Domain 2: Competency 3 Flashcards
CALLA- Cognitive Academic Language Learning Approach
Anna Chamot- The Cognitive Academic Language Learning Approach (CALLA) Model uses carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks. Help EL’s learn academic English. CALLA involves five (5) phases: preparation, presentation, practice, self-evaluation, and expansion. The CALLA method contains three elements: (a) important content topics,
(b) development of academic language within content areas, and (c) explicit
GLAD (Guided Language Acquisition Design)
The Guided Language Acquisition Design (GLAD) Model is an instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language. GLAD is grounded in research related to second language acquisition and sheltered instruction. Includes five focus areas: Focus/Motivation Comprehensible Input Guided Oral Practice Reading/Writing Closure
Communicative Competence
- The learner’s ability to understand and use language appropriately to communicate in authentic (rather than simulated) social and school environments.
- Understand and use language in authentic school and social situations
QTEL (Quality Teaching for English Learners)
The Quality Teaching for English Learners (QTEL) Model of teaching is based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process. The professional development initiative provides educators with the tools they need to help all students, specifically English learners, achieve college and career readiness. QTEL's belief system is based on the premise that ALL students can learn and engage in rigorous instruction regardless of their language proficiency. Academic Rigor High Expectations Quality Interactions Language Focus Quality Curriculum
The Quality Teaching for English Learners (QTEL) Model of teaching is based on sociocultural and sociolinguistic theories of learning and the central role of language in the learning process. The professional development initiative provides educators with the tools they need to help all students, specifically English learners, achieve college and career readiness. QTEL's belief system is based on the premise that ALL students can learn and engage in rigorous instruction regardless of their language proficiency. Academic Rigor High Expectations Quality Interactions Language Focus Quality Curriculum
infuses language acquisition strategies within content area instruction to make content comprehensible for ELs while developing their academic language. Learning activities that connect new content to students’ prior knowledge, that require collaboration among students, and that spiral through curriculum material, offer ELs the grade-level content instruction of their English-speaking peers, while adapting lesson delivery to suit their English proficiency level.
SIOP (Sheltered Instruction Observation Protocol)
The Sheltered Instruction Observation Protocol (SIOP) Model was developed to facilitate high quality instruction for ELs in content area teaching. It is used in hundreds of schools across the U.S. as well as in several other countries.
TPR (Total Physical Response)
Dr. James Asher Total Physical Response (TPR) is a tool used in SIOP for comprehensive input. It uses body movement to accelerate language acquisition (listening and physical activities). Teacher gives command and models the action: open your book; stand up; walk to the window. Students follow the directions.
Stages of Language Proficiency
Pre-production, early production, speech emergence, immediate fluency
Pre-production (Beginner)
The silent period – at time for receptive language acquisition lasting an average of ten hours to three months of interaction (will vary with individual). In addition, students develop listening skills. It is not necessary for the student to speak. Students should never be forced to speak.
Non-English speaker
May include student who has some understanding but is too shy to speak.
Early production (Intermediate)
Period of limited production, progress will vary, lasting an average of six months to two years of instruction.
Has limited understanding
Can speak one or two-word phrases
Speech Emergence (Advanced)
Period of expanded production, progress will vary. Error corrections should be limited to modeling and expansion of student’s language. This period may last from two to four years.
Understanding has become expanded.
Less hesitation to speak
Immediate Fluency (Advanced-high)
Period of continued vocabulary expansion to develop higher levels of language use in content areas. Reading and writing activities are incorporated into lessons.
Understanding has expanded beyond communicative competence
Has attained high levels of CALP in the primary language
Limited or no hesitancy to speak
