By Karl Kerschl
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Chamot. , and Walker, C. (1987) Some applications of cognitive theory to second language acquisition. Studies in Second Language Acquisition, 9, No. B. (1980) Bilingual Education: Theories and Issues. Rowley, MA: Newbury House. R. S. Bilingual Education: Evidence from Canadian research: FOCUS 2. Wheaton, MD: National Clearinghouse for Bilingual Education. Willig, A. (1985) Meta-analysis of studies on bilingual education. Review of Educational Research, 55, No. 3, 269-317. Wong Fillmore, L. (with Concepcion Valadez) (1985) Teaching bilingual learners.
The CALLA model has three components: a curriculum correlated with mainstream content areas, English language development integrated with content subjects, and instruction in the use of learning strategies. Each of these components is discussed separately after the discussion of the theoretical framework underlying CALLA and how it is applied. The final section of this paper provides guidelines for integrating the components into a single instructional approach. < previous page page_46 next page > < previous page page_47 next page > Page 47 Figure 1 The CALLA model: a bridge to the mainstream.
How is information stored in memory, and are the facts and rules found in academic content stored differently from complex cognitive skills such as language? The second question concerns the mental processes involved in learning new information. What are the processes involved in learning, and are they any different for different types of information? A third question concerns the influence of intentional learner strategies on the acquisition of new information. Are there indentifiable types of learning < previous page page_47 next page > < previous page page_48 next page > Page 48 strategies, how do they influence learning, and can the strategies be taught like any other complex skill?