Introduction:
The linguistics resources included in this annotated bibliography pertain to two languages, English and Spanish, and are suitable for teachers in the K-12 setting, though not strictly limited to the K-12 level. I chose to solely focus on Spanish as the home language of students for several reasons. First, it is one of the prominent home languages in central Ohio but more importantly, after English, Spanish is the most widely spoken language in the United States. The resources concerning Spanish, thus, would be practical for teachers of ESOL beyond the state of Ohio. Furthermore, I am currently studying the Spanish language and aspire to become competent in Spanish and teach ESOL in a Spanish speaking country and therefore sought out resources that would be valuable to myself, as well as to other teachers. The resources that I have selected will benefit teachers with Spanish-speaking students whether they already have knowledge of the Spanish language or would like to learn more about the language. Each resource is appropriate for the intended audience, K-12 teachers, and can be accessible for a speedy search on questions relating to English and Spanish linguistics.
Freeman, D. E., Freeman, Y. S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar. Portsmouth: Heinemann.
As the title suggests, this book explores linguistics through the purpose of informing K-12 teachers about relevant aspects of linguistics, specifically, phonics, phonology, morphology and syntax. Each chapter contains various examples and activities to help the reader attain competency in the particular linguistic component. The authors’ notion behind creating a linguistics book targeted to...
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...ey needed to be applicable to teachers of ESOL in the K-12 environment and second; they could be utilized to quickly locate information on a specific feature of linguistics. The six books included in this annotated bibliography fulfill these requirements. Each of these resources pertain to linguistic features that would support K-12 teachers in further understanding the English language, thus refining their ability to teach English to his/her students, and/or providing insight into the Spanish language, which knowledge can be employed to aid Spanish-speaking students in learning English. The calculated organization of these sources makes them accessible for a teacher needing to quickly look up a linguistic concept. I would highly recommend any of these sources to teachers of ESOL that work in the K-12 setting and/or have students whose home language is Spanish.
In this book, Bauerlein argues that technology as a whole has had the opposite of its intended effect on American youth. According to his argument, young adults in the United States are now entirely focused on relational interactions and, in his view, pointless discussions concerning purely social matters, and have entirely neglected intellectual pursuits that technology should be making much simpler. He calls on various forms of data in order to prove that the decline is very significant and quite real. This book is meant to be a thorough and compelling study on the reality of what technology has caused in the U.S.
In this article, the editors discussed the social trends and how they can change in nature of father involvement. They tested how children today will make their expectations taking upon a role of mother and father. Increase in father absence is associated with poor school achievement, reduced involvement in labor force, early childbearing, and high risk-taking behaviors. In addition, boys without fathers will experience problems with their sexual orientation and gender identity, school performance, psychosocial adjustment, and self-control. The editors differentiated the girls by how affected they were without fathers.
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
Reilly describes video games as violent regardless of the age, gender, and culture. Reilly explains that video games today are nothing but fuel of aggressive behavior. Reilly does one experiment that s...
Short, D. (200). The ESL Standards: Bridging the Academic Gap for English Language Learners. ERIC Digest. <http://www.ericfacility.net/ericdigests/ed447728.html>
Health for All: The Promise of the Affordable Health Care Act for Racially and Ethnically Diverse Populations
This article argues that there is a clear understanding of what crimes the Uniform Crime Report (UCR) measures. Citizens and the police are both in general agreement about what a serious crime is as it involves many different factors that make it a serious crime. The police and citizens are both part of the decision making process when classifying an incident as an index crime. The decision making process involves the following steps that are taken: defined by the victim, determined by the police, obvious accounts for most of the changes in whether a crime should be reported and officially recorded, personal characteristics of the offender, and the effects suffered by the victim. Studies show that crimes are reported to the police because the victim was greatly affected by the crime committed. Studies even show that not all crimes are reported to the police because the victim has a reason not to. I intend to use this article for my research to for my research project to explain why victims would report or not report a crime to the police.
Minimum wage should be increased because millions of Americans will be saved from a life of poverty. With inflation increasing every year, it is necessary to raise the minimum wage to keep up the living cost.
Fromkin, V., Rodman, R., & Hyams, N. (2006 or 2010). An introduction to language (8th ed. or 9th ed.) USA: Cengage Learning.
Teaching strategies of a foreign language class have evolved from a long history of useless methods that do not fulfill the goal of language acquisition. The main goal of a foreign language class in terms of the New Jersey Core Curriculum Standards is that the students be able to communicate using the foreign language. Communication refers to the student’s ability to converse with a native speaker of the language that has been studied. In the past, it was assumed that students must first learn the rules of grammar and then use those rules to construct sentences and communicate, but there have been several linguistic theories that have refuted this methodology.
Lynne Flowerdew (2009) “Applying corpus linguistics to pedagogy” International Journal of Corpus Linguistics 14:3, 393–417
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W.Ritchie and T.Bhatia (eds.) Handbook of Second Language Acquisition (San Diego, CA: Academic Press), 413-68.
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.