Why might a teacher choose to focus on science content when using the CALLA model with ELLs?

Focusing on science content when using the CALLA (Cognitive Academic Language Learning Approach) model with English Language Learners (ELLs) is beneficial because science concepts often provide concrete and contextually relevant material. This relevance helps students to anchor their understanding in real-world experiences and observations. When ELLs encounter science content, they deal with tangible concepts and phenomena, such as plants, animals, weather, and physical laws, which can be more easily visualized and understood compared to more abstract subjects like mathematics or literature. By grounding language acquisition in these concrete contexts, teachers can facilitate a more effective learning process that enhances both language and content knowledge simultaneously.

The other options do not accurately capture the advantages of focusing on science in this context. Science is often less abstract than subjects that deal with complex literary concepts or philosophical ideas, which makes it more accessible for ELLs. While science does contain complex vocabulary, the focus here is more on concrete applications rather than vocabulary complexity. Additionally, while science may incorporate universal principles, the unique aspects of each scientific discipline highlight more specific, context-rich learning opportunities that support language acquisition for ELLs.