CALLA MODEL FOR INCLUSIVE AND EQUITABLE QUALITY EDUCATION

Abstract

Inclusive and equitable quality education is a central priority in global educational reform and is clearly articulated in Sustainable Development Goal 4 (SDG 4), which emphasises ensuring quality education for all learners. Achieving this goal requires pedagogical approaches that address the linguistic, cultural, and academic diversity present in contemporary classrooms. The Cognitive Academic Language Learning Approach (CALLA), developed by Anna Uhl Chamot and J. Michael O’Malley, is a research-based instructional model designed to support academic success among diverse learners. CALLA integrates content instruction, academic language development, and explicit instruction in learning strategies to enhance students’ cognitive and metacognitive abilities. The model is grounded in cognitive theory, metacognitive regulation, and sociocultural perspectives of learning. Through its five instructional phases Preparation, Presentation, Practice, Evaluation, and Expansion CALLA promotes scaffolded learning and encourages learner autonomy. This paper explores how the CALLA model contributes to inclusive and equitable quality education by supporting diverse learners and strengthening academic language learning in inclusive classrooms.

Keywords

cognitive academic language learning approach (CALLA), inclusive education, equitable quality education, metacognitive strategies, and academic language development.

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To cite this article

Sugirtha Rose, P. (2026). CALLA Model for Inclusive and Equitable Quality Education. John Foundation Journal of EduSpark, 8(3), 39-46.