INTEGRATING COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) TO DEVELOP STUDENTS' READING SKILLS
Keywords:
CALLA, reading skills, cognitive strategies, academic language, metacognition, language learning, bilingual education, comprehension strategies, student autonomy.Abstract
The development of reading skills is a foundational component of academic success, especially for students learning a second language or studying in a bilingual environment. The Cognitive Academic Language Learning Approach (CALLA), developed by Anna Uhl Chamot and J. Michael O'Malley, presents a comprehensive instructional model designed to integrate content area instruction with language development through the use of cognitive and metacognitive strategies. This article explores the theoretical foundations of CALLA and its practical implementation in improving reading proficiency among students. By aligning reading instruction with CALLA’s three phases—preparation, presentation, and practice—the article highlights how strategic reading fosters academic language acquisition, enhances comprehension, and builds learner autonomy. Through a review of literature, classroom-based methods, data analysis, and discussion, this article presents CALLA as a transformative pedagogical tool for reading development.
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