rite S or

Literac-

#

8/10/2019 CALLA_FL

4/37


%nteracting 3ith 6eers

%nteracting 3ith (dults

+oti'ation to Learn

2rganiDation S)ills

6ronunciation

Remembering ocabular-

5nderstanding Grammatical Structures

?oing home3or)

2ther$IIIIIIIIIIIIIIIIIIIIIII

hat similarities did -ou find bet3een -our and -our partner@s students!

hat similarities or differences did -ou notice in ho3 -ou and -our partner triedto inter'ene 3ith the students!

:

8/10/2019 CALLA_FL

5/37


BR INS+*R. ' + , CHING N% L, RNING S +R +,GI,S /*R I N%,P,N%,N+ L, RNING

hat are some of -our most effecti'e teaching strategies!

hen -ou use these teaching strategies= 3hat areyour students doing or thin)ing!

Ho3 do -ou )no3!

hat obstacles ha'e -ou found that 8L students ha'e in achie'ingacademic success!

Ho3 do -ou encourage -our students to learn independentl-!

8/10/2019 CALLA_FL

6/37


+ H, C*GNI+I , C %,.IC L NG! G, L, RNING PPR* CH

The Cogniti'e (cademic Language Learning (pproach EC(LL(F is an instructionalmodel for second and foreign language learners based on cogniti'e theor- andresearch" C(LL( integrates instruction in priorit- topics from the contentcurriculum= de'elopment of the language s)ills needed for learning in school= ande/plicit instruction in using learning strategies for academic tas)s"

The goals of C(LL( are for students to learn essential academic content andlanguage and to become independent and self*regulated learners through theirincreasing command o'er a 'ariet- of strategies for learning in school"

C(LL( can be used in .SL= .8L= bilingual= foreign language= and general education

classrooms"C LL 1s principal ob ecti3es are to assist students in'

aluing their o3n prior )no3ledge and cultural e/periences= and relating this)no3ledge to academic learning in a ne3 language and culture

Learning the content )no3ledge and the language s)ills that are mostimportant for their future academic successJ

?e'eloping language a3areness and critical literac-

Selecting and using appropriate learning strategies and stud- s)ills that 3illde'elop academic )no3ledge and processes

?e'eloping abilities to 3or) successfull- 3ith others in a social conte/t

Learning through hands*on= in9uir-*based= and cooperati'e learning tas)s

%ncreasing moti'ation for academic learning and confidence in their abilit-to be successful in school

.'aluating their o3n learning and planning ho3 to become more effecti'e and

independent learners"C(LL( 3as de'eloped b- (nna 5hl Chamot and K" +ichael +alle-= and is beingimplemented in appro/imatel- #0 school districts in the 5nited States as 3ell as inse'eral other countries

6

8/10/2019 CALLA_FL

7/37


+ H,*R,+IC L B C4GR*!N% ' C *GNI+I , 5S *CI L L, RNING . *%,L The learning process is mentall- acti'e and strategic"

Learning in'ol'es higher le'el thin)ing= not Must memor-"

Social conte/t and interaction are critical"

Students learn content b- relating it to their prior )no3ledge"

Students learn processes through integrati'e practice indi'iduall- and 3ithpeers"

Learning strategies can be taught and learned"

) H + IS L, RNING S +R +,G -Learning strategies are steps ta)en b- students to assist their o3n learning" Thesesteps ma- be either thoughts or actions" Strategies are 3a-s to understand =remember = andrecall information" The- include 3a-s to practice s)ills efficientl-"

,

8/10/2019 CALLA_FL

8/37


, 7 .PL,S */ L, RNING S +R +,GI,S

+atch the learning strateg- 3ith its description"

!se Bac8ground 4no9ledge +a)e sure % am understanding the

tas) and material"

Predict %magine or dra3 a picture to help me

understand"

+a8e notes Chec) 3hether % ha'e completed the

tas) correctl-"

!se real ob ects(role play 8ind another 3a- to sa- it"

Cooperate 5se 3hat % alread- )no3 to help me

learn"

Substitute(parap"rase Guess the meaning from the conte/t"

.onitor Guess 3hat 3ill happen"

!se imagery or) 3ith other students"

.a8e In:erences +a)e groups of similar 3ords or

images"

