Teaching+&+Resources-Yuan+&+Jonathan

 ** Teaching Practices & Resources **  ** By ** ** Yu **** an Lin & Jonathan Pierre ** 1. I DON'T THINK CLASSROOM MANAGEMENT SHOULD BE THE FIRST THING MENTIONED OR EVEN MENTIONED AT ALL IN THE INTRO.    2. ENGLISH LANGUAGE LEARNERS (ELLs) SHOULD BE SPELLED OUT THE FIRST TIME AND ABBREVIATED IN CAPS THEREAFTER 3. I THINK YOU NEED TO CONTINUE EXPLAINING HOW THEY ARE MISUNDERSTOOD. REVISE THIS SENTENCE HERE AND INCLUDE SOMETHING ABOUT LANGUAGE ACQUISITION, WHICH SHOULD BE ADDRESSED MORE SPECIFICALLY, WHICH TEACHERS MUST KNOW ABOUT AND CONSIDER IN THEIR PLANNING AND TEACHING. 4. TEACHERS ARE NOT ELLs THEMSELVES WHICH THIS IMPLIES, RATHER SHOULD BE REFERRED TO AS TEACHERS OF ELLs or TEACHERS WHO WORK WITH ELLs. 5. DON'T YOU MEAN ENGLISH HERE? 6. CUT 7. AFTER SHOULD.....COMBINE THESE 3 SENTENCES INTO THE ONE THAT STARTS: TO BETTER..... 8. NOT JUST ENGLISH TEACHERS, BUT ALL TEACHERS. 9. ADD SOMETHING ABOUT BUILDING THE SECOND LANGUAGE AND HELPING THEM ADAPT TO THE NEW CULTURE.

__1. This topic focuses on how to improve classroom management skills,__ and how to incorporate strategies that will benefit __2. ELL__ students. ELL students are often misunderstood by teachers because of the way they speak and write. __3. Often it takes ELL students a while before they realize that they cannot and should not attempt to translate their native language word for word in English; it doesn’t always work.__ This topic provides various strategies on how ESL/Bilingual teachers can help ELL students reach their unique potentials. English language learning is not simply a task of linguistic study. It is a complicated journey in which learners experience a new language and culture. __English Language Learners__ have unique needs and difficulties that teachers must be aware of in order to teach them efficiently. To tailor the best methods for ** __2.Ells__, ** teachers must understand the __2. Ells__’ backgrounds including culture and the native language that they speak. By understanding their background, teachers will be able to anticipate students’ difficulties by using culturalLY relevant materials and providing low-stress environment to fully motivate students. __4. Being an ELL teacher__ is a very challenging and demanding job that requires patience, caring and a high level of understanding or tolerance for others’ culture. The role of __4. an ELL teacher i__s to help students grow, and pursue their interest of learning the __5. primary/dominant language;__ while fostering the native/heritage language. To better support learning in ELL classrooms, __4, ELL teachers__ should __6. encourage students to think outside of the box. 7. Build on their prior knowledge (heritage language). Relate lessons to their everyday life experiences (show understanding of their culture). Teach them how to socialize and better themselves (relate and be proficient in the dominant language).__ The teaching practices and resources discussed in this topic will broaden __8. English teachers’__ horizons and help them take students' culture heritage and first language into consideratio n9.
 * INTRODUCTION **

