EDU 653 Professional Resource Catalog

Running head: Professional Resource Catalogue !1

!!!!!!Professional Resource Catalogue

Elisabeth Clapp

Education 653

Post University

Professor Marisa Gambardella

Professional Resource Catalogue !2

Articles ! Azar, B. (2007). Grammar-based teaching: a practitioners perspective. TESL-EJ, 11(2), p. 1-

12. Retrieved from http://tesl-ej.org/ej42/a1.pdf !The article discusses the importance of fundamental understandings of grammar concepts to ef-fective language use by native and non-native speakers alike and explains that GBT engenders conceptual awareness of language structures even as it focuses on morphological particulars. With the fading of the naturalist movement in language teaching, the author sees a blending of GBT with Communicative Language Teaching and growing accord among academics and practi-tioners in terms of the positive role grammar teaching can play in balanced programs of second language instruction. ! Baleghizadeh, S. & Mozaheb, M. A. (2011). A profile of an effective EFL grammar teacher.

Journal of Language Teaching and Research, 2(2), pp. 364-369. http://dx.doi.org/ 10.4304/jltr.2.2.364-369 !

Bialystok, E. & McBride-Chang, C. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology 97(4), 580590. http:// dx.doi.org/10.1037/0022-0663.97.4.580 !

Two hundred and four 5- and 6-year-olds who were monolingual English-, bilingual EnglishChinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. ! Ehrman, M. E., & Oxford, R. L. (1990). Adult learning styles and strategies in an intensive

training setting. The Modem Language Journal, ,74 311-327. Retrieved from http:// eds.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=cfaecc88-d6bd-4b9a-9b34-446290b06f47%40sessionmgr110&vid=1&hid=117 !

Exploring a sample of adult language learners, this article shows the relationships between lan-guage learning strategies on the one hand and factors such as proficiency, teacher perceptions, gender, aptitude, learning style, personality type, ego boundaries, motivation, and anxiety on the other. ! Grsoy, E. e. (2011). The critical period hypothesis revisited: The implications for current

foreign language teaching to young learners. Journal Of Language Teaching & Research, 2(4), 757-762. http://dx.doi.org/1010.4304/jltr.2.4.757-762 !

Teaching foreign languages to young learners is gaining popularity all over the world and as a result the age for learning a second/foreign language is being reduced in many countries. ... Thus, the study aims to reconsider the Critical Period Hypothesis by discussing significant con-

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siderations in the literature, such as neurolinguistic, cognitive and affective arguments and stud-ies comparing children with adults. ! Marinova-Todd, S., Marshall, D. & Snow, C. (2000). Three misconceptions about age and L2

learning. TESOL Quarterly, 34(1), pp. 9-34. Retrieved from http://links.jstor.org/sici?sici=0039-8322%28200021%2934%3A1%3C9%3ATMAAAL%3E2.0.CO%3B2-M !

Although older learners are less likely than young children to master an L2, a close examination of studies relating age to language acquisition reveals that age differences reflect differences in the situation of learning rather than in capacity to learn. ... Researchers, in other words, have of-ten committed the same blunders as members of the general public: misinterpretation of the facts relating to speed of acquisition, misattribution of age differences in language abilities to neurobi-ological factors, and, most notably, a mis-emphasis on poor adult learners and an under-emphasis on adults who master L2s to native like levels.

Ramos, F. & Krashen, S. (2013). Arnolds advantages: How governor Schwarzenegger ac-quired English through de facto bilingual education. International Multilingual Research Journal, 7, 220229. Retrieved from http://dx.doi.org/10.1080/19313152.2011.651395 !

Seifoori, Z., Mozaheb, M. A. & Beigi, A. B. (2012). A profile of an effective EFL writing teacher (a technology-based approach). English Language Teaching, 5,(5), p. 107-117. http://dx.doi.org/10.5539/elt.v5n5p107 !

Zafar, M. (2009). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics, 2(4), 139-146. Retrieved from http:// www.banglajol.info/index.php/DUJL/article/download/6903/5484 !

UAE Articles ! Almazroui, K., & Almekhlafi, A. (2012). The influence of language on professionals learn-

ing: A comparative study of two groups of pre-service teachers in the UAE. International Journal of Humanities and Social Science 2(16), 160-170. Retrieved from http://www.ijhss-net.com/journals/Vol_2_No_16_Special_Issue_August_2012/17.pdf !

This research investigates the influence of language of instruction (both Arabic and English) on pre-service school teachers performance and attitude toward the Educational Technology Course at the College of Education, United Arab Emirates University. ! Collier, V. & Thomas, V. (2004). The astounding effectiveness of dual language education for

all. NABE Journal of Research and Practice, 2(1), 1-20. Retrieved from http://hillcrest.wa-coisd.org/UserFiles/Servers/Server_345/File/Publications/ELL/Dual%20language%20sur-vey.pdf

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The research findings of the past 18 years are summarized here, with focus on ELLs outcomes in one-way and two- way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language. ! Hopkyns, S. (2014). The effects of global English on culture and identity in the UAE: A dou-

ble-edged sword. Learning and Teaching in Higher Education: Gulf Perspective, 11(2), 1-20. Retrieved from http://lthe.zu.ac.ae/index.php/lthehome/article/download/197/122 !

Cultural identity is of great concern to the parents and questions are raised as to how to preserve their heritage with the influence of English in the country ! Dickson, M. (2012). Wide-scale educational reform in Abu Dhabi, United Arab Emirates:

What do the teacher training students think? Journal of Teacher Education and Educators, 1(2), 203-228. Retrieved from http://www.jtee.org/document/issue2/3mak.pdf !

The impact the New School model and English language immersion is having on college stu-dents studying to become teachers in the UAE. These students do not have prior experience with the New School Model and are having difficulty transitioning back into the classroom as teach-ers, and some are abandoning teaching in the UAE altogether. An interesting note is that these are the students having the most difficulty adjusting to university because of how they were taught English prior to the reform. ! Gallagher, K. (2011). Bilingual education in the UAE: Factors, variables and critical ques-

tions. Education, Business and Society: Contemporary, Middle Eastern Issues, 4(1), 62-79. http://dx.doi.org/10.1108/17537981111111274 !

The article discusses the New School Model and the effects it will have. Gallagher explains the implications of the reform and possible scenarios, as a result. It is important to understand how English is being taught in the UAE and any consequences of learning the language or how the language is being taught. No information as to why the reform is occurring is in the article. ! Jewels, T. & Albon, R. (2012). We dont teach English, we teach in English: teaching non-

native English speaking university students. Learning and Teaching in Higher Education: Gulf Perspectives, 9(1). Retrieved from http://webcache.googleusercontent.com/search?q=cache:0JSlisjbj28J:lthe.zu.ac.ae/index.php/lthehome/article/download/68/22+&cd=1&hl=en&ct=clnk&gl=us&client=safari !

The challenge of teaching students whose native language is not English is likely familiar to many Western teaching academics, who may regularly work in their own countries with a signif-icant element of international students. In some Australian faculties almost half of the students are non-native English speakers (non-NES). Both the present authors had taught non-NES stu-

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dents in Australia and in the UAE. While teaching in English as the language of instruction to non-NES students is not a new phenomenon in many universities throughout the world, peda-gogy to promote successful learning outcomes for such students is a relatively recent develop-ment. !

Books ! !Grammar Instruction ! Azar, B. & Hagen S. (2011). Fundamentals of English grammar (4th ed.). New York: Pearson

Education. A developmental skills text for lower-intermediate and intermediate English language learners. A comprehensive reference for grammar teaching with as with classroom instruction. ! Parrott, M. (2010). Grammar for English language teachers (2nd ed.). New York: Cambridge

University Press. !It encourages teachers to appreciate factors that affect grammatical choices, and evaluates the 'rules of thumb' presented to learners in course materials. Consolidation exercises provide an opportunity for teachers to test these rules against real language use and to evaluate classroom and reference materials. ! Swan, M. (2005). Practical English usage. New York: Oxford University Press. !Most of the book is about grammar, but it also covers selected points of vocabulary, idioms, style, pronunciation, and spelling. ! Swan, M. (2001). Learner English: A teacher's guide to interference and other problems.

New York: Cambridge University Press. !A practical reference guide which compares the relevant features of a student's own language with English, helping teachers to predict and understand the problems their students have. !Language Teaching Methodology Brown, H. 2000. Principles of language learning and teaching (4th Ed.). New York:

Longman. Retrieved from http://www.cuc.edu.ve/upc/PNFT/INGLES/ Principles_of_Language_Learning_and_Teaching.pdf !

Cook, V. (2008). Second language learning and language teaching. London: Hodder Educa-tion.

http://www.cuc.edu.ve/upc/PNFT/INGLES/


! Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Oxford:

Pergamon. Retrieved from http://www.sdkrashen.com/content/books/ principles_and_practice.pdf !