,3aluate rite do3n important information"

Group(Classi:y antomime or use obMects to help me

understand"

8/10/2019 CALLA_FL

9/37


) H + R, *!R * )N L, RNING S +R +,GI,S -

Identi:y a c"allenge you "a3e :aced in t"e last t9o 9ee8s$

./ample$ % bought a ne3 cell phone and had to learn ho3 to add m-phone numbers to it"

The strategies % used 3ere$ tr-ing the 3a- % used 3ith m- old cell phone Ethat didn@t 3or)F as)ing m- daughter N she said she hadn@t figured it out -et either loo)ing in the user@s manual N the instructions 3ere not in clear

.nglish calling the help line N finall- % got the ans3er % neededO

+- Challenge$ IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

?escribe to a partner the strategies -ou used to meet the challenge"

hat did -ou learn about -our partner s strategies!

4

8/10/2019 CALLA_FL

10/37

8/10/2019 CALLA_FL

11/37


77

8/10/2019 CALLA_FL

12/37


Learning and Teaching 3ith the Standards$ hat are the challenges!

The (merican Council for the Teaching of 8oreign Languages hasestablished these AStandards for 8oreign Language Learning" Eseehttp$ actfl"org files public e/ecsumm"pdfF

AThe purposes and uses of foreign languages are as di'erse as thestudents 3ho stud- them" Some students stud- another languagein hopes of finding a re3arding career in the internationalmar)etplace or go'ernment ser'ice" thers are interested in theintellectual challenge and cogniti'e benefits that accrue to those3ho master multiple languages" Still others see) greaterunderstanding of other people and other cultures" +an- approach

foreign language stud-= as the- do other courses= simpl- to fulfill a graduation re9uirement"Regardless of the reason for stud-= foreign languages ha'e something to offer e'er-one" %t is 3iththis philosoph- in mind that the standards tas) force identified fi'e goal areas that encompass allof these reasons$

C+/L Standard Problematic- )"y-

Communication

Communication is at the heart of secondlanguage stud-= 3hether the communicationta)es place face*to*face= in 3riting= oracross centuries through the reading ofliterature"

Cultures

Through the stud- of other languages=students gain a )no3ledge andunderstanding of the cultures that use thatlanguage and= in fact= cannot trul- masterthe language until the- ha'e also masteredthe cultural conte/ts in 3hich the languageoccurs"

Connections

Learning languages pro'ides connections toadditional bodies of )no3ledge that ma- beuna'ailable to the monolingual .nglishspea)er"

72

8/10/2019 CALLA_FL

13/37


C+/L Standard Problematic- )"y-

Comparisons

Through comparisons and contrasts 3ith

the language being studied= studentsde'elop insight into the nature of languageand the concept of culture and realiDe thatthere are multiple 3a-s of 'ie3ing the3orld"

Communities

Together= these elements enable thestudent of languages to participate inmultilingual communities at home and

around the 3orld in a 'ariet- of conte/tsand in culturall- appropriate 3a-s"

7#

8/10/2019 CALLA_FL

14/37


C LL 5/L I NS+R!C+I*N L S ,;!,NC,

7:

8/10/2019 CALLA_FL

15/37


, 7P,RI,NCING C LL 5/L L ,SS*N

5se this page for -our notes on the lesson and its anal-sis"

hat might appeal to a struggling learner in this t-pe of lesson!

hat modifications 3ould -ou ma)e for the struggling learners in -our o3n class!

Ho3 3ould -ou balance cooperati'e and independent learning in acti'ities such asthose seen in this lesson!

7

8/10/2019 CALLA_FL

16/37


C LL 5/L INS+R!C+I*N L S,;!,NC,

+"e se

8/10/2019 CALLA_FL

17/37

8/10/2019 CALLA_FL

18/37


+ , CHING L NG! G, L, RNING S +R +,GI,S

7

8/10/2019 CALLA_FL

19/37


74

8/10/2019 CALLA_FL

20/37


20

8/10/2019 CALLA_FL

21/37

8/10/2019 CALLA_FL

22/37


22

8/10/2019 CALLA_FL

23/37


2#

8/10/2019 CALLA_FL

24/37


2:

