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Teaching Academic Language in Secondary Social Studies to ELLs

Mark NeudorfElizabeth MontagueKimberley Dalmaijer

What is Academic Language?CALP Cognitive Academic Language Proficiency

The level of language proficiency that promotes cognitively demanding and abstract language development.

usually developed at Level 4 (Intermediate Fluency) approx. 12,000 words, can take 3-4 yrs to learn

(Cruz et. al., 2003, p. 19)Cummins

Academic language is not just the vocabulary specific to the subject areaIt is also the language functions needed to succeed in that subject areaE.g. analyzing, evaluating, persuadingHelps describe abstract ideas and develops students conceptual understanding(Chamot & OMalley, 1994, p. 40)Think Blooms TaxonomyTo accomplish these functions successfully with academic content requires the use of both lower-order and higher-order thinking skills Higher-order thinking skills involve using language to analyze, synthesize, and evaluate. The overlap in terminology used for thinking skills and for language functions suggest a close relationship between language functions and levels of thinking skills. (Chamot & OMalley, 1994, p. 41)The ChallengeAcademic language is best learned in the classroom and not usually learned outside the classroom

ELLs exposure to academic language is limited, especially when pulling students out of classrooms(Chamot & OMalley, 1994, p. 44)A Proposed Solution: CALLACognitive Academic Language Learning Approachby Anna Chamot & J. Michael OMalleyCreated with 3 types of ELLs in mind:Students with BICS, but not CALPStudents who can speak CALP in their native language, but not EnglishBilingual speakers who have yet to develop CALP in either language

(Chamot & OMalley, 1994, p. 9)What does CALLA do? And why?CALLA integrates grade-appropriate content topics (POS), academic language development and explicit instruction and practice in using learning strategiesGoal of CALLA is to improve ELLs declarative and procedural knowledgeDeclarative knowing facts, the whatProcedural knowing the how to do something(Chamot & OMalley, 1994, p. 10)Learning Strategy InstructionStrategies are taught explicitly by naming the strategy, telling the students what the strategy does to assist learning, and then providing ample instructional supports while students practice and apply the strategy. 3 types: Metacognitive, Social/Affective, Cognitive(Chamot & OMalley, 1994, p. 11)Other TechniquesLink what is already known and familiar to new concepts Give many opportunities to engage with textsThinking and ReflectionCooperative and interactive learningCognitive instruction(Chamot & OMalley, 1994, p. 22)Applying The ProcessPreparation: assess prior knowledge, set objectives (content, language, learning strategies), assemble materialsPresentation: new information should be presented and explained in different waysPractice: remember, cooperative learningEvaluation: both teacher and students assess learningExpansion: integrate new information and skills into their thinking(Chamot & OMalley, 1994, p. 94)Implementing CALLA in Social StudiesThe goal of the Social Studies curriculum is to create democratic and civically engaged studentsboth conceptual understanding and hands-on practice are required CALLA supports both!

Higher-order thinking skills such as critical thinking, persuading and justifying are all essential to success in Social Studies, as well as class discussion and participation(Chamot & OMalley, 1994, p. 257)the ProcessPreparationPresentationPracticeEvaluationExpansionChallenges Unique to Social StudiesSocial Studies promotes democratic participation, students might not be from democratic countries

Historical perspectives can be different

Immediately disadvantaged(Szpara & Ahmad, 2006, p. 1/4)ReferencesChamot, Anna Uhl, & OMalley, J.Michael (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Don Mills, ON: Addison-Wesley.Cruz, Barbara C., Nutta, Joyce W., OBrien, J., Feyten, Carine M., Govoni, Jane M. (2003). Passport to Learning: Teaching Social Studies to ESL Students. Silver Spring, MD: NCSS.Szpara, Michelle Y., & Ahmad, Iftikhar (2006). Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms. Long Beach: C.W. Post Campus.

Dramatization in the Classroom

Using the Cognitive Academic Language Learning Approach Through Cooperative Activities

This Section by Elizabeth MontagueWhy use drama? Drama activities are flexible.

They are active, fun, and engaging.

They can easily be used as an interdisciplinary support for ELLs with only minor adaptations.

They are community building which fosters a positive learning environment for ELLs.

They provide a meaningful way for students to learn academic language and vocabulary, and to reinforce content learning.

Activities as StrategiesI will look at 3 drama activities that I have adapted to be used in the Social Studies classroom. Each activity represent one of the three types of strategies within the CALLA method and while they are ideal for social studies, they can easily be adapted for other subjects.

Note: the activities I am presenting are my personal interpretation/adaptations from my experience as a BA Drama major. The activities may go by several other names (as many drama activities do) or they may be similar to other activities.

Types of StrategiesCognitive activating prior knowledge, making inferences, and using imagery and linguistic transfer.

Social/Affective questioning, working with peers, positive self-talk in learning to communicate and learn.

Metacognitive planning, monitoring, and evaluating to reflect on their own thinking and learning processes.

