EDU 653 Professional Resource Catalog

Running head: Professional Resource Catalogue
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Professional Resource Catalogue

Elisabeth Clapp
Education 653
Post University
Professor Marisa Gambardella
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Articles
Azar, B. (2007). Grammar-based teaching: a practitioners perspective. TESL-EJ, 11(2), p. 112. Retrieved from http://tesl-ej.org/ej42/a1.pdf
The article discusses the importance of fundamental understandings of grammar concepts to effective 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 practitioners 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 English
Chinese-, 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=cfaecc88d6bd-4b9a-9b34-446290b06f47%40sessionmgr110&vid=1&hid=117
Exploring a sample of adult language learners, this article shows the relationships between language 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 studies 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 often 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 neurobiological 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 acquired 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
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UAE Articles
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Almazroui, K., & Almekhlafi, A. (2012). The influence of language on professionals learning: 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.ijhssnet.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.wacoisd.org/UserFiles/Servers/Server_345/File/Publications/ELL/Dual%20language%20survey.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 double-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 students 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 teachers, 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 questions. 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 nonnative 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 significant 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, pedagogy to promote successful learning outcomes for such students is a relatively recent development.
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Books
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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 Education.
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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 reference 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 languages. 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 classroom.
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 concepts 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.
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Reference
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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.
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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 languages, to learn alphabets and other writing systems, and to learn phrases in many languages.
There is also advice on how to learn languages.
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Azar, B. (n.d.). AzarGrammar.com. [Website]. Retreived from http://www.azargrammar.com/