8/10/2019 CALLA_FL

25/37

8/10/2019 CALLA_FL

26/37


+HIN45 L*!% %,.*NS+R +I*N

Thin)ing aloud is the process a teacher uses to ma)e thought processesobser'able" The purpose of thin)ing aloud is to model application of learningstrategies to a language tas)" +eac"ers can de'elop the s)ill of thin)ing aloudthrough practice 3ith challenging material or 3ith material that is at student le'el"Students can also do thin)ing aloud as a 3a- to become more a3are of ho3 the-are processing language and appl-ing strategies"

atch as the presenters demonstrate a thin)*aloud" Be a3are of the generalapproach as 3ell as the detailsJ pa- attention to 3hat she is doing and sa-ingbefore= during= and after the tas)"

?.+ ;STR(T% ; ; T.S$

Before

?uring

(fter

Strategies % noticed

26

8/10/2019 CALLA_FL

27/37


+HIN45 L*!% PR C+IC,

Choose a partner" ?ecide 3ho 3ill be the thin)er= and 3ho 3ill be the obser'er"

8irst thin)*aloud$

TH%;>.R$

retend -ou@re in a foreign countr- and tr-ing to figure out the street signs"Choose one of the illustrations in a language or from a culture -ou don@t )no3" Thin)aloud as -ou figure out 3hat the meaning might be"

BS.R .R$

Listen and 3atch carefull- as -our partner 3or)s on the assigned reading tas)" %fs he is silent= use one of the prompts suggested belo3 to stimulate e/pression ofthe thought processes -our partner is going through" Ta)e notes on 3hat -ouobser'e during this thin)*aloud"

2,

8/10/2019 CALLA_FL

28/37


Second thin)*aloud$

TH%;>.R$

rite a paragraph in -our o3n second Eor thirdPF language about the teacher -oumost admire" This could be a teacher -ou )ne3 3hen -ou 3ere a student= or a fello3teacher -ou ha'e met as an adult" Before -ou touch -our pen to paper= tell -ourpartner 3hat -ou are thin)ing" (s -ou 3rite= thin) aloud to let -our partner )no33ho -ou are 3riting about and decisions -ou ma)e about ho3 to describe thatperson"

BS.R .R$

(s) -our partner to tell -ou their thoughts before the- begin to 3rite" (s s he3rites= gentl- prompt -our partner 3ith 9uestions such as those suggested belo3"Ta)e notes on 3hat -ou obser'e during this thin)*aloud"

2

8/10/2019 CALLA_FL

29/37


PR*.P+S /*R S+I.!L +ING +HIN4 L*!%S General Promptshat are -ou thin)ing! hat@s going through -our mind right no3!Ho3 are -ou doing this! Ho3 are -ou figuring this out!hat are -ou loo)ing at! h-!Ho3 did -ou )no3 that!

Prompts to get more in:ormation%s there an-thing else -ou are thin)ing!Can -ou tell me more!hat 3ere -ou thin)ing 3hen -ou 3ere silent a moment ago!

Prompts responding to 9"at your partner "as said or done

Ho3 did -ou figure that out!h- do -ou sa- that! Ho3 do -ou )no3! Ho3 does that help!h- did -ou change -our mind!h- did -ou decide to spea) or 3rite about this! E8or thin) aloud 2FHo3 did -ou come up 3ith that!%s that 3or)ing for -ou!

Prompts :or 9"en a partner :aces problemshat are -ou going to do about that!

Ho3 3ill -ou figure it out!

Prompts at t"e end o: t"e tas8ere -ou able to tell me out loud 3hat 3as going through -our mind!%s there an-thing -ou 3ould li)e to add about 3hat -ou 3ere thin)ing as -ou3or)ed!Ho3 3ould -ou change the 3a- -ou do this tas) the ne/t time!

E(dapted from The Learning Strategies Handboo)= p" ,0 N ,7F

24

8/10/2019 CALLA_FL

30/37


, L! +I*N N% , NH NC,.,N+ */ L NG! G, L,SS*N

Choose a lesson and 3or) 3ith 2*# others to e/amine it" rite -our o3n thoughts

and then discuss 3ith -our group" repare to share 3ith the institute as a 3holeafter -ou ha'e come to consensus about ho3 the lesson might be impro'ed"

Ho3 3ould -ou ma)e the lesson better!

