Best Lesson: Cognitive Academic Language Learning Approach - Essay Example

An excellent model such as the CALLA model enables learners to approach instructional paradigms from a well-grounded and critical standpoint. The strategy of teaching English as a Second Language to university students usually begins with a theoretical background that explains and justifies the premises of the instructional approaches to be presented. This practice helps the mastery of important theories and helps acquire practical strategies for effective classroom teaching. The best lesson in the online module provides its learners with a principled set of instructional tools for teaching English to learners of English as a Second Language.

I rated the CALLA Model of Ana Chamost and Michael O'Malley with a perfect grade of 10 out of 10 as the best lesson among the three lessons which were presented. The major reasons for this high rating are the CALLA Model considers the development of effective instructional skills for the teachers and it relies on a clear realization of the fundamental precepts that guide the teachers' prevailing beliefs and practices. In this model, the teachers take into account a variety of approaches, several underlying assumptions, and the specific practices that their teaching philosophy inspires.

(Yates & Muchisky, 2003). The best lesson is that of the CALLA Model of Ana Chamot and Michael O'Malley which integrated grade-level content, language, and strategy instruction. The two researchers found that the group of ESLs identified by their teachers was very successful as they utilized a variety of strategies and were conscious as to the way to use when to use, how to use, and why the specific strategies were being used. The teaching and learning approaches encompass collaboration, inquiry, problem-solving, and hands-on experience. These strategies are used by teachers when they predict, organize, evaluate, infer, question, and summarize. The teachers of English learners need to be explicit in teaching these strategies.

Students should be taught declarative knowledge of the strategy. Then students should be given strict procedural knowledge on how to use the strategy. Once the declarative and procedural knowledge is clear, students are then taught the conditional knowledge or when and why it would be appropriate to use the strategy. (Paris, Cross, and Lipson, 1994). I gave the second lesson which is on interaction a grade of 8 out of a grade of perfect 10. I fully agree that interaction between students and teachers is necessary for English learners to help them develop their reading and speaking skills for the language.  

However, I do understand that some English learners in developing countries may not have had the opportunity to interact since they have a distinct national language which can serve as a barrier to improving their English skills when they are at home. Hence, this interactive aspect may be missing on the part of a great majority of serious English learners in many developing countries. However, English websites on the internet may serve to help these learners overcome local language barriers and present an alternative interactive learning window for these learners.  

       The third lesson is on the adaptation of the text. I gave this lesson a rating of 7 out of 10 due to the issues of applicability in the local contexts.  This strategy may present a difficulty in cases wherein there is no corresponding local text to compare the English text which a teacher possesses. When this strategy is adopted, the language teachers must ensure that there are adequate local texts which correspond to the new texts that will be introduced to the learners.  Through various complementary efforts, English language teachers do not create confusion in the learning process.  In addition, Rothenberg and Fisher (2007) refer to business concepts to relate the importance of equitable access to academic opportunities in education. The term Universal Design, for instance, described how schools can be designed to support learning for all students, regardless of language proficiency.