index.html
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Resource of grammar based instruction for teachers.
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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 abilities. 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.esllab.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, geography, 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 available 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).
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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
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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 content more than terminal outcomes, and envisages the integration of language and a cultural component. (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-a889b05f5a9bb8a1%40sessionmgr198&hid=114&bdata=JmF1dGh0eXBlPWNvb2tpZSxjcGlkJmN1c3RpZD1uczAxNzMzNiZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU
%3d#db=a9h&AN=85678238
Fundamental breakthroughs in the neurosciences, combined with technical innovations for measuring brain activity, are shedding new light on the neural basis of second language (L2) processing, 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 language, 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 complex 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-a889b05f5a9bb8a1%40sessionmgr198&hid=114&bdata=JmF1dGh0eXBlPWNvb2tpZSxjcGlkJmN1c3RpZD1uczAxNzMzNiZzaXRlPWVkcy1saXZlJnNjb3BlPXNpdGU
%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 language 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, Mandarin 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 teaching and language testing, namely Bachman (1990), and argue, giving a range of examples of language 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 acquisition 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 English (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 perception 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 learners, 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).
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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%20Discussion%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 attention 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. International 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 surface 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-content-rid-21645356_1/courses/EDU653.901000109930/Documents/Documents/U1_Shah
%20Yusof.pdf
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This paper analyzes how linguistic theory models first language acquisition in a way that is consistent with the fact that formal instruction is not available and that the circumstances for different 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 implications 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 studies 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 proceeds 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. Journal 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 achievers 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 levels (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/Documents/U8_Case%20Study%20on%20the%20Communicative%20Competence%20of
%20Chinese%20Students.pdf
This study investigates the communicative competence of Chinese students in a British university, 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 (U8).
Zengning, H. (2013). Emerging vocabulary learning: From a perspective of activities facilitated 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).
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Reference Articles
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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-dtcontent-rid-21645362_1/courses/EDU653.901000109930/Documents/Documents/U8_NCATE_TESOL_Domains.pdf
TESOL Domains: Language, Culture, Planning, Implementing, and Managing Instruction, Assessment and Professionalism (U-8).
Books
Language Acquisition and General Learning Theory
Lightbown, P.M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford 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 differences 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.
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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.
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Videos
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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 (affect, 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).
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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 approach to language education and English Language Acquirers, will benefit, especially beginners, 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 behaviorist 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).
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Krashen, S. (2012). The power of reading: language and literacy development in bilingual
situations. [Video file]. Retrieved from https://www.youtube.com/watch?x-ytcl=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
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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
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A question and answer section with a discussion on Universal Grammar (U-1).
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NALDIC. (2009). NALDIC 17 Ofelia Garcia reimagining bilingualism in education for the
21st century. [Video file]. Retrieved from https://www.youtube.com/watch?x-ytcl=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).
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).
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).
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
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Term coined by Dr. Stephen Krashen. Teachers need to use a variety of techniques to make instruction understandable.
poolslanguages. (2011, Nov 22). Five communicative language teaching methods. [Video
file]. Retrieved from https://www.youtube.com/watch?v=iGDxCg90Its
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A Demonstration of Communicative Language Teaching Methods (U-7).
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sabanciuniversity. (2012, May 25). Sabanc University - school of languages - Patsy Lightbown. [Video file]. Retrieved from https://www.youtube.com/watch?v=bLt49Te0IOY
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Dr. Patsy Lightbrown on ESL Teaching Methods (U-7).
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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 implications for how we learn U-1).
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TED-Ed. 2013, Jul 10). The linguistic genius of babies - Patricia Kuhl. [Video file]. Retrieved 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-ytts=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
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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 allophones) 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-ytts=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 ELectures aiming at a presentation of the main issues of this central subbranch of psycholinguistics (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-ytcl=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 discusses 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]. Retrieved from https://www.youtube.com/watch?x-yt-cl=85114404&x-ytts=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).
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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=QOLYcO-So_c
Sentences can be analyzed into hierarchies of constituents. This E-lecture introduces the historical development of phrase structure systems from 1957 until today (U-4).
TheWhiteShips. (2011, Aug 31). Learning from classrooms. 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 (U-3).
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Timothy Bailey
Student Resources
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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 lexicon. 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 memory 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 movement 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.
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This article discusses SLA in terms of CREED; suggesting that SLA is Construction-based, Rational, 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 constructions 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 learners 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 processing, 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 syntactic elements being discussed. Syntax starts with subject and predicate. It then moves through
simple subjects, different sentence types such as simple, compound, complex, and compoundcomplex. Various problems are also looked at including run-on sentences and rambling sentences, 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.
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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 distinct 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 instructing adolescent readers in terms of morphology can help them. Several types of morphological 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 include those that affect both the quantity and quality of input; describing the richness of the environment. 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.
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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 begins 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, understanding or presenting an academic paper, and understanding content in content area textbooks. Both BICS and CALP are further divided into context-embedded, context-reduces, cognitively 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 subject.
ecelemleEIU. (2012). ELL Conference 2012: An Introduction to the World of ELLs. [YouTubevideo]. 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 various policies in place in Illinois related to ELLs. Finally, she looks at the stages of SLA.
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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 social, 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 conclusions 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 questions. 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.
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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 students 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 implications 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 Interactions in a Communicative EFL Class. Theory and Practice in Language Studies, 3 (7), 11651175.
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 feedback. 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 acquisition 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 foreign 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 phonological interference between the L1 and the L2.
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Pamela Briggs
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TOEFL (2014). About the Test. Retrieved from: http://www.ets.org/toefl
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TOEFL (2014), is testing for students who want to study in English speaking countries, preferably 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
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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 indispensable 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 Impairment & 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 instruction. 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 vocabulary, the natural approach, and speaking simply.
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Turgut, G. (2012). A Case Study on Use of One-to-One Laptops in English as Second Language 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 middleschool. The research question guiding the study, data collection, and data analysis was: How laptops 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 researchers attention to specific student groups and their needs.
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Chang, T. (2012). Using No Child Left Behind Waivers to Improve English Language Learner 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 reforms 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 learners through its process for granting Elementary and Secondary Education Act waivers. As the
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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 University 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 learning 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' academic 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://a4esl.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 learning activities.
University of Illinois at Chicago (2013). Cool Sites for ESL Students. Retrieved from: http://
www.uic.edu/depts/tie/coolsites.htm
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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 current 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 responsibility 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, audio 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.colorincolorado.com

6. For parents who want help learning English, Ingles Mundial. It has different lessons depending 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 language you can incorporate that into the culture as well.
http://www.p12.nysed.gov/biling/docs/Art_as_a_Tool-for_Teachers.pdf
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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 matter. http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848
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Brenda Epifani
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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 Acquisition. 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: Empirical
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 Language 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 differences in implicit cognitive processes.
5. WEI Li-qiu, (2008). To Correct or to Ignore? May 2008, Volume 6, No.5 (Serial No.56) USChina Foreign Language,
ISSN1539-8080, USA
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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
Performance. ETS Research Reports Series, 2014(2), 1-13.doi:10.1002/ets2.12016
iBT
I teach TOEFL prep, so I am always looking for sources that aide my teaching. These reports illuminate 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 between 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, drfahim@yahoo.com, mb43@yahoo.com Marzieh Bagherkazemi1, and