1. Cultural ly relevant books accelerate __** 2. ells’ **__ reading comprehension because they are able to understand the text which is written in the target language. Such texts also contain background knowledge that connects to students’ lives and experiences and fosters appreciation of their cultural heritage. Connecting students to culturalLY relevant texts provides teacherS an opportunity to respect cultural diversity which is a growing characteristic of this country's schools. (YL ) 2. Using culturally relevant books helps st u dents learn how to use and interpret the target language. ( YL) 3.  Low-stress learning environments allow ELLs lots of attempts to be successful. For example, teachers should allow ELLs to rehearse before reading text aloud to a group. Teachers should offer students additional preparation time and assistance before doing real tasks ; and encourage ELLs to practice reading lines over, until they master them. This can help them to improve fluency and become self-confident. Teachers also need to give corrective feedback after students’ performance. Teachers can learn a few words and courtesy phrase in students’ first language, which shows respect for students and interest in their cultures **. ( ** YL) 4. Because older ELLs  who have been schooled already are knowledgeable of their first language (L1) writing system, their ability to be proficient writers in their second language (L2) is strongly affected by the L1. Teachers must become aware of basic English grammar and structures as compared with the L1 writing system. Teachers should familiarize themselves with students’ native language and gain some understanding of older ELL students’ language difficulties which result from the differences in the writing systems L1 vs. L2. ( YL) 5. N ationwide all students must learn to read and write  proficiently in English to be able to compete educationally and economically in society. ELLs as well as English speakers of different dialects often suffer because they do not speak Standard English. It is important for teachers to help these kids, become bidialectal (i.e., proficient in code switching depend on their surrounding). ( JP) 6. Teachers encounter cross cultural exchanges everyday  in teaching children whose cultures are different from their own. As we know some parts of the United States are very diverse culturally and consist of  ** Within the larger culture there are many ** sub-cultures. ** and it is essential for bilingual teachers to help ** ** American students who are descendent of immigrants **  ** to be proficient in English because < It’s extremely difficult to understand the perspective of someone else especially when it conflicts with your own. Different people have different views on things. How can we understand something or someone else’s view that is not in our best interest? ** Again the idea of culture stood out to me because there is the myth that a culture might be superior to another. ** Teachers should be open minded and be cultural sensitive towards their students because we all need to show respect and understanding to things that are different from our own; instead of having a sense of superiority which often clouds our judgments and cause us to be ignorant. (JP)  THESE THREE ARE VERY SIMILAR. YOU NEED TO BRING OUT OTHER POINTS THAT WERE DISCUSSED. 8. Cultural pluralism is very essential for ESL/Bilingual teachers because it is necessary for teachers to help students understand and preserve their heritage language which gives them their unique identities while maintaining their membership in the larger social group. Teachers should also be open and try to understand how different languages work and vary. (JP)  August, D. & Shanahan, T. (2006). // Developing Literacy in Second Language Learners. // NJ: Lawrence Erlbaum Associates. Retrieved on October, 7, 2008 from: http://www.bilingualeducation.org/pdfs/PROP2272.pdf THIS IS AN IMPORTANT STUDY--YOU SHOULD INCLUDE A BIT MORE FROM THE MAJOR FINDINGS --SEE PAGE 3. The article talks about the urgency nationwide to teach students how to read and write well in English. The authors of this article stress how important it is for speakers of other languages to be literate in English in order to compete and have a fair chance at succeeding educationally, economically and socially. (JP) TOO BRIEF--ADD A LITTLE MORE.
 * MAIN POINTS **
 * LINKS AND ANNOTATIONS **

Freeman Y & D. (2004). // Connecting Students to Cultural Relevant Texts //. N/A: National Council of Teachers of English. Retrieved on September, 15, 2008 from: http://www.ncte.org/library/files/Free/Journals/tp/TP0152Connecting.pdf<span style="color: rgb(0, 0, 0)"> C ulturally relevant books can help ELLs make successfully progress. Culturally relevant books make English easier for ELL students to understand text which written in the target language because they contain background knowledge/information that is familiar to the students. S tudents become more motivated and engaged in the texts; and they are also willing to read more in the target language. (YL)

Germantown Academy (1996). // Multicultural Games // Washington: Germantown Academy. Retrieved on September, 15, 2008 from: http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Directory.htm<span style="color: rgb(0, 0, 0)"> This website provides a lot of multicultural games which were discovered by the students in Germantown Academy. It introduces the contemporary and ancient games all over the world and it also tells us how to play and where the games originate. (YL) YOU MIGHT MENTION GAMES AND OTHER AUTHENTIC MATERIALS IN THE LANGUAGE LEARNING PROCESS IN YOUR MAIN POINTS.

Hewlett W. & F. Foundation. (2005) // MACNEIL/LEHRER // Productions. <span style="color: rgb(193, 200, 240)"> Retrieved on October, 6, 2008 from: http://www.pbs.org/speak/education/<span style="color: rgb(0, 0, 0)"> This website is very interesting; it provides teachers with various tools to help not only bilingual students also people that speak different dialects. This curriculum was designed to support the “Do you speak American” ** theory ** <span style="color: rgb(240, 0, 255)">?? . In the many links in this websites there are some great materials that can help teachers understand how language works and how it can vary. (By JP) <span style="color: rgb(0, 0, 0)">YOU HAVE NO TITLE HERE Do you speak American IS THE TITLE