Ho3 3ould -ou address the needs of the struggling learner!

Group members@ suggestions$

#0

8/10/2019 CALLA_FL

31/37


S+R +,G ; !,S+I*NN IR, ' L , RNING *C B!L R IN / *R,IGNLNG! G,

Esee other 9uestionnaires at

http$ 333"nclrc"org materials assessment inde/"htmFLearning ne3 3ords is a maMor part of learning a language" 1ou ha'e to learn'ocabular- gi'en to -ou b- -our teacher" 1ou might also learn 3ords that -ou 3antto )no3" Thin) about ho3 -ou learn ne3 3ords= and then ans3er the 9uestions"

Ho9 o:ten do you do eac" o: t"e :ollo9ing to "elp you learn ne9 9ords andp"rases in Spanis"-

7" (s % thin) about an Spanish 3ord= % imagineor dra3 a picture of the obMect idea the 3ord

represents" ;e'er Rarel- 2ccasionall- 2ften 2" % thin) of something or someone in m- lifethat the 3ord reminds me of= and % rememberthat connection 3hen % need to recall the 3ord ;e'er Rarel- 2ccasionall- 2ften

#" % ma)e a point of learning 3ords that relateto m- life" ;e'er Rarel- 2ccasionall- 2ften

:" % group 3ords that are similar or are relatedin some 3a- ;e'er Rarel- 2ccasionall- 2ften

" % hold or point to an obMect that the Spanish3ord represents 3hile thin)ing or sa-ing the3ord ;e'er Rarel- 2ccasionall- 2ften

6" % thin) of an .nglish 3ord that loo)s orsounds li)e the Spanish 3ord= and % thin) aboutho3 the meanings are related" ;e'er Rarel- 2ccasionall- 2ften

," % loo) for structural rules Eprefi/es=suffi/es= roots= etc"F that gi'e clues to the3ord s meaning" ;e'er Rarel- 2ccasionall- 2ften

" % thin) of an .nglish 3ord that sounds li)ethe Spanish 3ord= (;? % get a picture in m-mind to lin) the meanings of the Spanish and3ords in m- o3n language ;e'er Rarel- 2ccasionall- 2ften

4" % re'ie3 ne3 3ords 3ith a classmate" ;e'er Rarel- 2ccasionall- 2ften

#7

8/10/2019 CALLA_FL

32/37


70" % test m-self to see if % ha'e learned the3ords" ;e'er Rarel- 2ccasionall- 2ften

L, RNING S +R +,GI,S + HR*!GH PLLearning Strategies +"roug" Play' Ideas :or ssociations 9it" toys

+oolbo='

Hammer Q SummariDe Ebuild something up b- -ourselfF

Sa3 Q roblem*Sol'e E separate it into parts -ou can handleF

Scre3dri'er Q 8ind (ppl- atterns E t3ist and turn to see the patternsF

8lashlight Q 5se selecti'e attention E'isual imager-F E hat do % see! HearF liers Q +anage -our o3n learning E get a grip OF

+easuring Tape Q .'aluate E ho3 much did % learn ho3 3ell did % learn!F

+agnif-ing Glass Q +a)e %nferences E loo) closer F

+onocular Binocular$ +a)e redictions E 3hat@s ahead!F

?uct tape or electrical tape Q Substitute E ho3 can % ma)e this 3or)!F

la- 3ood & ;uts & Bolts Q 5se 3hat -ou )no3 E 1ou build 3ith 3hat -ou ha'eF

#2

8/10/2019 CALLA_FL

33/37

8/10/2019 CALLA_FL

34/37


SP NISH NI. L . SC*+ N .,S

.l erro lanificador

.l ato lanificador

.l .lefante .'aluador

.l eD lanificador

.l Sapo Selecti'o

.l Leon Lector

.l ConeMo Cooperador

La 'eMa rganiDada

La Tortuga 9ue TrabaMa en .9uipo

.l enado isualiDador

.l (sno (grupador

.l ?elfin ?eductor

#:

8/10/2019 CALLA_FL

35/37


* NLIN, R,S*!RC,SThe orld of C(LL($ http$ calla"3s1ou 3ill find resources= handouts= a mailing list= message forum= and contactinformation on our site"