alemi@sharif.ir 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 section of the TOEFL test. The reading section is the most feared section of the test for most students, so finding new methods and strategies to teach critical thinking for that section is essential.
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9. Teach-This.com. Retrieved from:http://www.teach-this.com/resources on January 30, 2014.
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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 chunking 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 Language Teaching & Research, 5(2), 262-273. doi:10.4304/jltr.5.2.262-273
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What, When, and How on teaching pronunciation in an EFL classroom. It discusses the drawbacks, which include mounting anxiety amongst the students, and tech and visual aides that are
helpful.
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11. Learningandteaching.info. Retrieved from: http://www.learningandteaching.info
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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 research 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
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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.
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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 vocab, 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.
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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 reliable 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 visually 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 interesting 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 language-learning activities.
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Laurel Gilmore
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Daves ESL Caf Retrieved from http://www.eslcafe.com/search/Lesson_Plans/
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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 recommendation is to provide these to students who are comfortable working on their own or studying for the
TOEFL exam.
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TEFL NET Retrieved from http://www.tefl.net/esl-lesson-plans/
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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.
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teAchnology Retrieved from http://www.teach-nology.com/teachers/lesson_plans/esl/
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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 students, 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
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Although this was not specific to English Language Learners, there is good information regarding instructional strategies. In the very first page, the authors say Best Practices = Effective Instruction 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 assessments
Reinforce: Teacher reviews the skills as needed, students use the skill in their daily work, summative 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.).
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TED Talks Retrieved from http://www.ted.com/
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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 enlightenment. 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 language 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 meaning. 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
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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 classroom 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. (2005). Teaching practices for ESL students. Multicultural Education v12 n3 p. 2227.
This article is especially useful for creating lessons that can be summative, such as portfolio entries and the maintaining of folders for self-check-ins and for monitoring continued progress on
particular goals. This is a resource for the mainstream teacher with strategies and ideas. A mainstream teacher or ESL teacher could use this information for preparing tests for ESL students.
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ESLflow.com Retrieved from http://www.eslflow.com/
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This is a great resource for pictures for learning basic everyday activities and life skills for ESL
students. This site had so many resources for various areas. Another valuable tool is the ice
breakers teacher can get to know the students and for the students to get to know their classmates.
Edutopia Retrieved from http://www.edutopia.org/blogs/tag/differentiated-instruction or http://

www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber?utm_source=twitter&utm_medium=post&utm_campaign=blog-vocab-tips-image-repost
This website bases all its resources on six basic strategies for learning:
Comprehensive Assessment
Integrated Studies
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Project-Based Learning
Social and Emotional Learning
Teacher Development
Technology Integration
Founded by filmmaker/director George Lucas, the idea is to promote exciting learning with student teams working cooperatively and children connecting with passionate experts. The resources include videos, job postings, research, and lesson plans.
There is one whole section on diversity with several short videos for teachers. One in particular
is narrated by Dr. Dorothy Strickland (2012), which recommends the teacher learn as much as
possible about where each child is coming from, but be able to step back and deal with each
child as an individual. This also applies to adult learners and isnt necessarily easy, but very important.
Smithsonian Education (multiple resources with state standards, lesson plans, etc.). http://www.smithsonianeducation.org/educators/index.html
I was able to visit just part of the Smithsonian earlier this year and found myself amazed at the
overwhelming amount of knowledge contained within the walls. Now, much of that knowledge
is available online through this website with resources for teachers, students, and families. One
can search by state standards to ensure the lesson plan is appropriate for the region. There are
suggestions for planning field trips, and opportunities for professional development.
I especially like the webcasts available online and would certainly use some of those in a classroom. Another lesson plan which would appeal to the students is From Corido to Ballad which
teaches about the history of the cowboy culture. El corrido de Kansas is probably the earliest
existing song about the cowboy life, and in the lesson, students change a Spanish language song
to an English language song. It presents the opportunity to understand the gist of the song, rather
than a literal translation.
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Educurious - Retrieved from http://educurious.org/
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Educurious is a 501(c)(3) nonprofit organization on a mission to fundamentally transform the

K-12 education experience. Our vision: To create an effective education system in which young
people learn in meaningful and inspiring ways, and classrooms are places they want to be. Their
goal: To cultivate curious, motivated young people who are ready for college and tomorrow's
careers.They combine project-based learning, technology, and connections with real-world
experts, to create meaningful learning experiences that cultivate contemporary skills.
Teacher Toolkit Retrieved from http://teachertoolkit.me/2014/05/15/50-forward-planning-questions-by-teachertoolkit/
This resource offers links to many articles and blogs by others in education. Most recently, I
found an article that had lists of questions for every level of teacher to ask themselves for class-
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room/self- improvement. In addition, there are links to training, chat, YouTube videos, etc. One
can search for ideas specific to their teaching. Type in writing and the site brings up many resources.
Colorado State University Retrieved from http://writing.colostate.edu/guides/teaching/esl/