The pdf explores the relationship between second language teaching and the process of second language acquisition. The text explains methods and theories, which make the pdf more of a ref-erence tool. The pdf describes what effective classrooms materials should include. ! Richards, J.C. & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: an

anthology of current practice. New York: Cambridge University Press. !An overview of approaches, issues, and practices in teaching English to speakers of other lan-guages. The book is a collection of articles for all levels of instruction both children and adults. Also information on testing, curriculum, material development, and technology use in the class-room. ! Tudor, I. (2001). Dynamics in the language classroom. Cambridge: Cambridge University

Press. !The book explores how unpredictable the ESL classroom can be. The text includes various con-cepts of language, learning, and how the classroom influences the students attitudes and actions. The role of culture is also examined, and the book concludes with recommendations for teachers to constructively maintain an ESL classroom. !Reference ! Swan, M. & Smith, B. (Eds). (2001). Learner English: A teacher's guide to interference and

other problems (2nd ed.). New York: Cambridge University Press. !A practical reference guide to help teachers to predict and understand the problems their students have. !!

Websites ! Ager, S. (2015). Omniglot. [Website]. Retrieved from omniglot.com !Omniglot is an encyclopedia of writing systems and languages. You can use it to learn about lan-guages, to learn alphabets and other writing systems, and to learn phrases in many languages. There is also advice on how to learn languages. !

http://omniglot.com


Azar, B. (n.d.). AzarGrammar.com. [Website]. Retreived from http://www.azargrammar.com/index.html !

Resource of grammar based instruction for teachers. ! Banville, S. (2015). Breaking News English. [Website]. Retrieved from http://

www.breakingnewsenglish.com !ESL lesson plans written in a newspaper-like style for seven different language levels and abili-ties. New lessons uploaded continually. Each lesson includes an article, quizzes, vocabulary, activities in and out of the classroom and a writing portion. Very helpful with adult students in the UAE due to their desire to be informed on current events in the British newspapers. (UAE resource.) ! Davis, R. (2015). Randalls ESL cyber listening lab. [Website]. Retrieved from http:www.esl-

lab.com ! EL Civics for ESL Students. (2007). [Website]. Retrieved from http://elcivics.com !The Adult Education page has links to EL Civics resources. Students learn ESL with pictures and easy words. The website provides lessons to learn U.S. history, government, citizenship, geogra-phy, and culture. Included are lessons, worksheets, PowerPoint presentations, lesson plans, and videos. There are also holiday lessons and downloadable short stories. (N. Moger). ! Lantern Fish [Website]. Retrieved from http://bogglesworldesl.com !Lanternfish ESL is by a group of ESL teachers in Asia and North America. The resources avail-able are an assortment of worksheets, including some specific for grades K-7 and adults. The glossary of terms is especially helpful in understanding the terminology used to organize the website and worksheets. (N. Moger). !!

EDU 653 Second Language Acquisition Course Materials !Articles ! Belanger, J., & Hall, D. G. (2006). Learning proper names and count nouns: Evidence from

16- and 20-month-olds. Journal Of Cognition And Development, 7(1), 45-72. http:// dx.doi.org/10.1207/s15327647jcd0701_3 !

In each experiment, infants were taught a novel word modeled linguistically as either a proper name or a count noun for a stuffed animal shown on a puppet stage. At 20 months infants were significantly more likely to look first at the original object in response to hearing the word in the

http://AzarGrammar.comhttp://www.azargrammar.com/


proper name condition than in the count noun condition or in a baseline condition in which they heard no word. (U-1). ! Diffey, N. R. (1993). Second-language curriculum models and program design: recent trends

in North America. Canadian Journal Of Education, 17, 208-219. http://dx.doi.org/doi:10.2307/1495321 !

In North America, models for program design are exemplified by the American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines and the Canadian National Core French Study. The Canadian model adopts a multidimensional approach emphasizing con-tent more than terminal outcomes, and envisages the integration of language and a cultural com-ponent. (U-7). ! Faruji, L. F. (2011). Neurolinguistics aspects of second language acquisition. BRAIN: Broad

Research In Artificial Intelligence & Neuroscience, 2(4), 36-40. Retrieved from http:// eds.b.ebscohost.com/eds/detail/detail?vid=22&sid=0132c9dc-2ad7-46ef-a889- b05f5a9bb8a1%40sessionmgr198&hid=114&bdata=JmF1dGh0eXBlPWNvb2t-pZSxjcGlkJmN1c3RpZD1uczAxNzMzNiZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU %3d#db=a9h&AN=85678238 !

Fundamental breakthroughs in the neurosciences, combined with technical innovations for mea-suring brain activity, are shedding new light on the neural basis of second language (L2) process-ing, and on its relationship to native language processing (L1). Over the past two decades, a large body of neuroimaging studies has been devoted to the study of the neural organization of language (U-3). ! Filipovi, L., & Hawkins, J. A. (2013). Multiple factors in second language acquisition: The

CASP model. Linguistics, 51(1), 145-176. http://dx.doi.org/10.1515/ling-2013-0005 !The uniqueness of the model lies in the definitions that are proposed for a number of general and specific principles of learning, in the interactions that are demonstrated between them, in the predictions that are made and illustrated empirically, and in the integration of research findings from numerous areas of the language sciences. (U-2). ! Francis, N. (2005). Research findings on early first language attrition: Implications for the

discussion on critical periods in language acquisition. Language Learning, 55(3), 491-531. http://dx.doi.org/10.1111/j.0023-8333.2005.00313.x !

The studies of first language attrition reviewed in this article also offer a new way of looking at related questions in the field of language learning: critical period effects in first and second lan-guage, access to Universal Grammar in second language learning, and the componential nature of language ability (U-2). !

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Hagen, L. K. (2008). The bilingual brain: Human evolution and second language acquisition. Evolutionary Psychology, 6(1), 43-63. Retrieved from https://post.blackboard.com/ bbcswebdav/pid-2302315-dt-content-rid-21645369_1/courses/EDU653.901000109930/ Documents/Documents/U3_Hagen.pdf !

For the past half-century, psycholinguistic research has concerned itself with two mysteries of human cognition: (1) that children universally acquire a highly abstract, computationally com-plex set of linguistic rules rapidly and effortlessly, and (2) that second language acquisition (SLA) among adults is, conversely, slow, laborious, highly variable, and virtually never results in native fluency. (U-3). ! Jang, E., & Jimenez, R. T. (2011). A sociocultural perspective on second language learner

strategies: Focus on the impact of social context. Theory Into Practice, 50(2), 141-148. http://dx.doi.org/10.1080/00405841.2011.558443 !

Highlights the situated aspects of L2 learner strategy development. This article attempts to help educators construct a learning environment that can facilitate L2 learners' use of productive strategies to enhance their language learning (U-5). ! Kuhl, P. K. (2011). Early language learning and literacy: Neuroscience implications for

education. Mind, Brain, And Education, 5(3), 128-142. Retrieved from http:// eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=0132c9dc-2ad7-46ef-a889- b05f5a9bb8a1%40sessionmgr198&hid=114&bdata=JmF1dGh0eXBlPWNvb2t-pZSxjcGlkJmN1c3RpZD1uczAxNzMzNiZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU %3d#db=eric&AN=EJ935667 !

In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children's language and pre-reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. (U-1). ! Lardiere, D. l. (2009). Some thoughts on the contrastive analysis of features in second lan-

guage acquisition. Second Language Research, 25(2), 173-227. Retrieved from http:// dx.-doi.org/10.1177/0267658308100283 !

Comparing the assembly and expression of features involved in plural-marking in English, Man-darin Chinese and Korean, and situate this comparison with respect to specific claims of the Nominal Mapping Parameter and within a discussion of parameter (re)setting more generally. (U-4). ! Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary

learning: A case for contrastive analysis and translation. Applied Linguistics, 29(4), 694-716. http://dx.doi.org/10.1093/applin/amn018

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!The study investigates the effect of explicit contrastive analysis and translation activities on the incidental acquisition of single words and collocations. The results are discussed in light of the "noticing" hypothesis, "pushed output", "task-induced involvement load", and the influence that L1 exerts on the acquisition of L2 vocabulary (U-6). ! Littlemore, J., & Low, G. (2006). Metaphoric competence, second language learning, and

communicative language ability. Applied linguistics, 27(2), 268-294. http://dx.doi.org/10.1093/applin/aml004 !

A model of communicative competence that has been widely influential in both language teach-ing and language testing, namely Bachman (1990), and argue, giving a range of examples of lan-guage use and learner difficulty, that metaphoric competence has in fact an important role to play in all areas of communicative competence (U-8). ! Long, M. (2005). Problems with supposed counter-evidence to the critical period hypothesis.

International Review Of Applied Linguistics In Language Teaching (IRAL), 43(4), 287-317. http://dx.doi.org/10.1515/iral.2005.43.4.287 !

Observers agree that young children, older children, and adults differ both in initial rate of acqui-sition and in the levels of ultimate attainment typically achieved, they continue to disagree over whether the observed patterns are a function of nurture or nature. (U-1). ! Mourssi, A. (2012). Analysing interlanguage stages ALEs pass through in the acquisition of

the simple past tense. English Language Teaching, 5(10). http://dx.doi.org/10.5539/ elt.v5n10p148 !

