Bicknell, J. (1999). Promoting Writing and Computer Literacy Skills Through Student- Authored Web Pages. TESOL Journal, 8, 20-26.

One common problem concerning ESL students is the teacher�s incapability to encourage ESL students to write. Jerry Bicknell has found a solution by creating an electronic magazine to post his students� works. He has discovered that the web page gives the students a real audience that makes the writing more contextualized. As a result, the students are more motivated to write within the context of the class.

Burns, D. (1996). Technology in the Classroom. Technology & Learning, 16, 50.

This article encourages teachers to incorporate multimedia into the classroom. The author suggests programs of presentations that facilitate LEP students in their L2 proficiency as well as their content knowledge. The author also gives a list of software available for teachers to utilize in the classroom such as Grolier Multimedia Encyclopedia, Time Almanac, and 3-D Atlas.

Coffey, M. (1999). Building Cultural Community in English Language Programs. TESOL Journal, 8, 26-30.

Margaret Coffey points out that ESL students have too much cultural knowledge to share with other students in the classroom. They have this wealth of information about their own cultures, customs, and traditions that should be shared with other members of the classroom. She notes that other students in the K-12 classroom can benefit from culture sharing and learning. She also provides some useful guidelines for building a cultural community in the classroom.

Folkes, F. & others. (1986). Teaching English as a Second Language in the Elementary School. (ERIC Document Reproduction Service No. ED 290 169).

This article gives practical lesson plans for ESL teachers in grades PreK-6^th to incorporate into the various subject matters (Mathematics, Science, Social Studies, Language Arts, etc) that they have to teach on any given day. One particular area of interest was the subject of Language Arts. It included a lesson on sentence patterns that was designed for NES students with no prior knowledge of English.

Genishi, C., Stires, S., & Yung-Chan, D. (2001). Writing in an Integrated Curriculum: Prekindergarten English Language Learners as Symbol Makers. The Elementary School Journal, 4, 399-416.

In this prekindergarten setting, the authors analyze how the observed teachers integrate writing into her curriculum within a context where the students are not quite capable of expressing themselves through formal writing but rather using symbols. The teacher facilitates the students� means of writing by using theme-based lessons.

Gersten, R. (1999). Lost Opportunities: Challenges Confronting Four Teachers of English-Language Learners. The Elementary School Journal, 100, 37-56.

This qualitative study of four teachers in grades 4^th-6^th describes the relationship between the teacher and the student. As the student goes through the transition from native language instruction in grades PreK-3^rd to an all English-language instruction in grades 4^th-6^th, the teacher/student relationship becomes a bit more removed. This ultimately affects the students� language acquisition. The article suggests that teachers interact more with the student rather than isolate themselves from the students.

Honigsfeld, A., & Wertheimer, C. (2000). Preparing ESL Students to Meet the New Standards. TESOL Journal, 9, 23-28.

This article provides helpful insights and valuable teaching tips for helping elementary ESL students meet the new performance standards for English - Language Arts for the elementary age groups. They also discuss the use of literacy groups to help LEP students acquire the necessary language skills in order that they will not be in a marginally lower level compared to their mainstreamed peers.

Kagan, S. (1995). We Can Talk: Cooperative Learning in the Elementary ESL Classroom. (ERIC Clearinghouse on Languages and Linguistics No. EDO-FL-95-08).

This article states that cooperative learning is the basis of language acquisition. In the elementary school setting where the students are allowed to share and listen to their peers, the students are able to receive more feedback than in a traditional, teacher-centered classroom. This enables the students the opportunity to have a greater success of acquiring the L2.

Kubota, R., Gardner, K., Patten, M., Fettig, C., & Yoshida, M. (2000). Mainstream Peers Try on English Language Learners� Shoes: A Shock Language Experience. TESOL Journal, 9, 12-16.

This article introduces language an activity called "Shock Language." Shock Language simulates the experience of being students in a class where the language is not understood. This activity is excellent because it puts the teachers and the L1 learners in the position of L2 learners. This experiment was conducted on a 4^th grade class.

Liu, P., Parker, R., & Lara, R. (2001). Using Standardized Test Unconventionally: An Adapted Reading Assessment. Reading Improvement, 38, 27.

Liu and associates investigate the use of standardized tests as a means of assessing LEP students. During this investigation, they found that standardized tests are not reliable and valid due to the students� incapabilities of mastering the English language. The article suggests two alternative means of assessment, process assessment and integrated language assessment.

Markham, P. (1999). Stressors and Coping Strategies of ESL Teachers. Journal of Instructional Psychology, 26, 268.

The author examines several ESL teachers and the aspects of their jobs in which they find most stressful and how they deal with those particular problems. The article goes on to analyze those problems and solutions of each teacher and attempts to help the teacher better deal with those issues such as communicating with a non-ESL teachers or integrating external material with the previously established curriculum.

Nation, P. (2000). Learning Vocabulary in Lexical Sets: Dangers and Guidelines. TESOL Journal, 9, 6-10.

Many times vocabulary words are presented in related or thematic groups such as homonyms, antonyms, or synonyms. Nations study found that this teaching method could actually make learning the new vocabulary words more difficult when dealing with L2 learners. He lists some items to avoid when teaching vocabulary and gives some guidelines to promote vocabulary learning with ease.

