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Cultural Issues

Technology in the Classroom

Tutorials

Assessment

Pedagogy/Practical Application

Resources
----Annotated
Bibliography
----Webliography

Resources for Middle School Teachers

     Beauvois, M. H. (1997).  Computer-mediated communication (CMC):  technology for improving speaking and writing.  In M.D. bush and R.M. Terry (eds.), Technology-Enhanced Languaged Learning (pp.165-184).  Lincolonwood, IL:  NTC Publishing Group.|
    This chapter discusses the use of computer-mediated classroom conferences in which the students are able to converse with one another in a chat room designed specifically for the purpose of generating easy and quick language production.  This type of activity allows the student to develop a level of confidence in his writing/reading skills without having to worry about errors.  this develops a more natural flow of language production when the student is expected to speak in the classroom as well.

     Benremouga, K. (200).  The LEO lab:  Student and teacher training.  In E. Hanson-Smith (ed.), Technology-Enhanced Learning Environments (pp.57-66).  Alexandria, VA:  Teachers of English to Speakers of Other Languages, Inc.
   This chapter offers ideas on how to promote language proficiency in the classroom through computer-assisted language learning.  The program used is called LEO-Learn English On-line.  There are four areas a student can work on:  (1) Testmaster, which allows students to look up answers to different test questions; (2) Writer's Helper, which helps students improve their writing skills and helps them with their thought organization; (3) Oregon Trail, which encourages group interaction and decision making; and (4) Versa Text, which helps students with reading comprehension.  This chapter also discusses how teachers can use this program along with what they are teaching in the classroom.  This is a useful source for teachers looking for ways to help the SLL students improve their English and it is even useful to help NES students improve their cognitive skills.

     Boswood, T. (ed.) (1997).  CD-ROM "Edutainment" and Reference Software.  In New Ways of Using Computers in Language Teaching (pp. 202-241).  Alexandria, VA:  Teachers of English to Speakers of Other Languages, Inc.
      With titles such as "Serious fun in the ESL Classroom" and "Digging for Data" these lessons for computer learning in the classroom can really help the SLLs develop skills right along with the NES students.  these lessons utilize software programs written for native English speakers focusing on themes such as science fiction, the environment, history, and science among other topics that may be of interest to the SLL student.  Because these programs are designed for NES students, the SLL student can earn a sense of achievement beyond that of a program written specifically for ESL/LEP learners.  These lessons are challenging yet educational.

     Canney, G.F., Kennedy, T.J., Schroeder, M. & Miles, S. (1999, February).  Instructional strategies for K-12 limited english proficiency (LEP) students in the regular classroom.  The Reading Teacher, 540-544.
     This article discusses how it is possible for regular classroom teachers to address the needs of ESL/LEP students by using the same teaching strategies as they would for the NES members of the class.  The article stresses the importance to learn as much as possible about each student's culture.  The interest often helps to open the lines of communication between the teacher and student.  This article also mentions the use o journaling as a tool through which an ESL student is able to talk about his own personal experience in learning a new culture and language.

     Cary, S. (2000).  How do I make my spoken language more understandable?  In Working with Second Language Learners:  Answers to Teachers' Top Ten Questions (pp.24-35).  Portsmouth, NH:  Heinemann.
    This chapter discusses the importance of adapting a lesson plan to the abilities of the students, NES and LEP alike.  the teacher in this chapter designed an extensive plan to allow all of his students to benefit from the in-class reading assignment.  This plan included audio-visual aids and discussions before and after the reading, as well as other activities that aided his students in their learning and comprehension of the story.  He also had several activities set aside specifically for the SLL students.  This chapter is an excellent example of how a teacher can change a lesson that he ahs taught before to fit the student's needs.

     Cary, S. (2000).  How do I minimize communication conflicts in a multilingual classroom?  In Working with Second Language Learners:  Answers to Teachers' Top Ten Questions (pp.24-35).  Portsmouth, NH:  Heinemann.
     This chapter, although written with an ESL classroom in mind, provides an example of a multicultural Visual Arts classroom in which there is a strong sense of dissension between the language/culture groups.  When all other strategies fail, he turns to a colleague for advice.  This is a great example of how group work and collaboration can help to establish a sense of peace and understanding in an environment in which there had been discord preventing anyone from learning the content.