lesson_materials.cfm
This website offers varied ESL lesson plans and the materials (worksheets) to use. While observing the ESL class these last weeks, I mentioned this site to the teacher and she uses it quite
frequently. It provides resource links to other colleges and universities. Currently, Im reviewing lessons on writing.
The Power of Reading, by Dr. Stephen Krashen (2012). [Youtube video]. Retrieved from http://
www.youtube.com/watch?v=2Rx_ZJwZCo0
Dr. Krashens ideas have been integral to the entire TESOL program. He discusses what the differences are between acquisition of first and second (or third) languages. His lecture is easy to
follow and he emphasizes key points.
"My English": Second Language Acquisition as Individual and Social Construction, by Kurt
Kohn. (2012). [Youtube video]. Retrieved from https://www.youtube.com/watch?v=yCfpD49YhSg
Another video, this one brings understanding to the teachers about the why of learning and
speaking English. Kohn says, I want to get it right not just be understood. This is especially
important for adult learners. As a bonus, it was pleasant to hear English spoken so carefully and
clearly.
Research-Based Strategies for English Language Learners (White Paper) Retrieved from
http://www.heinemann.com/shared/onlineresources/e00810/chapter4.pdf
I found this paper to be quite helpful in explaining and showing how scaffolding works in teaching English to non-native speakers.
CASAS-CAHSEE (2014). CASAS Basic Skills Content Standards. Retrieved from https://
www.casas.org/home
This website offers the standards for students to take and pass the CASAS-CAHSEE Exam
(2014), a state test of English language proficiency which is designed to show proficiency in:
Writing conventions
Writing strategies
Word analysis
Reading comprehension
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Literacy response and analysis
There are assessment tests available. Students preparing for citizenship tests or employment opportunities will appreciate the experience. CASAS recognizes the following areas of competencies: phonology, vocabulary, grammar, general and informational discourse, and strategic and
critical thinking.
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Discovery Education. Retrieved from http://blog.discoveryeducation.com/
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This network features blogs by educator for educators. Recently, I have been following SOS,
Spotlight on Strategies. There are many resources for training and techniques for bringing Discovery into the classroom.
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Thomas Mason
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1 - The Power of Reading, Krashen (2012) [Video file]