Building on previous studies of cross-linguistic influence (CLI) on SLA, and principled criteria for confirming its existence in L2 data, an empirical study was run on 74 Arab learners of Eng-lish (ALEs). A detailed analysis was made of Interlanguage stages of the simple past tense forms in 222 written texts produced by ALEs in the classroom settings. (U-2). ! Niroomand, M. (2012). An exploration of upper-intermediate Iranian EFL learners percep-

tion of politeness strategies and power relation in disagreement. English Language Teaching, 5(10), 180-191. http://dx.doi.org/10.5539/elt.v5n10p180 !

The study was an attempt to find out whether different power status of people influence the the choice of appropriate politeness strategies and speech act of disagreement by Iranian EFL learn-ers, in a university setting. The main frameworks used for analyzing data were the taxonomy from Muntigl and Turnbull (1995) for counting and analyzing the utterances of disagreement and Brown and Levinson (1987) theory of politeness. The findings of this study provide some evi-

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dences for the relation between the type and frequency of disagreement and choice of politeness strategies associated with people with different power status. (U-5). !! Oh, E. (2010). Recovery from first-language transfer: The second language acquistion of

English double objects by Korean speakers. Second Language Research, 26(3), 407-439. http://dx.doi.org/10.1177/0267658310365786 !

This article suggests that acquisition of the semantics of goal DOs, possibly attributed to L1 transfer, bootstraps acquisition of the semantics of benefactive DOs, and that this generalization from goal DOs to benefactive DOs is made possible by the surface generalization hypothesis (Goldberg, 2002), which states that argument structure patterns sharing the surface forms should be analysed on their own as a class. (U-4). ! Riazi, A., Lessard-Clouston, M., Cumming, A. (1996). Observing ESL writing instruction: a

case study of four teachers. Journal of Intensive English Studies 10, 19-31. Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302285-dt-content-rid-21645358_1/courses/EDU653.901000109930/Documents/Documents/U7_Case%20Study%20for%20Discus-sion%20Board.pdf !

Observed English-as-a-Second-Language (ESL) writing classes in Canada in order to document what the ESL instructors do when they teach. Findings reveal that the instructors gave more at-tention to collectively constructing language paradigms and to guiding individual development than other routines, and attracted student's attention in one way or another before working on the paradigms (U-7). ! Scheffler, P. (2008). The natural approach to adult learning and teaching of L2 grammar. In-

ternational Review Of Applied Linguistics In Language Teaching (IRAL), 46(4), 289-313. http://dx.doi.org/10.1515/IRAL.2008.013 !

This article suggests that acquisition of the semantics of goal double objects, possibly attributed to L1 transfer, bootstraps acquisition of the semantics of benefactive double objects, and that this generalization from goal double objects to benefactive double objects is made possible by the surface generalization hypothesis, which states that argument structure patterns sharing the sur-face forms should be analyzed on their own as a class. (U-6). ! Shah, P., Yusof, A., Hamid, Z., Ghafar, S., Hashim, H., Abdullah, A., & Sabri, M. (2010).

Process of L1 acquisition: Linguistic theory in application. Research Journal of Internatonal Studes, 14. Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302310-dt-con-tent-rid-21645356_1/courses/EDU653.901000109930/Documents/Documents/U1_Shah%20Yusof.pdf !


This paper analyzes how linguistic theory models first language acquisition in a way that is con-sistent with the fact that formal instruction is not available and that the circumstances for differ-ent children vary unpredictably, though the outcome is largely the same. (U-1). ! Singleton, D. (2005). The critical period hypothesis: A coat of many colours. International

Review Of Applied Linguistics In Language Teaching (IRAL), 43(4), 269-285. http:// dx.doi.org/10.1515/iral.2005.43.4.269 !

This paper argues that to speak in terms of the Critical Period Hypothesis is misleading, since there is a vast amount of variation in the way in which the critical period for language acquisition is understood--affecting all the parameters deemed to be theoretically significant and indeed also relating to the ways in which the purported critical period is interpreted in terms of its implica-tions for L2 instruction. (U-1). ! Slabakova, R. R. (2006). Is there a critical period for semantics?. Second Language Research,

22(3), 302-338. http://dx.doi.org/10.1191/0267658306sr270oa !This article reviews recent research on the second language acquisition of meaning with a view of establishing whether there is a critical period for the acquisition of compositional semantics. Since it is argued that experimental tasks suggesting differential acquisition of L2 syntax and semantics are in need of linguistic refinement, further evidence is arranged from behavioral stud-ies of L2 acquisition of semantics to fill in the current gap in L2 comprehension modeling. (U-4). ! Wei, Li Qiu (2008). To Correct or to Ignore?. US-China Foreign Language, 6 (5), 25-30.

Retrieved from https://post.blackboard.com/bbcswebdav/courses/ EDU653.901000109930/Documents/Documents/U4_Wei%20LiQiu.pdf !

This article starts with error analysis to reveal the multi-sources characteristic of errors, then pro-ceeds to some empirical studies on the effects of error correction in students written work to show the complexity and variety of correcting strategies, and finally addresses some practical implications(U-4). ! Weng, P. (2012). The effect of learning styles on learning strategy use by EFL learners. Jour-

nal Of Social Sciences, 8(2), 230 - 234. Retrieved from https://post.blackboard.com/ bbcswebdav/pid-2302315-dt-content-rid-21645371_1/courses/EDU653.901000109930/ Documents/Documents/U3_PeiShi.pdf

A study that explores the effect of different learning styles on strategy use between high achiev-ers and low achievers, especially in an EFL context. To do that, the subjects of the study were 71 non-English majors in New Taipei City and they were divided into two language proficiency lev-els (high and low) based on the English Proficiency Test. (U-3).

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Ying, S. (2007). Case study on the communicative competence of Chinese students. Sino-US English Teaching, 4(7), 67-74. Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302279-dt-content-rid-21645360_1/courses/EDU653.901000109930/Documents/Doc-uments/U8_Case%20Study%20on%20the%20Communicative%20Competence%20of%20Chinese%20Students.pdf

This study investigates the communicative competence of Chinese students in a British universi-ty, and the main purposes of the study are to find out more about Chinese students difficulties in communication and to explore learning strategies of developing communicative competence (U-8).

Zengning, H. (2013). Emerging vocabulary learning: From a perspective of activities facili-tated by mobile devices. English Language Teaching, 6(5), 44-54 . http://dx.doi.org/10.5539/elt.v6n5p44 !

An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities, situated activities, collaborative activities and informal and lifelong activities. (U-5). !Reference Articles ! Standards for the accreditation of initial programs in P-12 ESL teacher education. (n.d.).

[PDF document]. Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302279-dt-content-rid-21645362_1/courses/EDU653.901000109930/Documents/Documents/U8_N-CATE_TESOL_Domains.pdf !

TESOL Domains: Language, Culture, Planning, Implementing, and Managing Instruction, As-sessment and Professionalism (U-8). !Books !Language Acquisition and General Learning Theory ! Lightbown, P.M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Ox-

ford University Press. !An introductory book to SLA and is cited by many other books and articles. The book describes the differences between L1 and L2 learning. The text explains the effects of individual differ-ences on language learning and second language acquisition theories. The book includes research on the differences between natural and classroom-based learning environments as well as the usefulness of grammar instruction. !

https://post.blackboard.com/bbcswebdav/pid-2302279-dt-content-rid-21645360_1/courses/EDU653.901000109930/Documents/Documents/U8_Case%2520Study%2520on%2520the%2520Communicative%2520Competence%2520of%2520Chinese%2520Students.pdfhttp://dx.doi.org/10.5539/


Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). New York: Cambridge University Press. !

The book provides an overview of SLA from different approaches. It is also often cited and a resource for strategies, methods, and terminology. Thoroughly explains different processes of language acquisition. !Videos ! AzarGrammar. (2012, Oct 30). Teaching grammar in todays classroom - part 1. [Video file].

Retrieved from https://www.youtube.com/watch?v=YJwbnQOguEk !2008 TESOL Panel: Teaching Grammar in Today's ClassroomIntroduction: Why Teach Grammar? (U-6). ! AzarGrammar. (2012, Oct 30). Teaching grammar in todays cassroom - part 2. [Video file].

Retrieved from https://www.youtube.com/watch?v=-jutpjRc-So !2008 TESOL Panel: Teaching Grammar in Today's ClassroomQuestions and Answers about Grammar Teaching (U-6). ! Dekeyser, R. (2013). Age effects in language learning: controversial, but crucial to understand, by Robert Dekeyser. [Youtube video]. Retrieved from http://www.youtube.com/ watch?v=SDdvJigDaZ0 !Three areas of debate are the shape of the age function, if the break is maturational or other (af-fect, interest, attitude, etc.), or what the nature of (here he assumes) the maturational break is like. ! Dockendorf, M. (2011). Learning from classrooms. [Video file]. Retrieved from https://

www.youtube.com/watch?v=VC8eKxh83_Y !The Learning From Classrooms project helped struggling readers in British Columbia through teacher and student collaboration. ! Euronews. (2012). The bilingualism challenge - learning world. [Video file]. Retrieved from

https://www.youtube.com/watch?v=a-MMUXOY3mc !Language can be a double edged-sword in multi-lingual societies. It is a keystone of cultural identity but can be a barrier to integration and educational success. Two countries dealing with these challenges are South Africa and the Former Yugoslav Republic of Macedonia (U-5). !

https://www.youtube.com/watch?v=YJwbnQOguEkhttps://www.youtube.com/watch?v=-jutpjRc-Sohttp://www.youtube.com/


Herman, E. (2013). Teaching English with comprehensible input - Class 1. [Video file]. Retrieved from https://www.youtube.com/watch?v=nRu-3TR8A2M !