     Cary, S. (2000).  How do I support a student's first language when I don't speak the language?  In Working with Second Language Learners:  Answers to Teachers' Top Ten Questions (pp.24-35).  Portsmouth, NH:  Heinemann.
     Although this chapter is discussing the work of an elementary teacher, it addresses the issue of fostering language retention and providing a sense of value in the students for their language and heritage without the teacher having any prior knowledge of the language.  One activity that is able to accomplish this is that in which the student act as language teachers, teaching their fellow classmates simple phrases from their native language, with every student/culture being represented.

     Cary, S. (2000).  How do I teach grade-level content to English beginners?  In Working with Second Language Learners:  Answers to Teachers' Top Ten Questions (pp.24-35).  Portsmouth, NH:  Heinemann.
     This chapter gives an actual lesson plan that a teacher utilized to teach the content that she was teaching her NES students. As it turns out, the same lessons helped the students to overcome their cultural differences and learn to work together without conflict or confusion.

     Cohen, A.D.(1980).  Assessing functional language ability: A focus on three integrative tests.  In Testing Language Ability in the Classroom.  Rowley, MA:  Newbury House Publishers, Inc.
     This chapter gives teachers ideas on how to test a student's language ability.  It discusses three different testing strategies to use when testing the student.  The first method is called "cloze."  the types of knowledge that are needed to complete this type of test are linguistic knowledge, textual knowledge, and knowledge of the world.  The next typo of test is "dictation."  These types of tests are good to evaluate a student's total performance on a language-proficiency battery.  the third typo of test is the "dialog."  This measures the oral proficiency of the student.  this chapter gives examples of the different tests and will be very helpful for a teacher who wishes to evaluate the progress of an ESL student's learning.

     Freeman, Y.S. & Freeman, D.E. (1998).  Lessons Should Include All Four Modes.  In ESL/EFL Teaching (pp. 30-61).  Portsmouth, NH:  Heinemann.
     This chapter discusses the importance of teaching all four modes of  language learning:  aural/oral and reading/writing.  the chapter includes several interesting demonstrations of how this can be implemented in the classroom.  these lessons use drawings, discussions, and writing assignments to involve all four modes of language.  This would be a good resource for a teacher who is interested in whole language theory and instruction.

     Freeman, Y.S. & Freeman, D.E. (1998).  Teaching Language Through Content.  In ESL/EFL Teaching (pp. 30-61).  Portsmouth, NH:  Heinemann.
     This chapter discusses the importance of teaching language through content.  The author includes five rationales for integrating the teaching of language and content.  Some of these include building on the students' background knowledge and authenticity of materials.  

     Hadaway, N.L.,Vardell, S.M., Young, T.A. (2001, May).  Scaffolding oral language development through poetry for students learning English.  The Reading Teacher, 796-806.
     This article discusses the importance of providing opportunities for ongoing oral language development, including poetry, for all students.  ESL students can especially benefit from using peotry in the classroom because poetry provides excellent practice in developing new vocabulary, rhyming words, syntax, and mastering pronunciation.  The authors stated that poetry is meant to be read aloud.  Therefore, it is essential that the classroom teacher read poetry in the classroom and has students participate in the oral readings.  It also mentions that beginning SLLs often can more easily decipher the meaning of poetry than other forms of writing because of the rhythm, repetition, and rhyme found within.

     Hover, D. (1986).  Think Twice.  New York, NY:  Cambridge University Press.
     This book is a good resource for teachers that need activities to give their students for extra practice.  this book was designed for beginner to intermediate students.  It covers activities that allow a student to practice communicating ideas of personal identity; using adjectives, prepositions, present and past tense; asking questions; and other grammatical issues n English language learning.  It would be a good book to use along with a textbook. 

