CALLA 기반 초등학교 영어 읽기 수업 사례 연구

A case study on CALLA-based elementary school reading instruction: With special reference to reading strategy development

This study aims to explore how Korean elementary school students respond to Cognitive Academic Language Learning Approach with American history reading materials. The participants were six fifth-grade students at the time of this study. Two researchers met with them for 8 weeks (16 hour sessions in total). The researchers taught them the following five steps of CALLA: preparation, presentation, practice, evaluation, and expansion. The data including video-tapes, the researchers’ notes, artifacts of the students’ performance, checklists of their learning strategies and students’ written learning diary were collected and analysed. The results were that the students used the learned strategies and the strategy use seemed to contribute to increase students’ understanding of the content of the reading and their content vocabulary. They also tended to increase their awareness of the learned strategy use and self-directed learning. Interestingly enough, explicit comprehension and vocabulary check-ups and the teacher’s explicit explanation of the reading were also useful to students’ good understanding of the storybooks that they read. Pedagogical implications were discussed.