Comprehensible input-based methodologies in a low-anxiety environment were utilized, such as Total Physical Response (TPR), Teaching Proficiency through Reading and Storytelling (TPRS), and MovieTalk. Language teachers will benefit from viewing the videos in order to learn this ap-proach to language education and English Language Acquirers, will benefit, especially begin-ners, but not limited to beginners. ! IAFOR Media. (2014, May 17). First & second language acquisition - Marjo Mitsutomi &

Minna Kirjavainen. [Video file]. Retrieved from https://www.youtube.com/watch?v=ZqDt2isALig !

Presentation looks at the process of first and second language acquisition and introduces some of their latest findings in the course of doing their research. ... Not only second language learners but also native speakers show clear differences in their ability to express themselves and produce meaning in written and spoken form (U-3). ! Kohn, K. (2012). My English: Second language Acquisition as individual and social

construction. [Video file]. Retrieved from https://www.youtube.com/watch? v=yCfpD49YhSg !

Kohn describes the constructivist process to be a more acceptable model rather than the behav-iorist strategy and emphasizes David Marsh's 1994 term (CLIL) content and language integrated learning. He explains that language learners make the language their own (U-2). !! Krashen, S. (2012). The power of reading: language and literacy development in bilingual

situations. [Video file]. Retrieved from https://www.youtube.com/watch?x-yt- cl=85114404&x-yt-ts=1422579428&v=2Rx_ZJwZCo0 !

An explanation of the benefits of reading in second language acquisition and brain activity. Dr. Krashen presents evidence of free voluntary reading being the most powerful tool teachers have in language acquisition and discusses the application of this in schools (U-2). ! LanguagebridgeKorea. (2011, Nov 14). Competence and performance in language teaching.

[Video file]. Retrieved from https://www.youtube.com/watch?v=MCrky-eZuC0 !The full title of the lecture is "Competence and Performance in Language Teaching: Implication for Teacher Education." LanguagebridgeKorea. (2011, Nov 14). Competence and performance in language teaching

(part 2). [Video file]. Retrieved from https://www.youtube.com/watch?v=uQwfZhN8-Gc !

https://www.youtube.com/watch?v=nRu-3TR8A2Mhttps://www.youtube.com/watch?v=ZqDt2isALighttps://www.youtube.com/watch?v=MCrky-eZuC0https://www.youtube.com/watch?v=uQwfZhN8-Gc


LanguagebridgeKorea. (2011, Nov 14). Competence and performance in language teaching (part 3). [Video file]. Retrieved from https://www.youtube.com/watch?v=OfMevvZCAR0 !

Murza, K. (2012). Dr. Noam Chomsky on universal grammar and the genetics of language with captioning. [Video file]. Retrieved from https://www.youtube.com/watch? v=vbKO-9n5qmc !

A question and answer section with a discussion on Universal Grammar (U-1). ! NALDIC. (2009). NALDIC 17 Ofelia Garcia reimagining bilingualism in education for the

21st century. [Video file]. Retrieved from https://www.youtube.com/watch?x-yt- cl=85114404&x-yt-ts=1422579428&v=rVI41CMw6HM !

Professor Ofelia Garcia from City University New York delivers the keynote speech at NALDIC's 17th Annual Conference at the University of Reading. (U-5). ! NALDIC. (2009). NALDIC 17 Ofelia Garcia Part 2. [Video file]. Retrieved from https://

www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=1HXo25S16a4 !Ofelia Garcia of City University New York, explains the concept of translanguaging, that is, the multiple discursive practices of students and teachers which characterize multilingual classrooms today. In this extract she discusses translanguaging in everyday life (U-5). ! NALDIC. (2010). NALDIC 17 Ofelia Garcia Part 3. [Video file]. Retrieved from https://

www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=FxrjxLgKD3I !Ofelia Garcia of City University New York, discusses children's perspective on translanguaging (U-5). ! NALDIC. (2010). NALDIC 17 Ofelia Garcia Part 4. [Video file]. Retrieved from https://

www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=kFXbXrpcOSA !Ofelia Garcia of City University New York discusses translanguaging in the classroom context (U-5). ! NALDIC. (2010). NALDIC 17 Ofelia Garcia Part 5. [Video file]. Retrieved from https://

www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=dnRYvmmesco !Ofelia Garcia of City University New York discusses translanguaging in the classroom context and how it is part of a very complex dynamic bilingual repertoire (U-5). ! Pearson SIOP Model's channel. (2012). Component 3: Comprehensible input. [Video file].

Retreived from https://www.youtube.com/watch?v=mTnHonxao70

https://www.youtube.com/watch?https://www.youtube.com/watch?x-yt-http://www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=1HXo25S16a4http://www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=85114404&v=FxrjxLgKD3I


!Term coined by Dr. Stephen Krashen. Teachers need to use a variety of techniques to make in-struction understandable. ! poolslanguages. (2011, Nov 22). Five communicative language teaching methods. [Video

file]. Retrieved from https://www.youtube.com/watch?v=iGDxCg90Its !A Demonstration of Communicative Language Teaching Methods (U-7). ! sabanciuniversity. (2012, May 25). Sabanc University - school of languages - Patsy Light-

bown. [Video file]. Retrieved from https://www.youtube.com/watch?v=bLt49Te0IOY !Dr. Patsy Lightbrown on ESL Teaching Methods (U-7). ! TED. (2011, Mar 14). Deb Roy: The birth of a word. [Video file]. Retrieved from https://

www.youtube.com/watch?v=RE4ce4mexrU !Deb Roy wanted to understand how his infant son learned language so he wired up his house with videocameras to catch every moment of his son's life, then parsed 90,000 hours of home video to watch "gaaaa" slowly turn into "water." Astonishing, data-rich research with deep impli-cations for how we learn U-1). !! TED-Ed. 2013, Jul 10). The linguistic genius of babies - Patricia Kuhl. [Video file]. Re-

trieved from https://www.youtube.com/watch?v=M-ymanHajN8 !Patricia Kuhls findings about how babies learn one language over another by listening to the humans around them and focusing on the sounds they need to know. Clever lab experiments (and brain scans) show how 6-month-old babies use sophisticated reasoning to understand their world (U-1). ! The Ling Space (2014, Nov, 12). Sociolinguistics and dialects - linguistics topic 11. [Video

file]. Retrieved from https://www.youtube.com/watch?v=uEabSWeO02E !Linguistic variation: the ways in which dialects can differ, what underlies different grammars, and why every version of a language is okay (U-5). ! The Virtual Linguistics Campus. (2012). Phonology - The Phoneme I. [Video file]. Retrieved

from https://www.youtube.com/watch?x-yt-cl=85114404&x-yt- ts=1422579428&v=f3UpSsH3Tb0 !

This clip discusses the physical approach towards the phoneme using Present-Day English as the target language. Starting with a precise phonetic analysis of a simple sentence, three phones are

https://www.youtube.com/watch?v=bLt49Te0IOYhttp://www.youtube.com/watch?v=RE4ce4mexrUhttps://www.youtube.com/watch?v=M-ymanHajN8https://www.youtube.com/watch?v=uEabSWeO02E


isolated, described articulatory and examined concerning their distribution within words. As a result, the family character of the phoneme (as a head term) and its family members (the allo-phones) emerges (U-4). ! The Virtual Linguistics Campus. (2012). Psycholinguistics - Language Acquisition I. [Video

file]. Retrieved from https://www.youtube.com/watch?x-yt-cl=85114404&x-yt- ts=1422579428&v=prMGbLrbudA !

This E-Lecture discusses the role of language acquisition within cognitive linguistics as well as its main stages. It is meant as an overview of the field and constitutes the first of a series of E-Lectures aiming at a presentation of the main issues of this central subbranch of psycholinguis-tics (U-3). ! The Virtual Linguistics Campus. (2012). Psycholinguistics - Language Acquisition II. [Video file]. Retrieved from https://www.youtube.com/watch?x-yt-ts=1422579428&x-yt-cl=851144 04&v=_12OZGNGlPU !This E-Lecture is the second of a series of videos dealing with language acquisition. The main focus of this one, which is meant as an overview, are the main developmental aspects that can be described during the acquisition process: from phonology to semantics (U-3). ! The Virtual Linguistics Campus. (2013). Semantics and Pragmatics - Semantics an Overview.

[Video file]. Retrieved from https://www.youtube.com/watch?x-yt-ts=1422579428&x-yt- cl=85114404&v=8QZWx_XAO1w !