    Koov, M. & Chin, A. (1999, November).  Language, literature, and learning in the ESL classroom.  English Journal, 72-79.
     This article discusses ways that ESL teacher can stimulate English learning as quickly and efficiently as possible.  It discusses how the problem in learning English is that language is too complex to learn in a linear method.  Often times, literature gives evidence of the widest variety of syntax, and it contains many variations in vocabulary.  Literature should be chosen from a wide range of collections including all cultures, especially those represented in the classroom.  This can help to provide meaning and significance to the readings from the ESL student.

     Norris, J.M., Brown, J.D., Hudson,T., & Yoshioka, J. (1998).  Performance Assessments.  In Designing Second Language Performance assessments (pp.7-30).  Honolulu, HI:  Second Language Teaching and Curriculum Center.
     Performance bases assessment tests the students' ability to perform the tasks given to them.  This chapter gives example of performance-based tests as well s suggestions when to use them and when not to use them.  Writing assessment is often a form of performance assessment.  

     Oxford, R.L. (1990).  Applying Direct Strategies to the Four Lnaguage Skills.  In Language Learning Strategies.  Boston:  Heinle and Heinle Publishers.
    This chapter gives teachers some strategies to use to develop the four language skills:  (1) listening, (2) reading, (3) speaking, ahd (4) writing.  The three strategies given are memory, cognitive, and compensation strategies.  this chapter also shares many ideas and examples of how to implement these strategies in the classroom.  These learning strategies would be helpful for all types of learners, ESL/LEP students and NES alike.

     Reid, J.M. (1993).  Overview of ESL Composition.  In Teaching ESL Writing (pp.21-48).  Englewood Cliffs, NJ:  Prentice Hall, Inc.
     This chapter discusses the patterns that occur in ESL compositions as opposed to NES compositions such as recurring errors and/or organizational patterns, as well as simple syntactical structures than are influenced by the students' L1.  This chapter also discusses the current trends and approaches to teaching writing to an ESL student.

     Reid, J.M. (1993).  Pedagogical Issues in ESL Writing,  In Teaching ESL Writing (pp.49-72).  Englewood Cliffs, NJ:  Prentice Hall, Inc.
     This chapter discusses cross-cultural communication in the ESL classroom and the teacher's role as the informant.  This is important to know because of its vital role in writing.  Culture is often a great starting point for activities that focus on writing.  Use this as a tool for learning more about your students and having your students learn more about one another.  It also discusses the reading-writing connection and the differences in learning to write and learning to speak.

     Walling, D.R. (1993).  English as a Second Language:  25 Questions and Answers.  Bloomington, IN:  Phi Delta Kappa Educational Foundation, Inc.
     This booklet addresses 25 questions that teacher with ESL students might have.  Each section addresses a specific questions and thoroughly answers the topic addressed.  For example, question 14 asks, "what should 'regular' teachers do to help ESL students?"  It mentions how teachers can use peer learning in the classroom and how cooperative learning strategies often help ESL students break out of their silent periods.  Other questions address topics such as parental involvement, mainstreaming, and ESL materials.

    Warschauer, M., Shetzer, H. & Meloni, C. (2000).  Resources for Teachers.  In Internet for English Teaching (pp. 11-30).  Alexandria, VA:  TESOL, Inc.
    This chapter discusses Internet tools and resources for the teacher's use, such as e-mail, collaboration among teachers, and communication and networking via e-mail lists.  This chapter provides a list of useful web sites including those of electronic journals, magazines, downloadable software, on-line workshops and conferences, etc.  geared towards the foreign or second language teacher.

    Watts-Taaffe, S. & Truscott, D.M. (2000, January).  Focus on research:  Using what we know about language literacy development for ESL students in the mainstream classroom.  Language Arts, 258-265.
    This article discusses some of the challenges that ESL students face by learning a new culture and how teachers can learn to help students with those challenges.  According to this article, because language is so interconnected with cognitive development, research suggests that ESL students should learn in an environment in which learning takes place alongside academic content.  It also discusses ways to make language learning more meaningful.