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An exploration of cognitive academic language learning approach (CALLA) and its use for ESL instruction of linguistically diverse students

1 August 1999


The purpose of this qualitative research study was to answer the question, "Can three components of the Cognitive Academic Language Learning Approach (CALLA) be used in a newcomer ESL classroom?" The Cognitive Academic Language Learning Approach is a social cognitive learning model that was designed to increase achievement of English language learners through grade appropriate authentic content area instruction, academic language development, and learning strategies instruction. A five-stage instructional model is suggested for classroom implementation. Anna Uhl _Chamot and J.Michael O'Malley (1987, 19~4, 1996) were frequently cited in this study, as they are leading proponents for· implementing the CALLA approach in fostering the academic success of second-language learners. This study took place in an elementary school located in an urban area of the Northwest. The participants were fourth and fifth grade children who have recently arrived to the United States. Data for this study were gathered in the classroom using qualitative research to include observations and work samples. Interviews of ESL teachers were conducted viae-mail. All participants of this study were provided with pseudonyms. The literature review and the findings support the idea that CALLA approach to ESL instruction promotes students' academic success.


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