Introduction
Bilingual education in schools enables students to acquire proficiency in two languages, including specialized vocabulary in various disciplines. This topic is quite relevant as it is a valuable skill at the beginning of the XXI century. This point of view is expressed in the literature review, which emphasizes the connection between theoretical understanding and practical application of bilingualism in the process of mastering a second language in the framework of learning with the help of the CALLA approach.
Theoretical Foundations
First, it is necessary to consider the main theoretical provisions related to the CALL approach. The experience of schools using the CALLA approach enables the study of various learning strategies in practice and the determination of the most effective ones. For example, the researcher highlights fluency of speech, pronunciation skills, and interaction with the interlocutor (Colorín, 2017). The main difference between the CALLA approach and standard approaches is that English is studied within the framework of the foreign language subject, with special attention to conversational skills.
The theoretical reasoning behind the CALLA approach emphasizes conversational speech as a primary goal, which is a fairly effective method for evaluating the approach’s success. Conversational speech is a crucial goal in the process of communication and language development. Through the simple memorization of words, grammar, spelling, and other specific aspects of foreign languages, the student primarily employs mnemonic skills (Amine, 2022).
When individuals begin to use English in communication, other basic brain structures responsible for perception, thinking, and speech functions are activated (Cué et al., 2012). New neural connections are formed, contributing to improved language acquisition. According to the CALLA approach, one of the main barriers for a student coincides with the common barrier of immigrants — the fear of making a mistake and expressing their thoughts incorrectly (ACTFL, 2012). This blocks the cognitive process.
The approach also highlights the necessary qualities of the student, which distinguish it from other methods. The psychological calmness of students is an important factor. The absence of fear of error allows one to approach the teacher more closely, making it easier to assimilate the material, which is one of the advantages of the CALLA approach (Chamot & O’Malley, 1996).
Primary attention was paid to the effectiveness of teaching parents techniques to facilitate speech, utilizing picture books, manuals, and other visual materials. This helped to establish the interaction of verbal and nonverbal communication. This method gave a better effect in comparison with the isolated study of spoken or written sets of words.
Best Ways of Application
Unlike other approaches, CALLA is better suited for elementary school children. As they comprehend the basics of communication, with the help of images, they gain a deeper understanding of the story. This aspect of using the CALLA approach removed the initial fear and became a positive trigger for further communication (Albashtawi, 2019). It has been observed that students learn a language more effectively when they are interested. Moreover, the language should correspond to the student’s level of development.
An assessment of the current position of the approach allows us to conclude that the CALLA method has been developed and expanded with the integration of language elements into educational content in other disciplines. The learning strategy included metacognitive, cognitive, and socially effective directions. In these methods, specific techniques are employed, such as asking questions about the text, dictating instructions, creating lists, and developing presentation plans (WIDA, 2012).
In general, many studies have proved that cooperation between an English teacher and teachers of other disciplines benefits the student. For cooperation to be effective, a reasonable balance between subjects and the depth of integration of English into their studies is important. The CALLA method implies that there should be a clear correspondence of the language elements to the student’s level of knowledge (TESOL, 2006). It has proven itself to be able to gradually integrate programmatic language skills as students are ready, starting with classes that do not require cognitive cognition.
Role of Parental Involvement and Communication
In the CALLA method, communication between students seems to play a significant role. Excellent results were shown by a class where teachers acted more as guides or companions in a student-oriented classroom (Chamot & O’Malley, 1996). If the focus of the listed CALLA method is summarized, it can be grouped into two main features (WIDA, 2012).
First of all, interaction with parents is important for the CALLA method (TESOL, 2006). Communication between parents and a child during the process of mastering a second language is crucial for cultural immersion in an English-speaking environment. Joint movement of family members and educators facilitates overcoming difficulties in discussing them within the family.
Parallel training of a schoolchild and parents enables them to form a powerful non-verbal stimulus and motivation. Other researchers of the CALLA method focus on the connection between the student and the class through the integration of various learning goals in the general learning process (Breiseth, 2017). This provides possibilities to create authentic tasks with graphic elements and visual application of English in various fields, which expands the cognitive capabilities of students.
Evaluation of Effectiveness
Even after performing a thorough critical analysis, with regard to personal tasks, it is impossible to predict the effectiveness of the CALLA method in advance. However, it can be said that strategies involving teamwork and paired work are more effective (Breiseth, 2017). This is because during the process, an atmosphere of relaxation and comfort is created for the trainees, eliminating any concerns that may otherwise prevent them from learning.