This first E-Lecture related to the VLC class "Semantics and Pragmatics" provides an overview of the role of semantics within linguistics and its use in other disciplines. Furthermore, it dis-cusses the central goals and objectives of semantics (U-4). ! The Virtual Linguistics Campus. (2012). Sociolinguistics - Language, Dialect, Variety. [Video

file]. Retrieved from https://www.youtube.com/watch?v=ji6vURnWfrk !This video discusses the different approaches towards language, dialect, and variety. It provides several criteria of language definition as well as numerous problems involved (U-5). ! The Virtual Linguistics Campus. (2012). Syntax - Generative Grammar. [Video file]. Re-

trieved from https://www.youtube.com/watch?x-yt-cl=85114404&x-yt- ts=1422579428&v=jc2bL1z9Wh4 !

This E-Lecture discusses the fundamental ideas of generative grammar, the most influential grammar model in linguistic theory. In particular we exemplify the main principles that account for the non-finite character of natural language as well as the phenomenon of native speaker competence. As a result the main architecture of generative grammar is defined (U-4).

https://www.youtube.com/watch?x-yt-cl=85114404&x-yt-https://www.youtube.com/watch?x-yt-ts=1422579428&x-yt-https://www.youtube.com/watch?v=ji6vURnWfrk


! The Virtual Linguistics Campus. (2012). Syntax - Phrase Structure I. [Video file]. Retrieved

from https://www.youtube.com/watch?x-yt-cl=85114404&x-yt-ts=1422579428&v=QOLY-cO-So_c !

Sentences can be analyzed into hierarchies of constituents. This E-lecture introduces the histori-cal development of phrase structure systems from 1957 until today (U-4). ! TheWhiteShips. (2011, Aug 31). Learning from classrooms. Retrieved from https://www.y-

outube.com/watch?v=VC8eKxh83_Y !The learning From Classrooms project helped struggling readers in British Columbia through teacher and student collaboration (U-3). !!!!!!!!

Student Resources !Timothy Bailey !Dekeyser, R. (2013). Age effects in language learning: controversial, but crucial to understand, by Robert Dekeyser. [Youtube video]. Retrieved from http://www.youtube.com/watch?v=SDdvJigDaZ0 !In this video, Dekeyser begins by suggesting that children are better, only, at ultimate attainment. That much of the rest of the critical period hypothesis is problematic. He suggests that this fact is clear in phonology, and almost equally in syntax and semantics, but least clear in terms of lexi-con. Three areas of debate are the shape of the age function, if the break is maturational or other (affect, interest, attitude, etc.), or what the nature of (here he assumes) the maturational break is like. Next, he discusses some aspects of the hardwired issues such as having less working memo-ry being better for certain patterns. Dekeyser also discusses how language learners move from implicit/declarative learning to explicit/procedural learning and how the success of this move-ment is supported by research. He also looks at some rriciticsms and common misunderstandings in terms of age and language learning; as well as why research is not further along. !Ellis, N. (2006). Cognitive perspectives on SLA: The Associative Cognitive CREED. AILA Review, 19, 100-121. !

https://www.youtube.com/watch?v=VC8eKxh83_Yhttp://www.youtube.com/watch?v=SDdvJigDaZ0


This article discusses SLA in terms of CREED; suggesting that SLA is Construction-based, Ra-tional, Exemplar-driven, Emergent, and Dialectic. The primary idea is that we learn language just as we learn anything else which involves human cognition. Language learning begins with con-structions that are tallied up in terms of frequency over time. From these frequency constructions come exemplars for each of the language categories. Over time language use and a language grammar begin to emerge from the language learner-environment contact point. Language learn-ers are drawn between the feedback of the environment and their own interlanguage. Concern is places on the interaction of explicit learning, implicit learning, and the consciousness of the learner in dealing with this tension. !Faruji, L. (2011). Neurolinguistics Aspects of Second Language Acquisition. BRAIN: Broad Research in Artificial Intelligence and Neuroscience, 2(4), 36-40 !This article deals with the relationship between biology and language acquisition. It is suggested that there are different parts of the brain for phonology, syntax, and semantics. Important in how languages are used, process, and even stored is proficiency, the age of acquisition, and the amount of exposure. These factors, cited research suggests, actually involve different areas of the brain. Various other differences between L1 and L2 acquisition, related to brain regions and pro-cessing, are also discussed. !Frankfurt International School. (2015). Syntax English sentence structure. [Web page]. Retrieved from http://esl.fis.edu/learners/advice/syntax.htm !This web page offers a basic introduction to English syntax for both the student and teachers. The page also gives a significant number of easily understood examples for the different syntac-tic elements being discussed. Syntax starts with subject and predicate. It then moves through simple subjects, different sentence types such as simple, compound, complex, and compound-complex. Various problems are also looked at including run-on sentences and rambling sen-tences, Throughout, advice and quizzes to test a learners/teachers knowledge is also offered. !Krashen, S. Dr. (2013). Prof. Stephen Krashen talks about comprehensible input, explicit teaching method and much more! TESOLacademic. [Youtube video]. Retrieved from http://www.youtube.com/watch?v=a3pipsG_dQk !In this somewhat divergent video, Dr. Krashen first discusses how L1/L2 and ESL/EFL are the same field; the field of communication. He states that comprehensible input is the primary factor in language acquisition. He even goes so far as to suggest this for a parrot he talks about, alien languages, and the Star Trek language translating devices. Dr. Krashen says that our culture is operating uder old guidelines from the 1950s. For him, the primary problem is one of poverty; including nutrition, health care, and access to books He states that the current educational crisis is one unsupported by research and created by the private sector. He ends by saying that schools need to of course teach general levels of knowledge but that they should help students find out what they are good at.

http://esl.fis.edu/learners/advice/syntax.htmhttp://www.youtube.com/watch?v=a3pipsG_dQk


!Mourssi, A. (2012). Analysing Interlanguage Stages ALEs Pass through in the Acquisition of the Simple Past Tense. English Language Teaching, 5(10), 148-163. !This article deals with the issue of interlangue through a specific example involving ALEs (Arab learners of English) and the simple past tense. The study focused on an explicit teaching of grammar, a focus on form along with student erros in said form, and practice as a method for turning the ALEs knowledge into proceduralized knowledge. In the end, the author noted that there is an influence of the L1 on the L2; at least in terms of the simple past tense. Also, there are certain stages that the ALEs go through in their learning, but that these stages are not entirely dis-tinct and can operate at once or be returned to. !National Institute for Literacy. (2008). Key Literacy Component: Morphology. Colorin Colorado! [Web site]. Retrieved from http://www.colorincolorado.org/article/27876/ !This webpage first explains what a morpheme is. It then goes on to discuss a number of pertinent questions dealing with what good readers do, challenges for adolescent readers, and how in-structing adolescent readers in terms of morphology can help them. Several types of morphologi-cal constructions, including prefixes and suffixes, are suggested as language elements to be taught. It is finally suggested that teachers teach from a morphological perspective but within the context that lexical items are found. !Paradis, J. (2011). Individual differences in child English second language acquisition: comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213-237. !This study deals with the factors affecting the ELLs acquisition of the L2: internal and external. Internal factors include language aptitude, transfer, and cognitive maturity. External factors in-clude those that affect both the quantity and quality of input; describing the richness of the envi-ronment. The article concludes that the child-internal factors carry a greater weight for the ELL than do the child-external factors. Two important child-external factors, however, were the amount of exposure to English and the wealth of the English environment. !Pinker, S. (2012). Linguistics as a Window to Understanding the Brain. Big Think. [Youtube video]. Retrieved from http://www.youtube.com/watch?v=Q-B_ONJIEcE !In this video, Pinker states that language is four things: distinctive, essential, mysterious, and practical. Human beings code information and then are able to recover that information to share ideas. He then discusses three things that language is not. Language is not written language, proper grammar, or thought. Language, according to Pinker, is words, rules (syntax, morphology, and phonology), and interfaces of language. He then looks at the use of phrase structure rules and Chomskys universal grammar and some critiques of it.

http://www.colorincolorado.org/article/27876/http://www.youtube.com/watch?v=Q-B_ONJIEcE


