Below are some of the required readings from C&T 820 which I have cited throughout my discussion posts, thematic unit, and language autobiography. It is not the complete list from the syllabus but it demonstrates the sources of some of the knowledge that I have integrated into my professional framework for teaching English learners.
Works Cited
Ajayi, L. (2011). Video ‘‘reading’’ and multimodality: A study of
ESL/literacy pupils’ interpretation of Cinderella from their
socio-historical perspective. The Urban Review (18 March, 2011), pp. 1-30.
Amanti, C. (2005). Beyond a beads and feathers approach. Funds of knowledge:
Theorizing practices in households, communities, and classrooms, 131-41.
Batemen, B. (2002). Promoting openness toward culture learning: Ethnographic
interviews for students of Spanish. The Modern Language Journal, 86, 318–331.
Brandl, K. (2008). Ch. 1 Principles of communicative language teaching and
task-based instruction. In Communicative Language Teaching in Action:
Putting Principles to Work.
Corbett, J. Chapter 6. Exploring culture through interviews. In Corbett, J. (2003).
An intercultural approach to English language teaching. pp. 118-138.
Díaz-Rico, L. T. (2008). Strategies for teaching English learners. Pearson/Allyn and Bacon.
Echevarria, J. & Graves, A. (2005). Curriculum Adaptations.
Falk, B. (2006) Possibilities and problems of a standards-based approach: The
good, the bad and the ugly.
Fillmore and Snow (2000). What teachers should know about language.
ERIC Document.
Haneda, M. (2006). Becoming literate in a second language: Connecting home,
community, and school literacy practices. Theory into practice, 45(4), 337-345.
Huber, J., Murphy, M. S., & Clandinin, D. J. (Eds.). (2011). Places of Curriculum
Making: Narrative Inquiries into Children's Lives in Motion: Narrative Inquiries Into
Children's Lives in Motion (Vol. 14). Emerald Group Publishing.
Kubota, R. (2001). My experience of learning to read and write in Japanese
as L1 and English as L2. In D. Belcher & U. Connor (Eds), Reflections on multiliterate lives
(pp. 96-109). Clevedon, England: Multilingual Matters.
Larson, J. (2006). Multiple literacies, curriculum, and
instruction in early
childhood and elementary school, Theory into Practice,
45(4), 319-329.
Littlewood, W. (2007). Communicative and task-based language teaching in
East Asian classrooms. Lang. Teach. 40, 243–249.
Maum (2002). Nonnative-English-Speaking Teachers in the English
Teaching Profession. ERIC DIGEST.
McGroarty, M. & Calderon, M. (2005). Cooperative learning for second
language learners: Models, applications and challenges. pp. 714-194.
McDaniel, C. (2004). Critical literacy: A questioning stance and the
possibility for change. The Reading Teacher, Vol. 57(5), pp. 472-481.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:
Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.
Oregon ELA Standards, Language Functions and Forms. http://www.ode.state.or.us/teachlearn/standards/elp/files/
Schwinge, D. (2008). Conceptualizing biliteracy within bilingual programs.
In J. Cummins and N. H. Hornberger (eds.), Encyclopedia of Language and
Education (2nd edition), Vol. 5: Bilingual Education, pp. 51-63.
Short, D. and Echevarria, J. (n.d.) Teacher skills to support English language learners
(a brief description of SIOP Model)
Steinman, L. (2007). Literacy autobiographies in a
university ESL class. The Canadian Modern Language Review, 63(4), 563-573.
Talmy, S. (2010). Qualitative interviews in applied linguistics: from research
instrument to social practice. Annual Review of Applied Linguistics, 30,128–148.
Vasquez, V. (2004). Ch. 2. Getting started. In Vasquez, V. (2004),
Negotiating critical literacies with young children. Mahwah, N.J.: Lawrence Erlbaum Assoc.
Verplaetse, L. S. (2008). Developing academic language through an abundance of
interaction. In Verplaetse, L. S. & Migliacci, N. (Eds.), Inclusive pedagogy for English language learners:
A handbook of research-informed practices, pp. 167-180. New York: Lawrence Erlbaum.
Wormeli, R. (2004). Summarization in any subject: 50 Techniques to Improve
Student Learning. Alexandria, VA: Association for Supervision & Curriculum Development.
Yao, Y., Aldrich, J., Foster, K. & Pecina, U. (2009). Preservice teachers’ perceptions of
an electronic portfolio as a tool for reflection and teacher certification. Journal of
Educational Research & Policy, 9(1), 25-43.