Factors That Facilitate the Learning of English as a Second Language

Please see attached chapters of the book teachiung english language and content in mainstream classes

1. Article annotations. (10%). Candidates will submit annotations of 2 research articles, in writing, describing factors that facilitate the learning of English as a second Language. Research and find 2 new scholarly articles published after 2008 regarding ELLs, bilingual education, or ESL teaching. Make sure the articles are closely related to EDUC 505 course topics , and are from a peer-reviewed journal with a methodology and data analysis sections (Articles on general topics like multicultural education, transformational curriculum etc. are not accepted because they are the topic of another course). Summarize the article in one paragraph and provide your evaluation in another paragraph; the entire annotation of two articles should be about 2-3 pages. Attach a copy of the articles together with the annotations when you submit on Blackboard. The articles must have a publication date of 2008 or later. They must be scholarly articles from a peer-reviewed journal (e.g. A 15-page article from TESOL or Applied Linguistics Journal is okay, but a 2-page article from New York Times is not okay).

This is called "annotated bibliography" and it looks like the examples below. Please include references to the article and format your paper in the APA style, e.g. double-spacing, APA title page, citation and references etc (see Written Assignment Guidelines below).

The sample annotations below both summarize and assess the work in the citation. The first paragraph provides a brief summary of the work, covering its main points . The second paragraph is your evaluation of the work and points out its strengths and limitations; it may evaluate its methods and presentation. The annotation may also reflect on the source’s potential importance in terms of ELLs’ education and/or usefulness for your own interests or research.

Sample APA Annotation (of a book)

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich (2001) attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Wal-Mart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

Sample APA Annotation (of an article)

Trevor, C.O., Lansford, B. and Black, J.W. (2004). Employee turnover and job performance: monitoring the influences of salary growth and promotion. Journal of Armchair Psychology, 113(1), pp. 56-64.

In this article Trevor et al. (2004) review the influences of pay and job opportunities in respect to job performance, turnover rates and employee motivation. The authors use data gained through organizational surveys of blue-chip companies in Vancouver, Canada to try to identify the main causes of employee turnover and whether it is linked to salary growth. Their research focuses on assessing a range of pay structures such as pay for performance and organizational reward schemes.



The article is useful to my research topic, as Trevor et al. (2004) suggest that there are numerous reasons for employee turnover and variances in employee motivation and performance. The main limitation of the article is that the survey sample was restricted to mid-level management, thus the authors indicate that further, more extensive research needs to be undertaken to develop a more in-depth understanding of employee turnover and job performance. This article will not form the basis of my research; however it will be useful supplementary information for my research on pay structures.

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This is the name of the course

" Teaching English as a Second Language From Birth through Adulthood, including Students with Special Needs"

I also have attached the textbook chapters


this is the COURSE DESCRIPTION

Course content introduces teacher candidates to the historical, legal, theoretical and practical frameworks of teaching English to learners of English as a Second/Other Language, in pre-school through 12th grade classrooms, in the U.S.A. Course content includes language acquisition theories for children and adults, as well as for students with special needs, inclusive of considerations of standard English as a second or third language for children who speak other languages, or dialects at home. Research and site-based observations of area ESOL classrooms will help Teacher Candidates acquire the background knowledge, skills, and attitudes needed to effectively teach students who are learners of English as a Second Language. Student identification, academic placement, and a variety of successful instructional approaches & strategies, that motivate all students to learn, will be explored. Classroom discussion will address issues faced by professionals in the field of teaching English as a Second Language, effective instructional models, assessment materials, approaches and teaching practices used in teaching all language skills, and recognition of the psycho-social problems involved in second language acquisition and development

This is what I am learning

Session #2

1/26/2023

Principles of Integrated Language Teaching and Learning.

Activity-Based Language Teaching and Learning Communicative Teaching and Learning

Communicative Teaching and Learning

Session #3

2/2/2023

Language Acquisition and Language Learning in the classroom

What Do We Know about First Language Acquisition?

What Is the Nature of the First Language Environment?

how Do Acquisition and Learning Differ?

What Are Factors Affecting Language Acquisition in the Classroom?

What Strategies Do ELLs Use to Acquire Languages?