Irujo, S. (2006). // To Use a Textbook or Not to Use a Textbook: Is That the Question? // N/A: Course Crafters. Inc. Retrieved on September, 15, 2008 from: http://www.coursecrafters.com/ELLOutlook/2006/jul_aug/ELLOutlookITIArticle1.htm<span style="color: rgb(0, 0, 0)"> In this article, the author discussed the importance of textbooks, curriculum, lesson plan and professional development. Textbooks written by experienced teachers are good guides for new teachers because they <span style="color: rgb(240, 0, 255)"> provide a frame for what to do during teaching practice. Also, other teaching materials which must be authentic and meaningful should be apply to meet the students’ variety needs and learning styles. (YL)

Kagan, O. & Campbell, R. (2003). Curriculum Guidelines For Heritage Language The Regents of the University of California (UCLA). Retrieved on October, 9, 2008 from: http://www.international.ucla.edu/article.asp?parentid=24734<span style="color: rgb(0, 0, 0)"> In this article, the panel of researchers discussed the importance of heritage language and ways that teachers can continue to foster the heritage language while promoting growth in the dominant language. These professionals manage to create a very extensive curriculum that breaks everything into small components on how teachers should implement lesson that support the heritage language in the classroom. SUCH AS....(By JP)

NCCIC (2007// ). //**// English Language Learners and Literacy Development //**. N/A: NCCIC is a service of the Child Care Bureau (CCB). Retrieved on October, 9, 2008 from: http://www.nccic.org/poptopics/englang-learners.html<span style="color: rgb(0, 0, 0)"> This website provides numerous links and resources for educators working with speakers of other languages. The main focus of several of the links is simply to help children that speak another language to overcome the many deficits they face in their educational experiences as they progress in school. ** According to many sources from this website, when English is not the ** Primary language <span style="color: rgb(240, 0, 255)">speakers are ELLs even if they are born in the US and therefore face similar challenges that many immigrant children face during their school years in the early grades. (By JP)

Peregoy, S. F., & Boyle, O. F. (1993). // Reading, writing, & learning in ESL: A resource book for K-8 teachers. // New York: Longman Publishing Group. Retrieved on October, 9, 2008 from: http://www.alliance.brown.edu/tdl/tl-strategies/be-principles.shtml<span style="color: rgb(0, 0, 0)"> // THIS IS LINK DOES NOT MATCH THE REFERENCE HERE. PLEASE RE-DO IT. NOR DOES THE ANNOTATION MATCH SINCE THIS ARTICLE TALKS ABOUT HOME LANGUAGE SUPPORT // In this article, the authors emphasize the importance of understanding what bilingual students go through during their learning experiences. It’s really important for teachers to know and understand that students’ different cultures have a major impact on their learning. The overall message of the article was that bilingual students should be encouraged to hold on to their roots while maintaining their membership in the larger social framework. (By JP)

South, H. (1999). // Working Paper 5: The Distinctiveness of EAL: A Cross-Curriculum Discipline // Watford : NALDIC Retrieved on September, 15, 2008 from: http://www.naldic.org.uk/ITTSEAL2/teaching/EALpupils.cfm<span style="color: rgb(0, 0, 0)"> This article discussed that students learning English as an additional or foreign language have distinct and different needs because they are from diverse cultural backgrounds and communities with different understandings and expectations about target language learning. In order to tailor teaching methods, teachers should be aware of the variety of students’ needs and expectations. (By YL)