(Moughamian et. al., 2009, pp. 11-12)CALLA PRINCIPLES TO CONSIDERTeachers may or may not be familiar with the cultures students bring with them to the classroom, and students are often unfamiliar with both the content knowledge and the rituals of their newly adopted culture. Moreover, social studies curriculum is inherently culture specific. (p. 3)

It is possible that the prior educational experiences of ELL students or the cultures of their native countries may not have prepared them for questioning authority, speaking in the classroom without fear of reprisal, and asserting their point of view on controversial issues. Therefore, for cultural reasons or due to lack of verbal skills in English language, they may not express themselves openly (p. 3)

The Check-InSteps:Arrange class in circle so that everyone can see each other; include the teacher in the circle. Ask a check-in question that links to the unit being studied. Ensure that any content or terms used in the check-in question have been taught prior to this activity. Ex: what in your life would be different if globalization did not exist? (Answers may include loss of many technologies; phone, computer, TV, or differences in clothing stores and restaurants; things that are often relevant in teens lives.)Go around the circle from the left or right of the teacher , answering in order with the teacher answering last.Debrief/Closure: Reinforce what students should have learned. Ask students what they can learn from what has just been discussed.

AlignmentCognitive Strategy prior knowledge, inferences, linguistic transferSocial studies helps students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive democratic society (Program of Studies, 2007, p.1 ).Social Studies should provide us with opportunities for students to express who they are with confidence as they interact and engage with others (p. 4). Social Studies Classroom deals explicitly with culture. Through the check in, we can create a positive community atmosphere which allows us to celebrate cultural diversity. Gives ELLs a safe space to take healthy risks, to learn to express their point of view (which may be new to them) and to grow.CALLA PRINCIPLES TO CONSIDERIn the mainstream classrooms [ELLs] struggle to learn both social studies content as well as English language. They may passively memorize names and facts for the purpose of passing a test, but rote learning contributes little to their intellectual and social growth (p. 3).

Social-affective strategies teach how to elicit needed clarification, how to work cooperatively with peers in problem solving, and how to use mental techniques or self-talk to reduce anxiety and increase a sense of personal competency (p. 125).

Divide class into two teams (one and two) and send one member from each team into the hall.Class decides on a vocabulary term or concept being studied. Ensure that these terms have already been taught.Bring students back into the room. Have them stand/sit at the front of the class.Team one starts. Team one members begin calling out descriptions of the term/concept and simultaneously make a gesture; you can not speak without making a gesture. Guess What! (Fast paced reverse charades)Steps:Guess What! (cont.)If students are having trouble defining the terms, encourage them to talk through the activity, to work together, and to use gestures to help them communicate their thoughts. Keep time; students have one minute to do this.While students are defining the term, the team one student at the front of the class should try to guess the term and ask for clarification and communicate with their team as needed.After one minute has passed ask students to stop describing. If the team one student has not guessed the term, the team two student gets one chance to steal their point. If they guess wrong, neither team receives a point, and the term goes back into the pot. Repeat until all desired terms have been covered. The team with the most points wins.

AlignmentSocial/Affective - questioning, working with peers, positive self-talk in learning to communicate and learn (Moughamian et. al., 2009, p. 11/12).

As we saw earlier, ELLs often find themselves memorizing facts to pass exams. This activity requires students to memorize those facts in order to take part, but more importantly requires their understanding of the concepts; they must be able to apply their knowledge and interpret information to successfully participate.

CALLA PRINCIPLES TO CONSIDERMetacognitive strategies help students to plan, monitor, and evaluate their learning processes. Teachers help students to preview the main concepts in material to be learned, plan the key ideas that must be expressed (p. 125).

CALLA says that study skills needed in the social studies classroom include: reading and listening skills; academic communication skills; map, graph, globe, table, picture, and chart skills; information-locating skills; critical thinking skills; group discussion skills; the ability to argue a point of view, and the ability to work cooperatively with classmates (p. 257).

Word PlaySteps Part One:Have students go through their text book chapter or study materials in groups of 2-3 max, noting down key concepts, terms, and information. Prior to this activity, teach students strategies for retrieving and interpreting information from texts; such as mapping, taking notes, drawing diagrams etc. Encourage students to use methods that work for them and to work together to support learning. Circulate, guiding students and providing feedback when necessary. Word Play (cont.)Instruct students to write a 2-3 minute scene/dialogue to present to the class. Inform students that they must use a minimum of 5 concepts/terms/references from the study material being used. Give students a basic outline to get them started, but allow them to opt to invent their own. Ex: you encounter a problem; you try three things to solve the problem, and on the third try you are either successful or unsuccessful. Remind them to choose appropriate settings and characters that support the content. Ex: An international airport for our unit on globalization.

Word PlaySteps Part Two: (Can be split over two classes)Next, divide the class in two teams. One pair from group one will perform their scene. Instruct students who are watching to write down all of the references to the unit being studied that they hear in the scene. Both teams will be given a minute to secretively discuss what they saw and total the number of references they heard. Divulge/discuss findings. The team with the most correct references will receive the number of references in points. If the teams tie, they both get the points.The team with the most points wins.