What Are the Characteristics of a Culturally and Linguistically

Appropriate Response to Intervention (RTI) Model?

What Are the Characteristics of an Effective Classroom Environment for ELLs?

What Are the Characteristics of Culturally and Linguistically Appropriate Tier 1 Instruction for ELLs?

What Are the Characteristics of Culturally and Linguistically Appropriate Tier 2 Instruction for ELLs?



Session #4

2/9/2023

Culturally Responsive Instruction: Connecting with Home Culture

Culturally Responsive Instruction

What Are the Features of Culturally Responsive Instruction?

how Do Teachers Connect to The Homes and Families of Their Students?

how Can the School Community Support the education of English Language Learners?

how Can the Community Outside the School Support the education of ELLs?

how Does a Culturally Responsive Classroom Connect to Students’ Cultures, Languages, and Family in an RTI Model?



Session #5

2/16/2023

Language Skills: Reading

First Things First: Feeling Ready to Learn

Organizing the Physical Environment to Promote Language Learning

Organizing the Classroom Social Environment to Promote Language Learning

English Language Instructional Programs

Organizing Instruction to Promote Language Learning



Session #6

2/23/2023

Strategies for Oral Language Development

Conditions for Oral Language Learning

Academic Language Learning

Oral Language Development

Stages of Oral Language Development

Teacher Tools for Oral Language Development

Assessing Oral Language Development

Response to Intervention

Oral Language Development in the Content Classroom

Content Learning and Oral Language Development

Oral Language Development Every Which Way

Listening In While Not Tuning Out

Assessing Listening and Speaking Skills in the Content



Session #7

3/2/2023 Teaching Vocabulary to English Learners

Why Is learning vocabulary important for English learners?

What Do We Mean When We Speak of Vocabulary? how Many Words Do Students Need to Learn?

What Words Should We Teach?

What Are the characteristics of effective vocabulary instruction?

how Should we provide direct vocabulary instruction?

how Can we help learners develop Their own tools to deal with unknown words independently?

What Are Active Interactive Strategies to Support Vocabulary Development?

how Can we assess vocabulary development of EnFglish learners?



Session #8

3/9/2023 Developing Literacy with English Learners: Focus on Reading

What Is Literacy?

What Is Unique About English Language Learners

Who Are Developing Literacy?

The Language/Literacy Matrix

What Tools and Strategies Can We Provide to Help ELLs Develop Literacy?

Issues in Literacy Development with Older English Learners

Assessing ELL Literacy Development

Developing Literacy with English Learners: Focus on Writing

Why Teach Writing with English Learners?

how Does Writing Develop to ELLs?

Connecting Writing to Active, Communicative Language Teaching and Learning

Challenges of Teaching Writing to English Learners

Developing a Writing Environment

Getting Started: Interactive Writing

Scaffolding Learners Through the Writing Process

Issues in Teaching Writing to Students with Interrupted Formal education (SIFE)

Assessing Writing



Session #9

3/16/2023



Struggling and Planning Content-Language Integrated Lessons

Lesson Characteristics That Support Learning

A Lesson Format for Integrated Learning

Into the Lesson: Defining Objectives, Activating, and Preparing for Learning

Through the Lesson: Input for Active Understanding, Vocabulary Development, and Practical Purpose

Beyond the Lesson: Providing Reasons for Further Communication

Response to Intervention



Session #10

3/23/2023

Assessment Tools for the Integrated Classroom

What Is Assessment?

What Are the Fundamental Principles of Classroom-Based Assessment for ELLs?

What Are the Critical Factors Affecting the Assessment of ELLs

What Are examples of Authentic, Performance-Based Classroom Assessment?

how Do Standards Affect Classroom Assessment?

Assessment for ELLs in an RTI Organizational Model



Session #11

4/6/2023

Putting it All Together Thematically: Developing Content-Based Thematic Units

What Is Thematic Instruction?

Why Teach Thematically?

how Are Thematic Units Structured?

What About Standards in a Thematic Unit?

Organizing Content Curriculum in a Thematic Unit

Organizing Language Curriculum in a Thematic Unit

how Can Learning Strategies Be Incorporated into Thematic Instruction?

A Last Word