Teaching Learning Strategies in Immersion Classrooms

Lesson Plan Inside
THE BRIDGE: FROM RESEARCH TO PRACTICE
Teaching Learning Strategies in Immersion Classrooms
Anna Uhl Chamot, Co-Director of the National Capital Language Resource Center, The George Washington University, Washington, DC
L earning strategies are
This article describes the research
students were interviewed once a
techniques that can be used to
conducted with elementary language
year for the duration of the study.
assist in any type of learning
immersion children by the National
During the interviews, we asked
task. Many elementary teachers are
Capital Language Resource Center
each child to think aloud before,
familiar with reading strategies such
(NCLRC) and its current project in
during, and after a reading task. Then
as prediction and inference (using
developing and field-testing The
we had them choose a picture as a
context to guess at word meanings).
Elementary Immersion Learning
prompt for writing a story, and we
The usefulness of learning strategies,
Strategies Resource Guide.
asked them to describe their thoughts
however, extends beyond reading to
during this task as well. Children
all areas of the curriculum. For
were allowed to think aloud in either
example, prediction is also used in
Research Background
the target language or English, or in a
science (hypothesizing) and in
combination of the two languages.
mathematics (estimating).
The NCLRC is a collaborative
The think-aloud interviews were tape
Children develop learning
project operated by Georgetown
recorded, transcribed, and analyzed
strategies as they engage in
University, the George Washington
for indications of learning strategy
challenging tasks, both in and
University, and the Center for
applications.
outside of school. Some children
Applied Linguistics, all in
Differences were more apparent
acquire effective strategies at an early
Washington, DC. Currently in its
between younger and older students
age and refine these strategies
twelfth year of operation, it is one of
than between more and less effective
through practice and maturation.
nine such Language Resource
language learners. Older children
Good strategy users adapt their
Centers (LRCs) funded by Title VI to
used more metacognitive strategies
strategies to fit the task, and the
“improve the Nation’s capacity to
and top-down processing strategies,
result is that the task is accomplished
teach and learn foreign languages
while younger and less-effective
successfully. However, not all
effectively” (U.S. Department of
language learners used a greater
children are good strategy users.
Education, 2001, p. 2).
number of decoding strategies, which
Some children may not realize that
As one of its research activities, the
are typical of bottom-up processing.
the strategy they are using is not
NCLRC conducted a six-year (1993-
An important finding of this study
succeeding, and they may simply
1999) study designed to identify the
was the identification of a develop-
repeat it without trying out a
learning strategies of both good and
mental sequence of strategy use by
different strategy that might be more
poor language learners in elementary
younger and older learners. Differ-
successful. Other children tend to see
(Grades One through Six) immersion
ences between types of strategies
each task as a totally new challenge,
classrooms. Participating schools
found at different ages allowed us to
and do not access strategies they may
included two full-immersion schools
establish a developmental sequence
have used for similar tasks in the
(one French, one Spanish) and a
of strategies that could be taught to
past. Teachers can and should show
Japanese partial immersion school.
immersion students at different grade
their students how to choose and use
The immersion teachers in
levels. (For more information about
learning strategies that will make
participating classrooms ranked their
the study, see Chamot, 1995, 2001;
them better learners of both language
students as “good,” “average,” or
Chamot & El-Dinary, 1999; Chamot,
skills and content material. (For a
“poor” language learners. From these
Keatley, Barnhardt, El-Dinary,
review of research on language
lists, we randomly selected three
Nagano, & Newman, 1996.)
learning strategies, see Chamot,
“good” and three “poor” language
This sequence of learning strategies
2001).
learners from each class. These
became the nucleus of our current
November 2001 • ACIE Newsletter • The Bridge Teaching Learning Strategies in the Immersion Classroom • Uhl Chamot | 1

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project, The Elementary Immersion
Guidelines for Teaching
This framework provides balance
Learning Strategies Resource Guide,
between teacher direction and
Learning Strategies
conducted over a three-year period
student application. It is flexible, so
(1999-2002). We collaborated with
The sample lessons in The
that the teacher can return to an
immersion teachers in the school
Elementary Immersion Learning
earlier phase as warranted during the
districts around Washington, DC,
Strategies Resource Guide are
lesson. The CALLA framework
who assisted us by further refining
constructed following the framework
emphasizes explicit and scaffolded
the learning strategies sequence,
of the Cognitive Academic Language
teaching to help students understand
providing content and language
Learning Approach (CALLA), an
strategies and learn how to use them
objectives for lessons, and developing
instructional model designed to
independently.
sample lessons for different grade
integrate the teaching of content,
levels. These sample lessons, in turn,
language, and learning strategies
became guides for developing
(Chamot & O’Malley, 1994; Chamot,
Conclusion
additional lessons included in the
Barnhardt, El-Dinary, & Robbins,
This article has provided a
Resource Guide. Teachers then pilot
1999). The CALLA instructional
rationale for teaching learning
tested lessons in their classrooms and
model includes five recursive phases:
strategies in elementary immersion
provided feedback that was used to
classrooms and described two studies
revise the lessons. The Resource Guide
1.
