Developing science vocabulary through the integration of Latin and Greek Etymology: an application of the CALLA model to a secondary science curriculum for ELL students
The United States show demographic shifts in race, ethnicity, and immigration with variety of ELL students who are in need of effective learning strategies. This qualitative study included an etymological intervention of the development of science vocabulary for ELL secondary students through the integration of Latin and Greek. The curriculum used the Cognitive Academic Language Learning (CALLA) model as a theoretical framework that operates with different types of knowledge: declarative, procedural and metacognitive (Chamot & O'Malley, 1994). The CALLA model also provides guidelines and learning strategies. The study included individual interviews with experienced teacher practitioners in the subject areas of science and ELL. Teacher participants evaluated the model and provided feedback based on their experience as practitioners. Data analyzed and recurrent themes included recommendations for the school district, school setting, and classroom teachers. Further examination of the impact of the etymological interventions of the development for science vocabulary merits further quantitative work.
Rodri_guez, Christi Jo, "Developing science vocabulary through the integration of Latin and Greek Etymology: an application of the CALLA model to a secondary science curriculum for ELL students" (2010). School of Education Student Capstones and Dissertations. 819.
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