noah-stevensLesl7007-7- Graded RD 6-14-21

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Northcentral University *

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7007

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Linguistics

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Apr 3, 2024

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docx

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1 Annotated Bibliography: Role of Instruction on Second Language Learning Laura Noah-Stevens School of Education: Northcentral University ESL-7007: Second Language Foundations Dr. R Daines June 13, 2021 Hello, Laura: Thank you for providing these overviews. Writing good, annotated bibliographies over every applicable article you read will assist you when writing your literature review for the dissertation. I want to assist you with getting that process started. Here is a sample outline to help you get started. Annotated Bibliography Sample Outline Author, S. A. (date of publication). Title of the article.  Title of Periodical, vol.  (issue), page- page.  https://doi.org/XXXXXX Write one or two paragraphs that focus on the study and its findings. 1. Two or more sentences that outline the thesis, hypothesis, and population of the study. 2. Two or more sentences that discuss the methodology. 3. Two or more sentences that discuss the study findings.   4. One or more sentences evaluating the study and its relationship to other studies.
2 Annotated Bibliography: Role of Instruction on Second Language Learning Coleman, R., & Goldenberg, C. (2010). What Does Research Say about Effective Practices for English Learners? Part II: Academic Language Proficiency. Kappa Delta Pi Record, 46(2), 60–65. https://doi.org/10.1080/00228958.2010.10516695 The research team has created a four-part series on best practices being implemented in the ELL classroom. Coleman is a Research Fellow at The Center for Language Minority Education and Research and an active professor. Goldenberg is a Professor at Stanford University with a focus on Ells and academic achievement. Research intended audience would include Teachers and teaching candidates trying to evaluate best practices in the instruction of Ells.This work seeks to demonstrate the connection between best practices and the ability to achieve academic language proficiency. Coleman and Goldenberg (2010) sought to find the relationship between academic language and everyday conversational speaking. When evaluating the role of instruction on Second Language Acquisition, research has shown that content instruction may allow educators to combine the context and meaningful instruction approaches. This is essential as the research indicated that ELD might not replace the core standard instruction occurring in the classroom. Current practices have shown that Ells are not functioning at the level of proficiency that they are capable of because they are missing the core academic instruction in mainstream classes. The research team stated that educators must provide the academic skills necessary to succeed in English acquisition and life beyond the classroom. Finally, the research suggested practices that promoted the language skills such as compare and contrast, cause and effect, sequencing, descriptive statements, and questioning. This work focuses on the skills necessary for Ells to acquire a second language, supportive best practices, and suggestions for implementation in the classroom.
3 Li, N. (2013). Seeking Best Practices And Meeting The Needs Of The English Language Learners: Using Second Language Theories And Integrating Technology In Teaching. Journal of International Education Research (JIER), 9(3), 217–222. https://doi.org/10.19030/jier.v9i3.7878 Li is an Associate professor at Clifton University, where she is currently in charge of three grant programs through the US Department of Education. Her current practices, research, and grants focus on ensuring academic success in minority students. As the primary researcher, Li sought to address the role of technology in the classroom, specifically for the Ells. Li suggested that an educator should implement four core practices and suggested strategies to implement while using technology. “Increasing comprehension, encouraging interaction, making learning authentic and creating a positive learning environment” (Li, 2013, p. 218) are the core areas of practice that best support Ells and can increase instruction for Second Language Acquisition success.In comparison to the work presented above by Coleman & Goldenberg, Li's work can be seen as supplementary services and supports to help with Second Language Acquisition in a world impacted by the pandemic. Li and the previously discussed research state that comprehension is a critical element of Second Language Acquisition and understanding context. Li's research may serve as guidance as the educational world moves forward and addresses need relevant to the academic setting of hybrid and remote style instruction resulting from addressing health and safety needs pertinent to the pandemic. Li began by addressing the need to increase comprehensible input. The educators must find a connection between real life and material being taught, use visual aides from L1 and L2, incorporate activities and projects that allow for mixed media, and model appropriate body language, communication, and the spoken language. The classroom should be a space that allows for interaction between students and promotes L1 and L2 effective communication. Lastly, Li reminded educators that the school
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