What is the difference between L1 and L2 acquisition? In Krashen (2012), discusses key
concepts from his hypotheses. We acquire our first languages subconsciously and learn our second languages consciously. We learn from comprehensible input. The lecture format makes his
ideas more compelling than they are in print.
2 - The Comprehension Hypothesis Today: An Interview with Stephen Krashen by Laifi et al.
(2013) [Academic paper]
What are challenges to Krashen hypotheses?, Laifi et al. (2013)
summarizes Krashens theories, challenges to them and Krashens responses to challenges.
3 - Grammar in ContextBasic by Sandra Elbaum (2008) [Textbook with audio CD]
How can we can learners perceive comprehensible input from listening? Elbaum (2008)
is suitable for low-level learners who are literate in their first language. Murcia (2014) states that
in the audio-lingual approach, language learning is considered to be habit formation and with it
lessons begin with dialogues. Elbaum (2008) follows a grammatical sequence starting with forms
of be and ending with past tense. This is the general idea of this text.
4 - Easy Stories Plusby Ann Gianola (2001) [ESL reader]
How can learners perceive comprehensible input for reading? Gianola (2008) is a reading
and reciprocal speaking resource because it incorporates at least two question and answer speaking activities in every chapter. Narration is mostly in simple present tense.
4 Hienle Picture Dictionary(2005) No author
How can learners perceive comprehensible input through images? Hienle (2005) divides
vocabulary into categories such as people, community and work. Each item is illustrated for
maximum comprehensibility.
5 - English in Action 1 by Barbara Foley (1998) [ESL textbook with CD]
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How can we assign communication tasks? This could be an example of communicative approach
as described in Murcia 2014 (p. 8) because listening, speaking, reading and writing are integrated. Tasks are communication based.
6 -Pronunciation Pairs by Ann Baker (2012) [ESL textbook with CD]
How can students command the spoken morphemes of English? Baker (2012) and the companion audio CD models 46 English vowel and consonant sounds with dialogues. For example,
Stop joking, Joan, theres no snow. Artificial, but fun.
7 - Flash cards A [Classroom instructional material]
How can we know if spoken input is comprehensible? The attached flash cards can scaffold Yes/no questions and answers.ynaswersbe4.doc ynquestionsbe2.doc
8 - Flash cards B [Classroom instructional material]
How can we correct interlanguage? This card models correct use of simple present.sheiseat3.doc
9 Flash card C - [Classroom instructional material]
This card displays several websites that can provide comprehensible inputEnglish websites.doc
10 - The Cave and the Lightby Arthur Herman [Non fiction publication]
What aspects of learning are consistent across recorded time? Plato and Chomsky both
reflect aspects of innate knowledge. Chomsky thinks we have an innate facility to acquire language and Plato though we were born knowing everything. Aristotle expressed the concept of
logic. Chomsky proposes that our L1 acquisition is inductive and that our L2 learning is deductive.
References:
Baker, A. (2012). Pronunciation pairs. New York, NY: Cambridge University Press.
Elbaum, S. (2006) Grammar in context basic. New York, NY: Hienle.
Foley, B. (2003) English in action 1. New York, NY: Hienle.
Gianola, A. (2001) Easy stories plus. New York, NY: New Readers Press.
Heyer, S. (1998) Very easy true stories. White Plains, NY: Pearson.
No author. (2005) Hienle picture dictionary. New York, NY: Hienle.
Celce-Murcia, M. (2014) Teaching English as a second or foreign language. Boston, MA: Hienle
Krashen, S. The power of reading [Video file] (2012) Retrieved from: You tube
Herman, A. (2013) The cave and the light. New York, NY: Random House
Lightbrown, P., Spada, N., (2013) How languages are learned, Fourth edition. Oxford: Oxford
University Press
Laifi, M., Ketabi, M. Mohammadi, E. (2013) The Comprehension Hypothesis today: An interview with Stephen Krashen: Electronic Journal of Foreign Language Teaching Vol. 10, No. 2,
pp. 221233
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Saville-Troike, M. (2012) Introducing second language acquisition. Cambridge, Cambridge University Press
Avery, P. (1992) Teaching American English pronunciation. New York, NY: Oxford University
Press
In this book, Avery facilitates contrastive analysis with discussion of problems in numerous selected languages. For example, Arabic does not have /p/ sound.
Bickerton, D. (2009) Adams toungue. New York, NY: Hill and Wang
This book discusses the evolution of language, or how humans made language and how
language made humans. Linguists differ with Chomskys position that natural selection did not
affect language evolution. He believes that traits selected for other reasons facilitated development of language.
Cogswell, D. (1996) Chomsky for beginners. New York, NY: Writers and Readers Publishing
This graphic book, illustrated by P. Gordon, discusses Chomskys ideas about linguistics
and politics.
Ellis, R. (1997) Second language acquisition. New York, NY: Oxford University Press
This book discusses psycholinguistic factors such as L1 transfer and linguistic factors
such as Universal Grammar.
Garcia, O. (1997) The multilingual apple. Berlin, Germany: Mouton de Gruyter
This is another book that can help us learn about our students first languages, thus facilitating contrastive analysis.
Gardner, H. (1993) Multiple intelligences. New York, NY: Basic Books
Although this book pertains to education in general, it can help us to recognize learner
differences and individualize instruction.
Larsen-Freeman, D. (2000) Techniques and principles in language teaching. New York, NY: Oxford University Press
This book discusses communicative production tasks such as role play and making predictions.
Mason (2015) How to write. [Flash cards]
These flash cards may be used as in a dictation exercise. They instruct writing by aurally
and visually modeling text. The flash card is in an additional docx.
Trask, R. (2000) Introducing linguistics. Cambridge, UK: Icon Books Ltd.
This graphic book illustrates the history of Linguistics from its roots in Aristotle through
modern scholars such as Piaget, Skinner and Chomsky. Illustrations are by B. Mayblin.
www.thetimesinplainenglish.com
This website reports recent news events at an English language level appropriate for
ELLs. Translation into various other languages is also available. Native speakers may find this
site more informative than mainstream news sources because it provides unstylized exposition of
when, what, who, where and why.
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Baleghizadeh, S. & Mozaheb, M. A. (2011). A profile of an effective EFL grammar teacher.

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Language Teaching Methodology

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Richards, J.C. & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: an

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

Banville, S. (2015). Breaking News English. [Website]. Retrieved from http://

Lantern Fish [Website]. Retrieved from http://bogglesworldesl.com

EDU 653 Second Language Acquisition Course Materials

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LanguagebridgeKorea. (2011, Nov 14). Competence and performance in language teaching

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5. For Spanish speaking ELL parents Colorin Colorado as a resource. http://www.colorincolorado.com

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