Templeton, S. (2004). // Spelling and the Middle School English Language Learne //. N/A: National Council of Teachers of English. Voices from the Middle, Volume 11, Number 4. Retrieved on September, 15, 2008 from: http://www.ncte.org/library/files/Free/Journals/vm/VM0114Spelling.pdf<span style="color: rgb(0, 0, 0)"> In order to teach spelling effectively to older ELLs, the article suggested that teachers should be aware of knowledge of characteristics of the English spelling system and assessment of spelling knowledge. T he writing system of L1 affects English spelling, therefore teachers need to have familiarization about the characteristics of ELLs’ native language. (YL) <span style="font-size: 14pt; color: rgb(51, 51, 153)">Extra Links by each member <span style="color: rgb(0, 0, 0)">Davies, N. (2008). //Teaching and Learning.// N/A: //Professional Standards for Teachers// London. Retrieved on October 9, 2008 from: http://www.naldic.org.uk/ITTSEAL2/teaching/index.cfm<span style="color: rgb(0, 0, 0)"> (JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)">Peterson, B. & Salas, K.D. (2004). //Working Effectively with English Language Learner .// Wisconsin: Rethinking Schools online. Retrieved on September, 15, 2008 from: http://www.rethinkingschools.org/publication/newteacher/NTBilingual.shtml <span style="color: rgb(0, 0, 0)"> (YL) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)">Ragan, A. (2006). Using adapted texts in ELL classrooms. //The ELL Outlook// 5(2). Retrieved on October, 9, 2008 from: http://www.coursecrafters.com/ELL-Outlook/2006/jul_aug/ELLOutlookITIArticle1.htm<span style="color: rgb(0, 0, 0)"> ( JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> UCLA International Institute. ( n.d. ) // Language Materials Project: Teaching Recourses for Less Commonly Taught Language // Los Angeles : UCLA Retrieved on September, 15 , 2008 from  <span style="color: rgb(0, 0, 0)">: http://www.lmp.ucla.edu/AboutLMP.aspx?menu=008<span style="color: rgb(0, 0, 0)"> (YL) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Ulanff, S.H. & Pucci, S.L. ( 1999 ). //Learning Words from Books: The Effects of Reading on Second Language Vocabulary Acquisition// N/A: Bilingual Research Journal. Retrieved on September, 15 , 2008 from : <span style="color: rgb(0, 0, 0)"> http://brj.asu.edu/v234/pdf/ar6.pdf<span style="color: rgb(0, 0, 0)"> (YL) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Wilda, R. &Hector, O. & Richard, P. (2006). // Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English. N/A: // CNET Networks, Inc. Retrieved on October, 9, 2008 from: http://findarticles.com/p/articles/mi_qa3722/is_200604/ai_n17186146/pg_3<span style="color: rgb(0, 0, 0)"> (JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> YOU HAVE MADE PROGRESS, HOWEVER YOU STILL NEED TO REVISE THIS EVEN MORE. **CUT--EVERYTHING THAT IS IN BOLD.** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> my rewrites are in pink.--LEAVE THEM LOOK FOR COMMENTS IN CAPS ABOUT FORM & CONTENT CHANGES