Perez, S. (2000). Teaching Second language Learners in the Regular Classroom. Reading Improvement, Spring 2000. Tennessee Electronic Library. [Magazine, selected article on-line]. [Magazine, selected article on-line]. Retrieved June 5, 2001 from the World Wide Web: http://web4.infotrac.galegroup.com

This article promotes a student-centered classroom where the student is allowed to experience the language in order for language acquisition to occur. For this to happen, the child must fully experience the target language. The author lists three steps which include discussion, recording, review, and reflection.

Porter, R. P. (1990, August). The Case for English Immersion. Teacher Magazine, August 1990. Teacher Magazine. [Magazine, selected article on-line]. Retrieved June 6, 2001 from the World Wide Web: http://www.edweek.org

In this article, the author discusses her views on bilingual education. She does not feel that it is the best for LEP students. She shares valuable insights from her own experiences as an immigrant child. She shares what it is like to be an LEP student and how teachers can help students to bridge the gap between LEP and mainstream.

Putney, L., & Wink, J. (1998). Breaking Rules: Constructing Avenues of Access in Multilingual Classrooms. TESOL Journal, 7, 29-34.

Putney and Wink invite teachers to break the rules that are normally known as the educational world. Rules such as be quiet, speak only English, and do your own work. The authors show that students can learn much more through the communication with their peers or collaborative learning. They also list ways in which the parents can get involved with this process of learning.

Rosen, M. (1995). The Kindness of Strangers. Teacher Magazine, November/December 1995. Teacher Magazine. [Magazine, selected article on-line]. Retrieved June 6, 2001 from the World Wide Web: http://www.edweek.org

The author, Maggie Rosen, is an ESL teacher at a large American elementary school. On a one-month trip to Mexico, she began to see her ESL students in a different light. Her original intentions for traveling to Mexico were to learn Spanish. While in Mexico, she began to understand the language acquisition process as it relates to learning the L2 through immersion. After returning to the US, she began to relate better to her students in order to help them acquire English from her prior experiences in Mexico.

Schnaiberg, L. (1997). The Translator. Teacher Magazine, January/February 1997. Teacher Magazine. [Magazine, selected article on-line]. Retrieved June 6, 2001 from the World Wide Web: http://www.edweek.org

Lynn Schnaiberg is an elementary ESL teacher in Pennsylvania. She discusses three ways in which she reaches her ESL students through reading, writing, and vocabulary skills. She uses technology within the classroom to further implement these skills. She has found that the computers and various other forms of technology tend to spark the students� interests in learning English. In her use of technology, she has found that it causes even the shyest students to come to life.

Slavit, G. & Wenger, K. (1998). Using Creative Drama in the Elementary ESL Classroom. TESOL Journal, 4, 30-33.

The writers suggest the use of creative drama techniques such as role-playing, skits, or pantomime are quite useful in language acquisition. By using this technique, the teacher is able to incorporate all four modes of listening, speaking, reading, and writing easily into the lesson plan for a particular story. The writers also suggest using as many different versions of a particular story within the context of the creative drama technique in order for the students to learn about different cultures as well as their own.

Trueba, E. (1998). Mexican Immigrants From El Rinc�n: A Case Study of Resilience and Empowerment. TESOL Journal, 7, 12-17.

This case study describes a fourth �grade teacher experiences with immigrant students. Immigrant families often move to the US in search of a better life. One way that they feel this can provided is through a good education for their children.

Ulanoff, S. & Pucci, S. (1999). Learning Words from Books: The Effects of Reading Aloud on Second Language Vocabulary Acquisition. Bilingual Research Journal, 23, 409-422.

In this article, the study of three 3^rd grade classes compares the scores of a story using two different methodologies, concurrent translation and preview-review. Although Krashen proposes that students acquire vocabulary from listening to stories, the authors suggest that students have a better vocabulary acquisition rate when stories are read aloud with short breaks allowing for the class to discuss and answer questions.

Verplaetse, L. (1998). How Content Teachers Interact With English Language Learners. TESOL Journal, 7, 24-28.

This article lists the importance of regular content teachers� interactions with the L2 learners. She presents strategies to help the ESL student in the regular classroom. She also suggests modifications for the teacher to implement that will better help the ESL student.

Williams, H. & Williams, P. (2000). Integrating Reading and Computers: An Approach to Improve ESL Students Reading Skills. Reading Improvement, 37, 98.

In the article, the author discusses the results of a study regarding the integration of reading and the use of computers. The method chosen by one particular teacher gradually increases the level of difficulty and reading (i+1) while using the computer as a reinforcement to enhance the students� reading capabilities. The study proves that the integration of computers and reading dramatically aided the improvement of ESL students reading levels.

Zou, Y. (1998). Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and Academic Knowledge. TESOL Journal, 7, 4-8.

This article discusses how the new social context plays an important role in language acquisition. The author shares personal struggles and insights in being found in a world very different from his own. He talks about theoretical aspects and how the transition from eastern to western culture impacts language acquisition in children.