Preparation, in which the teacher
conducted by the National Capital
is currently being disseminated to
provides an overview of the
Language Resource Center that
interested elementary immersion
lesson, elicits students’ prior
identified appropriate strategies to
teachers nationwide. (To request a
knowledge, including their use
teach and developed sample
copy, please contact the NCLRC at
of learning strategies, and
immersion lessons that include
nclrc@gwu.edu.)
teaches key vocabulary;
learning strategy instruction. One of
these lessons (Fantastic Frogs) is
2.
Presentation, in which the teacher
provided as an example.
explains the new learning
Developmental Sequence of
strategy (and content and
Learning Strategies
language, if appropriate), models
it, names it, and demonstrates its
In general, younger children prefer
usefulness;
more concrete learning strategies that
are supported by visuals, real objects,
3.
Practice, in which students
and gestures and movements. Older
practice the new or review
children can successfully use strat-
strategy (or strategies) with
egies that require more analysis and
content and language tasks from
top-down processing and strategies
their grade-level curriculum;
that require well-developed literacy
(such as note-taking). Learners of any
4.
Self-evaluation, in which students
age can benefit from strategies that
are asked to reflect on what they
help them make associations between
have learned, how they learned
new material and their own prior
it, what strategies they used, and
knowledge and those that help them
how helpful the strategies were;
focus their attention on a particular
and
aspect of an oral or written text.
Table 1 presents a sample of learning
5.
Expansion, in which students are
strategies, their definitions, and a
given opportunities to apply the
suggested grade level for each to be
strategies in new contexts,
introduced. Once introduced, a
including other subjects and at
strategy should continue to be prac-
home.
ticed in subsequent grades until the
student is able to use it automatically.
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REFERENCES
Chamot, A.U. (2001). The role of learning strategies in second language acquisition. In M. Breen (Ed.), Thought and actions in
second language learning: Research on learner contributions. Harlow, Essex: Pearson Education.
Chamot, A.U. (1999). Reading and writing processes: Learning strategies in immersion classrooms. In M.A. Kassen (Ed.),
Language learners of tomorrow: Process and Promise (pp. 29-59). Lincolnwood, IL: National Textbook.
Chamot, A.U. (1996). Learning strategies of elementary foreign-language-immersion students. In J.E. Alatis (Ed.), Georgetown
University Round Table on Languages and Linguistics 1995 (pp. 300-310). Washington, DC: Georgetown University Press.
Chamot, A.U. & El-Dinary, P.B. (1999). Children’s learning strategies in language immersion classrooms. Modern Language Journal
83, (iii), 319-341.
Chamot, A.U., & O’Malley, J.M. (1994). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach.
White Plains, NY: Addison Wesley Longman.
Chamot, A.U., Barnhardt, S., El-Dinary, P.B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison
Wesley Longman.
Chamot, A.U., Keatley, C., Barnhardt, S., El-Dinary, P.B., Nagano, K., & Newman, C. (1996). Learning strategies in elementary
language immersion programs. Final report submitted to Center for International Education, U.S. Department of
Education. Available from ERIC Clearinghouse on Languages and Linguistics.
United States Department of Education (2001). Office of Postsecondary Education; Language Resource Centers Program; Notice
Inviting Applications for New Awards for Fiscal (FY) 2002, p. 2.
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Notes: These are suggested grade levels only. Younger children can often use strategies identified for higher grade levels, and
some older children may need to learn strategies listed at lower grade levels. Some strategies tend to work together. Thus,
selective attention is needed for effective note-taking and summarizing, and creating a graphic organizer may combine selective
attention, note-taking, and using imagery. Similarly, activating background knowledge may be needed in making predictions.
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NOTES
Sample Lesson Plan
This lesson was adapted from the original created by Monica Urtecho, Elementary
Immersion Teacher, Fairfax County, VA.
Fantastic Frogs
Level: Second Grade
Content Area: Science
Content Objective:
Students will identify the series of changes that a frog goes through
in its life cycle. Students will review that frogs camouflage
themselves for protection and hibernate in the winter.
Language Objective:
Use sequence in narration primero, después, luego, más luego,
finalmente (first, then, after, finally) to explain the life cycle of a frog.
Learning Strategy:
Activate Background Knowledge
Strategy Rationale:
Activate Background Knowledge brings to mind information students
already know about a topic that will be helpful in learning new
information.
Strategy Objective:
Students will activate their background knowledge of life cycles to
prepare to learn about the life cycle of the frog.