For optimal performance, before starting training, students must pass a test to determine the level of language proficiency in order to receive achievable tasks. At the same time, students with a low level of language proficiency can be placed in the same group as students with a higher level (TESOL, 2006). When using the CALLA method, students willingly cooperate, helping each other (Colorín Colorado, 2017). In order for weaker students not to develop self-doubt, additional work and help from the teacher is needed, allowing educators to catch up with stronger students.
Connection to the Real Life
As the analysis has shown, practical application implies that any topic chosen for a lesson conducted according to the CALLA methodology should lead to real-life tasks. This is done so that students are emotionally involved and want to apply a foreign language themselves, where their native language is usually used (ACTFL, 2012). The teacher’s ability to motivate students plays an important role in the development of English literacy.
The complex and interconnected nature of languages has a long history of development (Sulistiowati & Wiarsih, 2021). With an interesting presentation using the CALLA method, it can stimulate the associative memory of students as opposed to mechanical memorization. A relaxed atmosphere, in addition to relieving stress, expands the possibilities of cognitive interaction and the development of linguistic abilities in the process of live communication.
Discussions of various topics with the opportunity to express their own opinion stimulate analytical thinking and provide information about problematic language structures for the student. Teachers interviewed in one of the studies who teach using the CALLA methodology emphasized that any strategy should be applied in certain conditions, circumstances, and situations (Cué et al., 2012). Strategies should be thought out in advance: the teacher should understand why they should apply this strategy and what it will lead to.
The student’s motivation increases when the learning goal is clearly formed. This is an important measure that allows for realizing the task and its measurability. The goal can be strengthened by specifying the specific values and benefits that students acquire by mastering the English language when working with the CALLA method (ACTFL, 2012). Demonstrating the relevance of language proficiency for professional life encourages students to make efforts to get a return in the future.
Consequently, teachers can increase students’ motivation by linking the lesson content to their intended profession. Another potentially effective aspect of the CALLA strategy for children with initially different knowledge and skills is to focus on real knowledge and the application of skills in the context of the real world (Albashtawi, 2019). Even if the lesson is more theoretical and not applied, teachers can increase its relevance by explaining the practical significance of the knowledge they receive.
The enthusiasm and positive emotions of a teacher are also powerful aspects that can inspire students. Even in cases when students were not initially interested in the educational material, the teacher aroused their curiosity with vivid manifestations of their own enthusiasm using the CALLA method (TESOL, 2006). This happens by revealing interesting non-trivial aspects of the subjects being studied.
Conclusion
Thus, the key areas by which the effectiveness of the CALLA strategy can be assessed are motivation, atmosphere, and practicality. The moments on which the applicability of this strategy depends are the conditions, circumstances, situations, as well as the thoughtfulness of the strategy before its application. Modifications of the CALLA strategy are well-suited for students of different ages and development, academic performance, motivation level, and cooperation with other peers.
References
ACTFL. (2012). Performance descriptors for language learners.
Albashtawi, A. H. (2019). Improvement of EFL students’ academic reading achievement through the cognitive academic language learning approach (CALLA). Reading Psychology, 40(8), 679-704.
Amine, I. (2022). The effects of the cognitive academic language learning approach (CALLA) on vocabulary strategy use by Moroccan common core graders. International Journal of English Literature and Social Sciences, 7(2), 249-257.
Breiseth, L. (2017). Academic language and ELLs: What teachers need to know. Colorín Colorado.
Chamot, A. U., & O’Malley, J. M. (1996). The cognitive academic language learning approach: A model for linguistically diverse classrooms. The Elementary School Journal, 96(3), 259-273.
Colorín Colorado. (2017). What is the difference between social and academic English?
Cué, J. L., Quintanar, S. C., Velázquez, M. A., & Tapias, M. G. (2012). Learning styles and learning strategies: A study in graduate learners. Review of Learning Styles, 10(10), 1-17.
Sulistiowati, D., & Wiarsih, C. (2021). Studi literaturpendekatan CALLA (the cognitive academic language learning approach) dan media popup book dalampeningkatan minat membaca di sekolah dasar. JurnalEducatio, 7(1), 64-73.
TESOL International Association. (2006). Pre-K–12 English Language Proficiency Standards Framework. TESOL Press.
WIDA. (2012). The English language development standards: Kindergarten – Grade 12.