!Tomasello, M. (2000). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1/2), 61-82. !This article introduces, and sets-up, a usage-based theory of language acquisition. As such, it be-gins by stating that language acquisition is based upon the actual usage events that occur in communication. The author discusses the intentions of language users and their first utterances (including a type called a holophrase). These then transition into the creation of verb islands which begin to allow the learner to construct their language categories. The article discusses how young learners use imitative learning to practice and understand the purpose in communication. Later, the young language learners cut and paste from their current repertoire to use in the current communicative situation. !Acavedo, M. (2013). James Cummins: BICS and CALP. [Youtube video]. Retrieved from https://www.youtube.com/watch?v=cjFw9aC8jnY !In this video both BICS and CALP are explained and examples are given. Examples of BICS are survival language and non-verbal language. Examples of CALP are writing a report or essay, un-derstanding or presenting an academic paper, and understanding content in content area text-books. Both BICS and CALP are further divided into context-embedded, context-reduces, cogni-tively undemanding, and cognitively demanding areas. Finally, the ideas from BICS and CALP are discussed in terms of the instructional planning of activities. !Davis, R. (2015). 20-Minute ESL Lessons. [website]. Retrieved from http://www.esl-lab.com/vocab/ !This website contains a large list of subject-organized vocabulary words; including things such as doctors visit, airplane travel, and weather. Some helpful ideas are given as to how to use the lists as well. Along with the lists themselves there are short quizzes and further ideas on how to use the lists. While the lists may be used along they might also be expanded or used in larger classroom activities. Audio files for the words are also available to aid in pronunciation. Finally, each section has a follow- up section that might aid in, or enhance, discussion of the lists sub-ject. !ecelemleEIU. (2012). ELL Conference 2012: An Introduction to the World of ELLs. [YouTubev-ideo]. Retrieved from https://www.youtube.com/watch?v=6bkHLmntLDM !This video is both specific, to ELLs in Illinois, and general to all ELLs. Dr.Padmaraju begins talking about the two kinds of English: BICS and CALP. She then looks at the idea of whether or not parents should speak mostly English at home with their children. Next, she looks at the issue of accent and how the parents of ELLS that speak English are still told that they need to speak English more at home; apparently to rid the ELL of the accdnt. Dr. Padmaraju next looks at vari-ous policies in place in Illinois related to ELLs. Finally, she looks at the stages of SLA.

https://www.youtube.com/watch?v=cjFw9aC8jnYhttp://www.esl-lab.com/vocab/https://www.youtube.com/watch?v=6bkHLmntLDM


Kang, S. (2006). Individual and Social-Contextual Factors Affecting the Learning and Use of ESL: A Case Study of a Visiting Korean Physician. TESL Canada Journal, 24 (1), 59-79. !Kangs article is a study of one subject; a Korean visiting physician. The article looks at the so-cial, psychological, and cultural factors affecting his desire and ability to learn English. Affecting this particular ELL were issues of native speaker availability, desire for perfection, speaking in front of other Koreans, and extroversion. By looking at one subject, this article draws some con-clusions that should be considered when taking into account the factors affecting ELLs of all ages. !Kim, Y. (2010). Scaffolding Through Questions in Upper Elementary ELL Learning. Literacy Teaching and Learning, 15 (1,2), 110-136. !This article looks at the types of questions that teachers as; as well as the function of those ques-tions. It also looks at student use of oral English in classroom activities. Three kinds of questions are identified: coaching, facilitating, and collaborating. Each form of question is looked at in terms of what it is and how the teachers in the study used them. In the end, questions were used by the teachers to build on the strengths of the students. A large appendix of the questions the teachers used is provided. Kim, T. (2013). An Activity Theory Analysis of Second Language Motivational Self-System: Two Korean Immigrants ESL Learning. Asia-Pacific Edu Res, 22 (4), 459-471. !Kims article looks at the motivation of ESL students in terms of activity theory. The article first explains the idea of two selves that the ESL student has; the ideal L2 self and the ought-to-be L2 self. Also looked at are two kinds of motivation: integrativeness (which becoming less relevant) and instrumentality. Another issue for the ESL student is the tensions that might exist between the different variables in, and out of, the classroom. in the end, efforts need to be made to take these issues into account and turn the ESL classroom into an affordance for English language learning. !Mansourizadeh, K. & Abdullah, K. (n.d.). The Effects of Oral and Written Meta-Linguistic Feedback on ESL Students Writing. The Southeast Asian Journal of English Language Studies, 20 (2), 117-126. !This article to look at what type of meta-linguistic feedback, oral or written. affects ESL students in a positive way. It is suggested that, because oral feedback involves interaction, oral feedback is the best method of giving feedback. A study is then carried out which confirms that not only is feedback necessary to aid students in language learning but oral feedback is the best way to give such feedback; with meta-linguistic feedback being the most effective kind. !Pazaver, A. & Wang, H. (2009). Asian Students Perceptions of Grammar Teaching in the ESL Classroom. The International Journal of Language Society and Culture, 27, 27-35.


!Pazaver and Wangs article looks at the impressions of sixteen ESL immigrant students in terms of grammar teaching. Also looked at is the issue of error correction. If anything, the article shows the value of a mixed approach to the teaching of grammar due to the fact that some of the stu-dents found value in such teaching and others did not. The article explores the issue of student background as one indicator of student grammar teaching preference. Several pedagogical impli-cations are then looked including a need for student-teacher dialogue on language. Safari, P. (2013). A Descriptive Study on Corrective Feedback and Learners Uptake during In-teractions in a Communicative EFL Class. Theory and Practice in Language Studies, 3 (7), 1165-1175. !This article deals with how teachers can, and did in the study, use corrective feedback to better ensure uptake. Discussed in the article is the idea of comprehensible output and the pushing of language as means by which the learner must negotiate meaning and thus learn language through use. The article discusses the role of feedback in student noticing and the various types of feed-back. Also looked at are the various types of uptake that might occur in students. The importance of both feedback and uptake are further discussed in terms of communicative activities. !Sinha, A., Banerjee, N., Sinha, A. & Shastri, R. (2009). Interference of first language in the ac-quisition of second language. Journal of Psychology and Counseling, 1 (7), 117-122. This article looks at the interference between a students L1 and their L2. A literature review looks at the relationship between the two. Then the issue of accents is looked at in terms of a for-eign accent. Here three types of errors are discussed: developmental, ambiguous, and unique. Phonological awareness is next discussed and lead to the articles conclusions related to phono-logical interference between the L1 and the L2. !!Pamela Briggs ! TOEFL (2014). About the Test. Retrieved from: http://www.ets.org/toefl !TOEFL (2014), is testing for students who want to study in English speaking countries, prefer-ably college level. This testing is for intermediate to high level proficiency ESL (English as a Second Language) students. The test can be taken on-line (at an approved location) and results are scored indicating areas of strength and weakness. The TOEFL site offers prep programs, scholarship information, testing sites, and more. More than 130 countries and their institutions accept this form of ESL testing. ! Jambor, Z. P. (2012). English Language Necessity: What it means for Korea and non-English

speaking countries. Korea University: IFSL, Department of Education, Art & Deisgn. !Jambor (2012), the English language is becoming progressively more valuable as a commodity in South Korea. South Koreans, anxious to ensure their offspring are well-schooled, spend


around $5 billion dollars a year to educate them abroad; and outnumber any other foreign student group in the United States. English education should be a basic fundamental component of any national curriculum since a general competence in the English langue is one of the most indis-pensable means to success for individuals in a wide range of academic spheres and professions, especially. ! Topor, I. & Rosenblum, P. (2013). English Language Learners: Experiences of Teachers of

Students with Visual Impairments Who Work with This Population. Journal of Visual Im-pairment & Blindness, March-April 2013. !

Topor & Rosenblum (2013), article presents a study that gathered data from teachers of students with visual impairments about their preparation to work with children who are visually impaired and are learning English, and their knowledge of instructional strategies and methods of instruc-tion. Teachers discuss their approaches they used with students such as: using natural resources, building vocabulary, language experience approach, speak simply, physical approach, and SIOP. The approaches the teachers had the most success with and used frequently were building vocab-ulary, the natural approach, and speaking simply. !! Turgut, G. (2012). A Case Study on Use of One-to-One Laptops in English as Second Lan-

guage Classrooms. Turkish Online Journal of Qualitative Inquiry, 3(4) !Turgut (2013), purpose of this case study was to investigate the implementation of a one-to-one laptop program in ESL classrooms in an ethnically, culturally, and linguistically diverse middle-school. The research question guiding the study, data collection, and data analysis was: How lap-tops are utilized in ESL classrooms as part of a one to one laptop program in an urban school context? This study was aimed to be one of the very first efforts to attract one-to-one laptop re-searchers attention to specific student groups and their needs. ! Chang, T. (2012). Using No Child Left Behind Waivers to Improve English Language Learn-

er Education. Center for American Progress !!Chang (2012),The No Child Left Behind law changed the way schools provide English language learning students. In September 2011 President Barack Obama announced that his administration would waive certain Elementary and Secondary Education Act requirements in exchange for re-forms proposed by states in four principle areas: Principle 1: Meeting college- and career-ready expectations for all students. Principle 2: Creating state developed differentiated recognition, accountability, and support. Principle 3: Supporting effective leadership and instruction. Principle 4: Reducing duplication and unnecessary burden. The Obama administration is targeting several improvements related to English language learn-ers through its process for granting Elementary and Secondary Education Act waivers. As the


first iteration of No Child Left Behind evolves into the next generation of waivers and a future reauthorization of the Elementary and Secondary Education Act, it will be critical for the federal government to push states to support teachers and enhance standards in ways that will continue improving the educational achievement of English language learner students. ! McCawley, P. (2009). Methods for Conducting an Educational Needs Assessment. Guidelines

for Cooperative Extension System Professionals. University of Idaho Extension !McCawley (2009), provides a guideline for conducting an educational needs assessment. His guidelines answer what needs assessment is suppose to accomplish, as well as, how to collect data from surveys, interviews, focus groups, and working groups. A key benefit is the discussion of how to obtain federal grant money to conduct these needs assessments. ! Nicholls, R (Producer.) (2011). Standards-Based Education in Action (Video.) (Post Univer-

