The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream
The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream
复制标题
认知学术语言学习方法：通往主流的桥梁
DOI：
10.2307/3586733
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发表时间：
1987
期刊：
影响因子：
3.2
通讯作者：
J. M. O'malley
中科院分区：
文献类型：
--
作者：
A. U. Chamot;J. M. O'malley
认知学术语言学习方法 (CALLA) 专为英语水平有限、准备参加主流内容领域教学的学生而设计。 CALLA 为中小学生和中学生提供中级和高级 ESL 水平的过渡指导。这种方法通过科学、数学和社会研究的内容领域教学促进英语学术语言的发展。在 CALLA，学生被教导使用源自学习认知模型的学习策略来帮助他们理解和保留内容领域的语言技能和概念。本文首先讨论 CALLA 的基本原理以及该方法所基于的理论背景。接下来是对 CALLA 三个组成部分的描述：与主流内容科目相关的课程、学术语言发展活动和学习策略指导。最后，简要描述了集成这三个组件的课程计划模型。
The Cognitive Academic Language Learning Approach (CALLA) is designed for limited English proficient students who are being prepared to participate in mainstream content-area instruction. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content-area instruction in science, mathematics, and social studies. In CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and retention of both language skills and concepts in the content areas. This article first discusses the rationale for CALLA and the theoretical background on which the approach is based. This is followed by a description of the three components of CALLA: a curriculum correlated with mainstream content subjects, academic language development activities, and learning strategy instruction. Finally, a lesson plan model integrating these three components is briefly described.