AlignmentMetacognitive - planning, monitoring, and evaluating to reflect on their own thinking and learning processes. (Moughamian et. al., 2009, p. 11/12)

Preparation for the activity ask students to interpret information, to evaluate their understanding, to reflect on strategies they have been taught and to use those that work best for them.

Students must also plan a way to express this learning to the class.

Finally, students are given a fun and engaging way to present their findings to the class.

Check-In QuestionWhat is a tradition that you celebrate?ReferencesMoughamian, A.C., Rivera, M.O., & Frances, D. J. (2009). Instructional models and strategies for teaching English language learners. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Alberta Education, (2007). Program of studies: Social studies 10-2.

Chamot, Anna Uhl, & OMalley, J. Michael. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Don Mills, ON: Addison-Wesley.

Evidence for Teaching academic languageIntegrating content-area language and language learning strategiesDevelopment of CALLAThree strands of research led to the development of CALLA1.Transfer: Language acquisition requires concurrent skills development in L1Cummins (Collier)Research with Canadian language minority immigrants led findings on BICS and CALPS. CALPS is context-reduced and takes longer to learn. Collier supported these findings and added evidence about age of arrival making a difference. Development of CALLA2. Content-area instruction: Use of language and its function helps L2 development

Cohen, DeAtila, and IntiliResearch in a bilingual program in math and science proved learners improved academic performance and English language skills in a n academic context.

GeneseeCanadian French Immersion programs showed success in content area focused studies.

Development of CALLA3. Language Learning Strategies (LLS): use of strategies improve language learning

Chamot & OMalley et alEffective language learners are better at selecting and applying LLS.

Language learning strategies AND content area curriculum improves language learning.

There is a relationship between MENTAL PROCESSES and LLS for acquiring language.Cognitive Learning Theories Features of Cognitive Learning

Learning is active and dynamicLearning moves through three stages: declarative, procedural, and automaticAutomatic skills allow learners to pay selective attention to new materialFocus allows students to organize, relate, retain, and use information for learning

CALLA and Socio-cognitive Aspects of learning GoalsTo increase motivation, interest, and responsibility for learning.

CALLAintegrates learning strategies with content-area instructionMetacognitive processes allows students to develop their skills and become independent learnersDuffy Research shows students must engage in authentic content to use strategic learning skills and apply them to develop lasting language skills (Chamot & OMalley, p. 5)CALLA and Socio-cognitive Aspects of learning Learning process: Engagement with authentic content allows students to apply strategies (Duffy)Repeated exposure with multiple contexts aids in retention and comprehensionUsing cognitive, metacognitive, and affective strategies increases self-efficacyMotivation improves when positive self-efficacy developsExpand learning frameworks and develop higher order thinking skills (Chamot & OMalley)

Evidence from a CALLA programChamot & OMalley CALLA program evaluation in mathematics has shown consistent above average achievement.

Dale and Chamot used think-aloud interviews to record how high-implementation and low-implementation (skills) classes performed.

High-implementation classes performed better using more metacognitive skills, problem-solving procedures, and correct solutions.

Authors concede there is not a lot of evidence from CALLA programs because implementation is new. 42CALLA and a Social Studies ContextSchall-Leckrone and McQuillanIn a study to determine pre-service preparedness, doing history meansLanguage functions help to understand how to be more engaged

Higher order thinking skills are developed when history students use language

Developing literacy skills allows for engagement and participation in a democratic societyCALLA and a Social Studies ContextDoing historyDoing history connotes processes historians use to construct knowledge, including sourcing, contextualizing, and corroborating (Hynd, Holschuh, & Hubbard, 2004; Wineburg, 1991) (p. 2).

Systemic Functional Linguistics (SFL):Framework for linking language choices and meaning to analyze language patterns. Group work is used to contextualize, source, analyze and corroborate historical information (Schall-Leckrone & McQuillan).

Further Evidence for CALLAIn another article, Diana Townsend asserts that words can be used as a scaffold for students to understand registers or academic discourses used in specific content areas.

Canale and SwainCommunicative competencies: linguistic, discourse, sociolinguistic, strategic

Language acquisition is helped by developing theses competenciesGenerating thought in language helps to develop these competencies

Further Evidence for CALLAMaking Input Comprehensible is a requirement for building academic language

Comprehensible input (Krashen, 1985) and opportunities to produce comprehensible output (Swain, 1985) to ensure full understanding (Day 2 Slides)

ReferencesChamot ,Anna Uhl. O'Malley, J. Michael. The cognitive academic language learning approach: a bridge to the mainstream TESOL Quarterly. McQuillan, Patrick J. Schall-Leckrone,Laura. Preparing history teachers to work with English learners through a focus on the academic language of historical analysis. EBSCO.Lightbrown, Patsy M. Spada, Nina. (2006). How languages are learned. London, England: Oxford University Press. Saville-Troike, Muriel. (2006). Second language acquisition. Cambridge, England: Cambridge University Press.