sity 800 Country Club Road Waterbury, CT !This presentation demonstrates working with all levels of ESL students who are learning to write a complaint letter. The instructor talks about the parts of the letter, key vocabulary terms, spelling test, has them write a complaint letter, and peer editing. This exercise is geared toward all learn-ing types and involves the use of technology. ! WIDA (2014). World Class Instructional Design and Assessment. Retrieved from: http://

www.wida.us/index.aspx !This is the largest well-known website for world class instructional design and assessment for language assessment. WIDA (2014), revolves around the significance of academic language and how to empower language learners to reach for success. They focus on expanding students' acad-emic language by building on the inherent resources of English language learners (ELLs) and accentuating the positive efforts of educators. ! The Internet TESL Journal (2013). Activities for ESL Students. Retrieved from: http://a4es-

l.org/ !This is a great site for ESL students to work on their English language skills. Teachers can set-up their students to work on the site and build their skills while offering activities that are engaging and appropriate for all levels of learning. The website has many quizzes, tests, exercises and puzzles to help students learn English (ESL) and many contributing teachers who up load learn-ing activities. ! University of Illinois at Chicago (2013). Cool Sites for ESL Students. Retrieved from: http://

www.uic.edu/depts/tie/coolsites.htm !


Tutorium Intensive English program is located in Chicago that offers ESL programs for students and adults. At the Tutorium in Intensive English (2013), their methods and materials reflect cur-rent practice in second language teaching. Adult students bring different educational and work experiences to the program, and want them to develop their skills quickly and effectively. For this reason, they teach both language skills and language learning skills. Emphasis is placed on: Meaningful communication, integration of skills, interaction among students, and student re-sponsibility for learning. !1. Brainpop ESL and Brainpop Spanish (some portions are free; others are by subscription only). This site uses animated videos that model speaking in English for ESL students. http://www.brainpop.com

2. Wonderopolis, which has a daily short video, and relatively short article with vocabulary, au-dio capability, a short quiz and extended activities, (Kentucky Center for Family Literacy). Both of these resources are aligned with the Common Core. http://www.wonderopolis.com

3. I really like the University of Iowa's Sounds of Speech which has an animated mouth showing phonetic tongue and teeth placement. The teacher I observed uses this often. http://www.uiowa.edu/~acadtech/phonetics/english/english.html

4. This site is a great, quick aid when a student is stuck on a word so they can keep up with the pace of the class or to increase vocabulary. Many high school students that I work with have heard of it and/or have used this. https://translate.google.com/ !5. For Spanish speaking ELL parents Colorin Colorado as a resource. http://www.colorincol-orado.com

6. For parents who want help learning English, Ingles Mundial. It has different lessons depend-ing on skill level. http://www.inglesmundial.com

7. For an art teacher that teaches to ESL students, these are two very good, interactive sites for students. Art can help generate discussion in an ESL classroom and initiate conversation. http://iteslj.org/Lessons/Watt-ModernArt.html !8. Incorporating art and art making into learning English is a great cultural and creative way to learn a language. It is important to use all of the senses when learning anything, but with lan-guage you can incorporate that into the culture as well. http://www.p12.nysed.gov/biling/docs/Art_as_a_Tool-for_Teachers.pdf

http://www.brainpop.com/http://www.wonderopolis.com/http://www.uiowa.edu/~acadtech/phonetics/english/english.htmlhttp://iteslj.org/Lessons/Watt-ModernArt.htmlhttp://www.p12.nysed.gov/biling/docs/Art_as_a_Tool-for_Teachers.pdf


!9. An online writing lab is good for students who need writing help and are visual learners. https://owl.english.purdue.edu/owl/resource/678/01/ !10. Connecticut Common Core website for Connecticut ESL teachers as a resource by grade, subject, etc. It gives the framework for teachers to refer to in their teaching a certain subject mat-ter. http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848 !Brenda Epifani !1. Horng-Yi, L. (2014). Inquiry-based Teaching in Second and Foreign Language Pedagogy. Journal Of Language Teaching & Research, 5(6), 1236-1244. doi:10.4304/jltr.5.6.1236- 1244. A discussion on the merits of inquiry-based instruction when learning an L2. Bloom's Taxonomy is referenced in this more modern approach to teaching, where students can take the floor and practice meaningful dialogue in their L2. Various linguistic factors affecting L2 acquisition are reflected on in the article, and feedback from students in the form of a questionnaire is provided. !2. Reinders, H. (2010). The Effects of Task Type and Instructions on Second Language Acqui-sition. Newcastle upon Tyne: Cambridge Scholars. A look at why some language classes succeed where others fail. A full discussion on linguistic factors and teaching methods that affect L2 acquisition. Tasks are researched for their relative effects on learning and their pedagogical contribution to classroom and out-of-class learning. !3. Hawkins, R., & Garca Mayo, M. P. (2009). Second Language Acquisition of Articles: Empiri-cal Findings and Theoretical Implications. Amsterdam: John Benjamins Pub. Company. !An interesting look at why articles are so difficult in L2. Articles are one of the first things learned in L1, but so very difficult in L2 to produce accurately. This paper looks at this issue in several languages, such as Spanish, Mandarin, Polish, Arabic, and English. L1 interference is discussed as well. 4. Granena, G. (2013). Individual Differences in Sequence Learning Ability and Second Lan-guage Acquisition in Early Childhood and Adulthood. Language Learning, 63(4), 665-703. doi:10.1111/lang.12018 A discussion on aptitude in regard to SLA. This article looks specifically at measuring sequence learning ability, and how that affects SLA. In particular, it looks at potential individual differ-ences in implicit cognitive processes. !5. WEI Li-qiu, (2008). To Correct or to Ignore? May 2008, Volume 6, No.5 (Serial No.56) US- China Foreign Language, ISSN1539-8080, USA

https://owl.english.purdue.edu/owl/resource/678/01/http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848


An interesting discussion on the art of error correction. When to do it, why to do it, how it differs depending on what you are correcting; a piece of writing or an oral exercise. The topic of how (de)motivational error correction can be is brought up. !Liu, O.L. (2014). Investigating the Relationship Between Test Preparation and TOEFL iBT Performance. ETS Research Reports Series, 2014(2), 1-13.doi:10.1002/ets2.12016 !I teach TOEFL prep, so I am always looking for sources that aide my teaching. These reports il-luminate areas that should be concentrated on during test prep. It analyzes the difference between general English learning and specific test preparation strategies. It discusses the relationship be-tween strategy use and test performance, which is very helpful for test preparers. !7. Ling, G., Wolf, M. K., Cho, Y., & Wang, Y. (2014). English-as-a-Second-Language Programs for Matriculated Students in the United States: An Exploratory Survey and Some Issues. ETS Research Reports Series, 2014(2), 1-19. doi:10.1002/ets2.12010 !This paper takes a look at ESL programs in post secondary institutions across the country. It summarizes placement procedures and practices at 80 schools across the country. It helps one to gain perspective on the action happening in the field. !8. Mansoor Fahim1, [email protected], [email protected] Marzieh Bagherkazemi1, and [email protected] Minoo Alemi2. 2010. "The Relationship between Test Takers' Critical Thinking Ability and their Performance on the Reading Section of TOEFL. Journal of Language Teaching & Research. 1, no. 6: 830-837. Education Source, EBSCOhost(accessed January 31, 2015). !This article is a study done on EFL learners who completed the Watson-Glaser Critical Thinking Appraisal (1980) in order to gauge the importance of critical thinking skills on the reading sec-tion of the TOEFL test. The reading section is the most feared section of the test for most stu-dents, so finding new methods and strategies to teach critical thinking for that section is essen-tial. !9. Teach-This.com. Retrieved from:http://www.teach-this.com/resources on January 30, 2014. !Hover over the resource tab at the top of the page and a whole list of grammar and conversation points with pop up. Levels have been identified, time for lesson has been planned, and all the materials are there, for free. The conversation lessons are particularly good, with a lot of chunk-ing options. !10. Marz, N. E. (2014). Pronunciation and Comprehension of Oral English in the English as a Foreign Language Class: Key Aspects, Students' Perceptions and Proposals. Journal of Lan-guage Teaching & Research, 5(2), 262-273. doi:10.4304/jltr.5.2.262-273 !


