The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classrooms

• Published in: The Elementary school journal 1996-01, Vol.96 (3), p.259-273
• Main Authors: Chamot, Anna Uhl, O'Malley, J. Michael
• Format: Article
• Language: English
• Subjects: Academic Achievement; Academic learning; Classroom Techniques; Cognition & reasoning; Cognitive Academic Language Learning Approach; Content Area Teaching; Elementary Education; English as a second language; English language learners; Language; Language acquisition; Language comprehension; Language Minorities; Learning; Learning strategies; Limited English Speaking; Prior learning; Second Language Learning; Student Needs; Students; Teacher Effectiveness; Teachers; Teaching Methods
• ISSN: 0013-5984; 1554-8279
• DOI: 10.1086/461827

This article describes the Cognitive Academic Language Learning Approach (CALLA), an instructional model designed to increase the achievement of English-language-learning (ELL) students. The CALLA model, which is based on cognitive learning theory, integrates content-area instruction with language development activities and explicit instruction in learning strategies. After reviewing the academic needs of ELL students, we discuss the research base underlying CALLA and how cognitive learning theory applies to second language acquisition. The components of CALLA are described, and teaching guidelines are suggested. Examples are provided of ways in which CALLA teachers actively foster school achievement of their ELL students through activities that include reflection, conceptual understanding, language development, and learning how to learn more effectively. CALLA incorporates what current research and practice identify as effective instruction for all students and is an approach that can be adopted by teachers with mixed classes of native and non-native English speakers.