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Essay / Research Paper Abstract
A 7 page research paper that offers an overview of the Cognitive Academic Language Learning Approach (CALLA), which discusses its benefits and drawbacks and also offers several examples of its application. Bibliography lists 5 sources.
Page Count:
7 pages (~225 words per page)
File: D0_khcalla.rtf
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Unformatted sample text from the term paper:
language within the context of the American school system (Orem and Wang, 1997). CALLA aids English language learners (ELLs) by combining curriculum content with language development goals and learning strategies
(Chamot and OMalley, 1996). In short, CALLA offers teachers ways in which they can support the "mental processes of ELLs through activities that encourage the students to reflect on their
own learning and, thereby, begin to understand how to learn more effectively (Chamot and OMalley, 1996). This model draws on empirical data garnered from a variety of cognition studies and
integrates this information with the goals of "academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition" (Orem and Wang, 1997). First
created by Chamot and OMalley in 1986, the model has undergone continuous revision and improvement since that time (Orem and Wang, 1997). In a series of Canadian studies conducted
in the 1980s, Cummins found that ELLs could learn conversational English in about 2 years, but that it generally took anywhere from 5 to 7 years to become successful in
academic English (Chamot and OMalley, 1996). Cummins attributed this difference, in part, to the fact that language for which the student has contextual clues, such as in conversation, is easier
to understand than language that is lacking such support that contains new and/or difficult information (Chamot and OMalley, 1996). Classroom academic language tends to fall in to the latter category.
Subsequent research also determined that the age of the ELL on arrival in a predominantly English speaking country influences the number of years necessary to master academic English. While these
students are acquiring skill in English comprehension, they are simultaneously falling behind their same-age peers who are progressing in subject matter difficulty. CALLA addresses this problem. Basically, the CALLA model
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