What, When, and How on teaching pronunciation in an EFL classroom. It discusses the draw-backs, which include mounting anxiety amongst the students, and tech and visual aides that are helpful. !11. Learningandteaching.info. Retrieved from: http://www.learningandteaching.info !This site is for practicing and training teachers. It provides information on a range of teaching and learning issues from people in the field. It offers referenced articles to aide in further re-search when desired. It also gives ideas which need to be tested by your own experience, as they are not always academically referenced. It runs the gamut from classroom management issues, methods, approaches, and theories. Best of all, the author keeps it real. !NASSP The National Association of Secondary School Principles. Retrieved from: http://www.nassp.org/Content.aspx?topic=10_Things_Every_School_Leader_Should_-Know_About_ESL !!This sight gives insight on current and future trends leaders at secondary schools are interested in. It provides an overview of all the hot-button issues that are going on at this level of education, and supplies the necessary jargon to follow/participate in those discussions. !Oxford Journals Applied Linguistics. Retrieved from: http://applij.oxfordjournals.org/content/23/2/240.short !This is a good source for new scholarly articles with references. It has a find similar articles button, which is quite useful when researching. Some of the articles are free, and some you have to pay for. The topics are current, and backed up by research. !!14. The TESOL International Association's Resource Center, retrieved from: http://www.tesol.org/connect/tesol-resource-center This site contains free lesson plans, activities, teaching tips, and much more. There are TESOL position statements on policy which are also useful. The TESOL Community page is a place where TESOL members and their colleagues can discuss emerging issues in the field, share knowledge and resources, and create peer-to-peer learning communities. You can upload a photo and start/contribute to discussion posts. !15. Azaargrammar.com, retrieved from:http://www.azargrammar.com/ The grammar guru Betty Azaar's site, full of classroom material that focus on grammar and vo-cab, a teacher blog, and talking heads, there is plenty to see and do on this site. Teacher guides give direct instruction on how to use the material on the site, and offer extension activities as well. When in doubt about how to present new grammar points in class, or simply looking for a fresh approach, Betty Azaar's material is a dependable go-to source.


16. Swan, M. (2001). Learner English. Second Edition. A teacher's guide to inference and other problems. Print. Cambridge University Press. Cambridge, UK. I am so happy to have found this book! It details how different languages function in comparison to English- It highlights all the potholes in the road, especially when you are teaching an ESL class where all the students speak the same L1. I looked over the Italian section and it was very thorough. I even learned some things that I had not noticed were different, probably because I rarely had students above an intermediate level of fluency, and never was able to get above that level myself with Italian as an L2. This book makes me want to continue my Italian studies, as it shows clearly where I was making mistakes and what the correct forms are. !17. Murphy, R. (2012). English Grammar in Use. Print. Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK. I have been using this book since I got my TEFL certification fifteen years ago. It is a very reli-able source of grammar exercises and vocabulary sheets. I love the way it presents the material, with a thorough grammar explanation followed by exercises. There are also many illustrations to help with concepts. For example, there are before and after pictures for the Present Perfect to vi-sually support the idea of the passage of time that Present Perfect represents. He has different books for different levels, but this book is appropriate for most learners. !18. Quizlet. Retrieved from http://quizlet.com/ on February 20th, 2015. This free, online electronic flashcard site is a powerful tool for SLA. It is so simple to use that you can make a new quizlet, with pictures and definitions, in just a few minutes. The program then takes that input and puts it through five different applications which include flashcards, spelling, test, scatter, and game. The best part is that kids love this tool, as it helps them master the vocabulary, test questions, or grammar points (especially when used with translation). !19. Ted Talks. TEDxESL, retrieved from http://tedxesl.com/ on February 20th, 2015. A collection of lesson plans with lesson plans, activities, and transcripts, aimed mostly at ESL learners above the intermediate stage. It is a good source for inspiration, as the lessons are inter-esting and engaging, though they must be modified for the lower levels. Watching them can give you ideas for your classes, by turning your attention to specific jargon on current topics. !20. Fundament& of English Grammar, Third Edition . WithAnswerKey. Copyright 2003,1992,1985 by Betty Schrampfer Azar . All rights reserved. A classic developmental skills text for ESL students. It is a reference grammar book as well as a stimulating and teachable classroom text. While keeping the same basic approach and material as in earlier editions, the Third Edition more fully develops communicative and interactive lan-guage-learning activities. !Laurel Gilmore !Daves ESL Caf Retrieved from http://www.eslcafe.com/search/Lesson_Plans/

http://www.eslcafe.com/search/Lesson_Plans/


!This website was set up as a resource for both students and teachers. It offers everything from lesson plans to job search. This is a go-to resource for ideas. The link to The Idea Cookbook is a place where teachers post ideas on how to reach their students. In the Teacher Discussion Forums there are posts about how teachers handle such challenges as unruly students, teaching business English, and which software is best. There is also a section dedicated to students, with mini-lessons and quizzes. The recommenda-tion is to provide these to students who are comfortable working on their own or studying for the TOEFL exam. !TEFL NET Retrieved from http://www.tefl.net/esl-lesson-plans/ !This is an online resource for lesson plans, activities, and teaching tips. One part provides free worksheets that a teacher can print for use in the classroom. TEFLNet also has forums where teachers can discuss different topics. One that is particularly interesting is the Teaching Adults forum. One can ask questions and others will weigh in with suggestions. Another section offers multiple resources. Use the FAQs to learn the differences between all the acronyms related to teaching EnglishELT, TEFL, ESL, etc. !EFL/ESL Lessons and Lesson Plans From The Internet TESL Journal Retrieved from http://iteslj.org/Lessons/ !This website is extremely helpful for an inexperienced teacher. As the name implies, it offers lessons and lesson plans, and so much more. To incorporate fun, refer to the sections on Jokes and Games. There are also additional links to other resources, such as journal articles, book reviews, and songs. This is good for obtaining song lyrics and articles about teaching overseas. !teAchnology Retrieved from http://www.teach-nology.com/teachers/lesson_plans/esl/ !This online resource offers practical lesson plans which are great for teaching adults. One such is Exploring Money. This lesson can be done as Pair-Share or in groups. The intent is to teach students about different kinds of coins and their value. Another lesson geared toward older stu-dents, and would be very good for teens, is the Car Budget Activity. Students learn about all the costs of operating a vehicle from insurance to parking to speeding tickets. This lesson would be useful to develop vocabulary and math skills. There are other links to holiday lessons, worksheets (free), and a teacher forum. !Instructional Practices Book Missouri School of the Blind Retrieved from http://msb.dese.-mo.gov/MSB_Instructional_Practices_Book.pdf !

http://www.tefl.net/esl-lesson-plans/http://www.teach-nology.com/teachers/lesson_plans/esl/http://msb.dese.mo.gov/MSB_Instructional_Practices_Book.pdf


Although this was not specific to English Language Learners, there is good information regard-ing instructional strategies. In the very first page, the authors say Best Practices = Effective In-struction and proceed to give many samples of instructional best-practices based on research. The scope of learning is: Introduce: Teacher exposes students to concepts, uses feedback, but no assessments Develop: Teacher teaches the skill, students practice, formative assessments Essential: Teacher re-teaches as needed, students practice, formative and summative assess-ments Reinforce: Teacher reviews the skills as needed, students use the skill in their daily work, sum-mative and embedded assessments. !An adult education teacher might use a learning contract. This is designed to be a written agreement between the teacher and the student and will define expectations. Included will be a definition of learning - what, how, how long, and evaluation strategies (p. 9). Another learning tool is the Vocabulary Notebook (p. 14). Students record vocabulary words as a base point. They may use them as flash cards, but they would also be expected to define the word, use it in a sentence, and identify the part of speech (noun, verb, etc.). !TED Talks Retrieved from http://www.ted.com/ !This is a wonderful resource for speakers on any and every topic imaginable. Recorded speeches given by men and women all around the world can be played for students or for individual en-lightenment. One such speech by Patricia Ryan (2010), Dont Insist on English shows how native languages are lost and the possibilities of lost opportunities for science or literature and how insisting on English can create a barrier. She has taught English in the UAE for over 30 years and says, We English teachers are the gatekeepers. She discusses the costs of testing (TOEFL, etc.). She also says, If you cant think a thought, you are stuck. But if another lan-guage can think that thought, by cooperating we can achieve and learn so much more. When working with students from different language backgrounds, it is important to remember they think first in their native language, process into English, and then speak in English. We need to recognize the students for what they know, and that they know it in their own language. Her final point was to use the languages and spread great ideas. Other TED talks include such subjects as culture, science, technology, and topics for young learners. Generally, they are from 10 20 minutes in length and can be shared in a classroom. Radio Reading is a lesson in which students visual, auditory and tactile learning skills (p. 21) are strengthened. Independently, the students read a selection, and close their books while each student re-reads a section. The others listen carefully, and then they all discuss the mean-ing. They would be allowed to refer back to the book if needed. !Marzanos Nine Instructional Strategies for Effective Teaching and Learning Retrieved from http://www.ntuaft.com/TISE/Research-Based%20Instructional%20Strategies/marzanos%209%20strategies.pdf !

http://www.ntuaft.com/TISE/Research-Based%20Instructional%20Strategies/marzanos%209%20strategies.pdf


Directly from the White Paper, Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These are: Identifying the similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers !Gonzalez, V., Yawkey, T., Minaya-Rowe, L. (2005). ESL teaching and learning: pre k-12 class-room applications for students academic achievement and development (1st edition). !This book offered the different levels at which most ESL students learn, regardless of content. It provides examples of overarching ideas that work across disciplines. This is a great resource for questions on listening skills and knowing an ESL student did not comprehend what is being said - looking for signs and signals. !Curtin, Ellen. (20

EDU 653 Professional Resource Catalog

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