Materials:
•
chart showing the life cycle of a frog
•
short reading that describes the frog’s life cycle and that uses
sequence words such as those below
•
picture of the frog’s life cycle stages that are not in the correct
order
•
scissors
•
glue
•
pencils and crayons
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NOTES
Vocabulary:
huevo
egg
renacuajo
tadpole
Language Structure:
Sequence in narration
primero
first
después
then
luego, más luego
after
finalmente
finally
Procedures
Preparation:
Remind students of the strategy Activate Background Knowledge that
they have learned and used previously by asking them to
brainstorm other times they have used this strategy. Write these
other instances on the board. Remind students that this strategy is
important in many different subjects because it helps us understand
new information better by connecting what we already know to
what is new in that subject. Explain that they are going to use the
strategy Activate Background Knowledge to help them learn about the
life cycle of frogs.
Presentation 1:
1.
Ask students to Activate Background Knowledge to tell what
they already know about frogs. Elicit from students that frogs
usually live in or around water.
Model Activate Background Knowledge to get them started: “Let’s
see…what do I already know about frogs? Frogs jump, they
can be green, they are hard to catch, they swim…”
2.
Relate students background knowledge to the term habitat
and ask them: ¿Cuál es el hábitat de las ranas? (What is the
habitat of frogs?) Tell them that frogs live in wetlands. Explain
to students that frogs have life cycles just like crickets,
butterflies, etc. Tell students that they can help themselves
learn about the life cycle of a frog by using what they already
know about the life cycle of the cricket, butterfly, or whatever
previous life cycle they have studied.
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NOTES
Practice 1:
1.
Ask students to practice using Activate Background Knowledge
to remember what they know about the life cycle of crickets,
butterflies, etc. Ask students to draw a picture of the previous
life cycle studied. Students should number the stages of the
life cycle on their drawings.
2.
Review the life cycles of the creatures chosen.
Presentation 2:
1.
Elicit the stages of the life cycle of a frog by asking students to
refer to their drawings of the other creatures. Emphasize the
sequence of events by using appropriate sequence words
primero, después, luego, más luego, finalmente (first, then, after,
finally). Elicit from students that there is an egg and that a
baby frog will have a very different form from the adult frog
(there will not just be a change in size).
2.
Using a chart of the life cycle of frogs, explain/read a
description of the life cycle. Emphasize the sequence of
events.
Las ranas viven in lugares húmedos, charcas. Tienen patas fuertes
y pueden saltar grandes distancias. Pueden nadar rápido. Las
ranas tienen una lengua larga y pegajosa con la que pueden
atrapar a los insectos.
Primero, las ranas nacen de huevos gelatinosos. Luego, estos huevos
se convierten en renacuajos. Después, les crecen las patas traseras.
Más luego, les crecen las patas delanteras. La cola se hace más
corta a medida que crecen las patas y los pulmones. Cuando la cola
termina por encogerse ya es una rana jóven. Finalmente, la rana
crece y se convierte en una rana adulta. El ciclo de vida de las
ranas hasta la adultez tarda apróximadamente 16 semanas.
(Frogs live in wet places called wetlands. They have strong
legs and can jump far. They can swim quickly. Frogs have
long, sticky tongues that they use to catch insects.
First, all frogs start as eggs. Then, these eggs become tadpoles.
Next, the tadpoles grow two back legs. Later, they grow two
front legs. Their tail becomes shorter as their legs and lungs
grow. When their tails finally shrink away, they then become
young frogs. Finally, they grow more and become adult frogs.
The life cycle of the frog from birth to adulthood takes
approximately 16 weeks.)
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NOTES
Practice 2:
Give students copies of the picture of the frog’s life cycle stages out
of order. Ask them to cut apart the pictures and rearrange them in
the correct order by gluing them on another blank sheet of paper.
Ask students to write a sentence for each stage and to use the
appropriate sequence words.
Evaluation:
1.
Using a checklist, evaluate students on how well they were
able to both correctly order the stages in a frog’s life cycle and
how well they used the sequence words. Discuss your
evaluations with students, indicating when necessary whether
they need to reconsider their ordering or the sequence words
they chose. Allow students time to self-correct, then check
back with them again.
2.
Have a short discussion with students asking them how the
strategy Activate Background Knowledge helped them to learn
about the life cycle of frogs. Remind them that it is important
to Evaluate Your Strategies so that they can choose the
strategies that work best for them. Ask them if they will use
this strategy again and when they might use it to help them
learn new information. You can have students keep a learning
log of strategy use over the next several weeks (this log can
contain all the strategies they have been taught, including
Activate Background Knowledge, listed down the left-hand side
and the days of the week listed across the top). Students can
keep track of their use of this strategy by making a check
mark next to Activate Background Knowledge each time they use
it. They can also write a short sentence telling when they used
the strategy.
Expansion:
1.
After several weeks of learning log use, ask students to review
their learning log and to give examples for the rest of the class
of times when they used the strategy Activate Background
Knowledge. Make a chart for this strategy listing examples of
student strategy use.
2.
Ask students to find out from other family members how they
use this strategy and report on the results.
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