Strategic Learning 5nlimited$ http$ Millrobbins"comKill@s site has more learning strategies resources and presentations"

;ational Capital 8oreign Language Resource Center$ http$ nclrc"org;CLRC@s site has teacher guides for learning strategies and foreign languageteaching resources"

T.S L$ http$ tesol"orgT.S L@s site has man- resources for teachers@ professional de'elopment andinformation on the Teaching of .nglish to Spea)ers of ther Languages

Contact for 3or)shop information$ Mrobbins calla"3s

S ,L,C+,% R,/,R,NC,S

R.8.R.;C.S S .C%8%C T STR5GGL%;G ST5?.;TS

8ischer= R" hat is a Struggling Learner! (ccessed 6 74 06 at$http$ 333"pasadenaisd"org CurrIinstr inter'ention hatIisIaIstrugglingIlearner"pdf

Soft3are for Reading aloud tests and te/ts$http$ 333"freedomscientific"com LSG

Reading Roc)ets@ articles on helping struggling readers$http$ 333"readingroc)ets"org articles c:2

Chamot= (" 5" E200 F" C(LL($ (n 5pdate" %n " Richard*(mato & (" Sno3 Eeds"F= +"e.ulticultural Classroom$ hite lains$ Longman"

Chamot= (" 5"= Barnhardt= S"= .l*?inar-= " B"= & Robbins= K" E7444F"+"e learningstrategies "andboo8$ hite lains= ;1$ (ddison esle- Longman"

Chamot= (" 5" & @+alle-= K" +" E7444F" The Cogniti'e (cademic Language Learning(pproach$ ( model for linguisticall- di'erse classrooms" %n Biacindo= >" Eed"F=

#
http://calla.ws/http://jillrobbins.com/http://nclrc.org/http://tesol.org/http://calla.ws/http://jillrobbins.com/http://nclrc.org/http://tesol.org/

8/10/2019 CALLA_FL

36/37


Perspecti3es' ,ducational Psyc"ology = pp" #4* 7" Boulder= C $ Course3iseublishing"

Chamot= (" 5"= & +alle-= K" +" E7446F" The Cogniti'e (cademic Language Learning(pproach EC(LL(F$ ( model for linguisticall- di'erse classrooms" +"e ,lementarySc"ool &ournal =>6 E#F$ 2 4*2,#"

Chamot= ("5"= & +alle-= K"+" E7446F" %mplementing the Cogniti'e (cademicLanguage Learning (pproach$ %ssues and options" %n R" /ford Eed"F=LanguageLearning Strategies round t"e )orld = p" 76,*7,#" +anoa$ 5ni'ersit- of Ha3aiiress"

Chamot= (" 5" E744 F" %mplementing the Cogniti'e (cademic Language Learning(pproach$ C(LL( in (rlington= irginia" Bilingual Researc" &ournal =?> = #&:$ #,4*#4:"

Chamot= (" 5"= & +alle-= K" +" E744:F"+"e C LL "andboo8' Ho9 to implementt"e Cogniti3e cademic Language Learning pproac" " Reading= +($ (ddison*esle-"

Chamot= ("5" E744:F" C(LL($ (n instructional model for linguisticall- di'ersestudents" ,nglis" ;uarterly = 26E#F= 72*76"

Chamot= (" 5"= & +alle-= K" +" E744:F" %nstructional approaches and teachingprocedures" %n >" S" 5rbschat & R" ritchard Eeds"F=4ids come in all languages'Reading instruction :or ,SL students " ;e3ar)= ?.$ %nternational Reading(ssociation"

Chamot= (" 5"= ?ale= +"= +alle-= K" +"= Spanos= G" (" E744#F" Learning and problemsol'ing strategies of .SL students" Bilingual Researc" ;uarterly = ?6 $#&:=Summer 8all= 744#= p" 7*# "

Chamot= (" 5" E7447F" Cogniti'e instruction in the second language classroom$ The roleof learning strategies" %n K"." (latis Eed"F= Linguistics# language teac"ing andlanguage ac

8/10/2019 CALLA_FL

37/37


G* L 5S ,++ING L,SS*N

CALLA_FL

Documents

Transcript of CALLA_FL