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Annotated Bibliography Essay

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Annotated Bibliography

C. de Oliveira, L., & Athanases, S. (2007). Graduates’ Reports of Advocating for English Language Learners. Journal of Teacher Education, 58, 3, 202-214.

The authors conducted a qualitative study to evaluate the readiness of teachers to advocate for equity, along with the ability to teach English language learners (ELLs). The authors participated in a 5-year investigation of a teacher credential program with a strong reputation of preparing teachers to work with ELLs. During this investigation, the authors investigated what did graduates report about ways they engaged in acts of advocacy for ELLs in and beyond the classroom and what challenges arose from this work? The study was conducted at a California university credential program. Focus groups were formed into 5 groups of 5-10 teachers, that met for a total of 3-hours. All …show more content…

This is a case study of one after-school program on young bilingual students’ language and literacy learning using preservice teachers. This after school program is a one-on-one tutoring program in which preservice teachers in cohorts from local universities work with children to assist in the development of literacy to improve reading. The study addresses the questions of what are preservice teachers’ understanding of the purposes, goals, and implementation methods of strategy instruction for struggling bilingual young readers and how effective do preservice teachers perceive their instruction of literacy strategies to be with struggling elementary students? Qualitative analysis was utilizing to discover findings that frontloading teachers with knowledge of and attention to expanded and extended interactive opportunities allowed for increased literacy for bilingual students. The results included themes in teachers’ changing approaches toward revealed statically significant positive changes in students’ literacy

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Suzanne Collins: An Annotated Bibliography “Suzanne Collins” Famousauthors.org. 2016. Web. 19 August 2016. This article is the description of Suzanne Collins’ accomplishments as an outstanding author.

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Annotated Bibliography Bower, Alicia. " Constitutionally Crowded: Brown v. Plata and How the Supreme Court Pushed Back to Keep Prison Reform Litigation Alive." Loyola of Los Angeles Law Review 45.2 (2012): 555-67. Academic Search Complete. Web.

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Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.

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The artifact I developed was for my professor, current and future educators in which I analyzed and summarized the standards and mandates of the Florida Consent Decree, which is a framework for compliance of various federal and state laws that have been passed for English Language Learners in the State of Florida. The state of Florida mandates that all public school teacher be ESOL endorsed based on the Florida Consent Decree; therefore, the purpose of the assignment was for us to get acquainted with the cross-cultural communication, the applied linguistics, ESOL teaching methods, curriculum and materials developed, and ESOL testing and evaluation in order to abide by the Code of Ethics and the Principles of Profession Conduct of Education

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“The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.

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Ajayi, L. (2015). Vocabulary instruction and Mexican–American bilingual students: how two high school teachers integrate multiple strategies to build word consciousness in English language arts classrooms. International Journal Of Bilingual Education & Bilingualism, 18(4), 463-484. doi:10.1080/13670050.2014.924475 Ajayi notes that the combined issues of an increasingly diverse student population in American high schools joined with the demands of high stakes testing and lack of evidence-based, scaffolded instruction for bilingual students are compounding the numerous problems of effective English Language Arts (ELA) instruction for these students.

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In this article, a serious observation was conducted to see if there is indeed an association and similarities between ELL students and LD students. The findings presented that in as much as determination of ELLs with LD is quite complicated and not as easy as the system would have wanted it to be, the sustainability of the available programs to service the demands of these populations is in need of a push to address the increasing number of ELL students that are identified to be having LD needs. Chu, S.Y., & Flores, S. (2011). Assessment of English language learners with disabilities Department of Early Childhood Education and the Department of Special Education.

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The WIDA ELD Standards Framework is an essential tool for teaching and measuring English language learning and growth. I agree with their mission statement that says, “WIDA advances academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality standards, assessments, research, and professional learning for educators.” This statement resonates with me because it helps the educator keep the student and child at the center of teaching so that the student can progress and grow. This aligns well with WIDA’s Can Do philosophy which enlists how and why a student can achieve success. In addition to help the English language learners succeed, they have goads to

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ANNOTATED BIBLIOGRAPHY Berman, A., Kozier, B., Snyder, S., & Frandsen, G. (2015). Kozier & Erb 's fundamentals of nursing: Concepts process and practice (10th ed.). Hoboken, NJ: Pearson Education.

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Annotated BiBliography Alaraj, M. M. (2016). EFL acquisition external problems and difficulties: an investigative interview to examine Saudi students' thoughts and feelings. Journal of Language Teaching and Research, 7(3), 484. doi:10.17507/jltr.0703.07 The researcher at King Abdul University, use data from the students in King Abdulaziz University explore and discover of feeling and thought about English as a Foreign Language (EFL) problems and difficulties.

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In this essay I will explicate the key aspects of legislation, regulatory requirements and codes of practice relating to my own roles and responsibilities as an ESOL teacher. I will also analyse my own role and responsibilities in education and training. The essay had been divided into four sections. Section 1 will provide an analysis on my role as an ESOL teacher in education and training. Section 2 will summarise key aspects of legislation, regulatory requirements and codes of practice relating to my own role and responsibilities.

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Pam Bremer, director of Obersee Bilingual School, claims that bilingual education programs not only effectively teach students, but also sharpen the students’ brains and makes them better linguists. On the other hand, Rosalie Pedalino Porter, a director of the Institute for Research in English Acquisition and Development (READ), believes that these programs do not help students because the programs teach the students in their native language before teaching them English, which in turn, delays their development in understanding English. Bremer and Porter disagree on various aspects of bilingual education, especially the main focus of the programs and the duration of time students should spend in these programs. However, they both agree that bilingual education programs come down to involving the parents of these students and, most importantly, teaching the students

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