Teaching Practices & Resources <span style="color: rgb(0, 0, 0)">By Yuan Lin & Jonathan Pierre <span style="color: rgb(0, 0, 0)"> INTRODUCTION <span style="color: rgb(0, 0, 0)">English language learning is not simply a task of linguistic study. It is a complicated journey which learners are experiencing new language and culture. **In the United States,** English Language Learners <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">(ELLs)>>use this hereafter ** <span style="color: rgb(0, 0, 0)">, especially the immigrants carrying their original language and cultural heritage,  **<span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">have <span style="color: rgb(0, 0, 0)"> unique needs and difficulties when they learn English,  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">of which their teachers must be aware. ** <span style="color: rgb(0, 0, 0)">Therefore, teachers of English language learning <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> ** <span style="color: rgb(0, 0, 0)">**should pay attention to uniqueness of these English language learners when they practice their teaching.** In order to tailor the best methods for **English language learners**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">>>, <span style="color: rgb(0, 0, 0)">t**o learn their target language, it is necessary for English** teachers  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">must <span style="color: rgb(0, 0, 0)"> understand the English language learners’  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">>> <span style="color: rgb(0, 0, 0)">backgrounds including culture they have and native language they speak daily. By understanding their background, teachers are able to anticipate students’ difficulties **of English learning so that they can appropriately tailor the teaching methods** by using cultural relevant materials and providing low-stress environment to fully motivate students. <span style="color: rgb(0, 0, 0)">**The links below are about** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">The <span style="color: rgb(0, 0, 0)">teaching practices and resources  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">discussed here will <span style="color: rgb(0, 0, 0)">broaden English teachers’ horizons **of teaching practice in different aspects. Also, these links make teachers to** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> <span style="color: rgb(0, 0, 0)">**understand the importance of taking**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and help them take students' <span style="color: rgb(0, 0, 0)">culture heritage and first language into consideration **when they are practicing English language teaching.** <span style="color: rgb(0, 0, 0)"> MAIN POINTS <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">number the main points. <span style="color: rgb(0, 0, 0)"> 1. <span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Cultural  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">ly <span style="color: rgb(0, 0, 0)"> relevant books accelerate **language learner’s**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">>> <span style="color: rgb(0, 0, 0)"> reading comprehension because they are able to understand the text which is written in the target language. <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">Such texts <span style="color: rgb(0, 0, 0)"> also contain <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> <span style="color: rgb(0, 0, 0)"> background knowledge that connects to students’ lives and experiences**. Cultural relevant books facilitate students’ understand of the text written in the target language; while fostering** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and fosters <span style="color: rgb(0, 0, 0)"> **students** appreciation of their cultural heritage. Connecting students to cultural relevant texts provides teacher an opportunity to respect cultural diversity which is a growing characteristic of the country’s educational system (diversity). (YL) **CUT By** <span style="color: rgb(0, 0, 0)"> Ø<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Using cultural  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">ly <span style="color: rgb(0, 0, 0)"> relevant books **written in the target language for students to do reading comprehension gives students a good understanding about the text and helps them identify and relate the readings to their unique cultural background. Furthermore, they can also** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">helps stidents <span style="color: rgb(0, 0, 0)"> learn how to use  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and interpret <span style="color: rgb(0, 0, 0)"> the target language **to introduce and interpret the text from their own cultural aspects.** (**By** YL) <span style="color: rgb(0, 0, 0)"> Ø<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Low-stress  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">learning <span style="color: rgb(0, 0, 0)"> environments **should be created** **by giving**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">allow <span style="color: rgb(0, 0, 0)"> ELLs lots of attempts to be successful. For example, <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">teachers should <span style="color: rgb(0, 0, 0)"> allow ELLs to rehearse before reading text aloud to a group. Teachers should offer additional <span style="color: rgb(0, 0, 0)"> preparation  <span style="color: rgb(0, 0, 0)"> time FOR WHAT?; and encourage ELLs to practice the same lines over and over until they master them can help them to improve fluency and become self-confident. PRACTICE ALONE IS NOT SUFFICIENT WITHOUT CORRECTIVE FEEDBACK. **What’s more, learning** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">Teachers can learn <span style="color: rgb(0, 0, 0)"> a few words  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and <span style="color: rgb(0, 0, 0)"> courtesy phrase in students’ first language. <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">This <span style="color: rgb(0, 0, 0)"> shows interest in students’ cultures **are a sign of** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and <span style="color: rgb(0, 0, 0)"> respect to them**, which can help ESL or bilingual teacher to work with students well. (By** YL) <span style="color: rgb(0, 0, 0)"> Ø<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Because older ELLs **students**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">who have been schooled <span style="color: rgb(0, 0, 0)"> already have a profound image of the L1writing system, their ability to be proficient writer **(spelling wise REPLACE WITH LANGUAGE)** in the L2 is strongly affected by the L1. **It becomes more challenging for the English** Teachers **who is going to teach them spelling needs,** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">must become aware of <span style="color: rgb(0, 0, 0)"> basic English grammar and structures i**n comparison to tha**  **<span style="color: rgb(0, 0, 0)"> e ch  **<span style="color: rgb(0, 0, 0)"> **racteristics of**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">as compared with <span style="color: rgb(0, 0, 0)"> the first language’s writing system. Teachers should familiarize themselves with students’ native language and gain some understanding of older ELL students’ **spelling** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">language <span style="color: rgb(0, 0, 0)"> difficulties which result from the differences in the writing systems L1 vs. L2. (By YL) <span style="color: rgb(0, 0, 0)"> v<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **It is urgency n**ationwide **that** all students learn **how** to read, write **and be** proficient  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">ly <span style="color: rgb(0, 0, 0)"> in English if they want to have a fair chance to compete educationally and economically in society. ELLs **students** as well as English speakers of different dialects often suffer because **of the notion that** they do not speak Standard English. It is important for teachers to help these kids **how turn it on and off**, be <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">come bidialectal, of <span style="color: rgb(0, 0, 0)"> proficient in code switching depend on their surrounding **so that they chance a fair chance at competing in society**. (By JP) <span style="color: rgb(0, 0, 0)"> v<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Teachers encounter cross cultural exchanges everyday **as they have to educate**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">in teaching <span style="color: rgb(0, 0, 0)"> children whose cultures are different from their own. As we know some parts of the United States are very diverse culturally <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">and consist of <span style="color: rgb(0, 0, 0)"> **Within the larger culture there are many** sub-cultures. **and it is essential for bilingual teachers to help** **American students who are descendent of immigrants** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> <span style="color: rgb(0, 0, 0)"> **to be proficient in English because <<THIS ONE SHOULD GO WITH**research proved that students who comes from home where English is not the primary language often struggles academically **in the early grades just as students who just emigrated to the United States.**  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">depending on many factors. <span style="color: rgb(0, 0, 0)"> (By JP) <span style="color: rgb(0, 0, 0)"> v<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> It’s extremely difficult to understand the perspective of someone else especially when it conflicts with your own. Different people have different views on things. How can we understand something or someone else’s view that is not in our best interest? **Again the idea of culture stood out to me because there is the myth that a culture might be superior to another.** Teachers should be open minded and be cultural sensitive towards their students because we all need to show respect and understanding to things that are different from our own; instead of having a sense of superiority which often clouds our judgments and cause us to be ignorant. (By JP) THESE THREE ARE VERY SIMILAR. YOU NEED TO BRING OUT OTHER POINTS THAT WERE DISCUSSED. <span style="color: rgb(0, 0, 0)"> v<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Cultural pluralism is very essential for ESL/Bilingual teachers because it is necessary for teachers to help students understand and preserve their heritage language which gives them their unique identities while maintaining their membership in the larger social group. Teachers should also be open and try to understand how different languages work and vary. (By JP) <span style="color: rgb(0, 0, 0)"> LINKS AND ANNOTATIONS <span style="color: rgb(0, 0, 0)"> August, D. & Shanahan, T. ( 2006 ). //Developing Literacy in Second Language Learners.// NJ : Lawrence Erlbaum Associates. Retrieved on October, 7 , 2008 f rom: http://www.bilingualeducation.org/pdfs/PROP2272.pdf  THIS IS AN IMPORTANT STUDY--YOU SHOULD INCLUDE A BIT MORE FROM THE MAJOR FINDINGS --SEE PAGE 3. <span style="color: rgb(0, 0, 0)">The article talks about the urgency nationwide to teach students how to read and write well in English. The authors of this article stress how important it is for speakers of other languages to be literate in English in order to compete and have a fair chance at succeeding educationally, economically and socially. (By JP) TOO BRIEF--ADD A LITTLE MORE. <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Freeman Y & D. ( 2004 ) . //Connecting Students to Cultural Relevant Texts//. N/A : National Council of Teachers of English. Retrieved on September, 15 , 2008 f rom: http://www.ncte.org/library/files/Free/Journals/tp/TP0152Connecting.pdf <span style="color: rgb(0, 0, 0)">**The article used an example to show a Hispanic student successfully progress by using** culturally relevant books <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">can help ELLs make <span style="color: rgb(0, 0, 0)">successfully progress  <span style="color: rgb(0, 0, 0)">. Culturally relevant books make English easier for ELL students to understand text which written in the target language because they contain background knowledge/information that is familiar to the students. **As a result of using culturally relevant books**, students become more motivated and engaged in the texts; and they are also willing to read more in the target language. (By YL) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Germantown Academy ( 1996 ). //Multicultural Games// Washington: Germantown Academy. Retrieved on September, 15 , 2008 from : http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Directory.htm <span style="color: rgb(0, 0, 0)">This website provides a lot of multicultural games which were discovered by the students in Germantown Academy. It introduces the contemporary and ancient games all over the world and it also tells us how to play and where the games originate. (By YL) YOU MIGHT MENTION GAMES AND OTHER AUTHENTIC MATERIALS IN THE LANGUAGE LEARNING PROCESS IN YOUR MAIN POINTS. <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Hewlett W. & F. Foundation. ( 2005 ) //MACNEIL/LEHRER// Productions. <span style="font-size: 10pt; color: rgb(193, 200, 240)"> <span style="color: rgb(0, 0, 0)"> Retrieved on October, 6 , 2008 from : http://www.pbs.org/speak/education/ <span style="color: rgb(0, 0, 0)">This website is very interesting; it provides teachers with various tools to help not only bilingual students also people that speak different dialects. This curriculum was designed to support the “Do you speak American” **theory** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">?? <span style="color: rgb(0, 0, 0)">. In the many links in this websites there are some great materials that can help teachers understand how language works and how it can vary. (By JP) <span style="color: rgb(0, 0, 0)">   YOU HAVE NO TITLE HERE <span style="color: rgb(0, 0, 0)">Do you speak American IS THE TITLE <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Irujo, S. ( 2006 ). //To Use a Textbook or Not to Use a Textbook: Is That the Question?// N/A: Course Crafters. Inc. Retrieved on September, 15 , 2008 from <span style="color: rgb(0, 0, 0)">: http://www.coursecrafters.com/ELLOutlook/2006/jul_aug/ELLOutlookITIArticle1.htm <span style="color: rgb(0, 0, 0)">In this article, the author discussed the importance of textbooks, curriculum, lesson plan and professional development. Textbooks written by experienced teachers are good guides for new teachers because <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">they <span style="color: rgb(0, 0, 0)">provide a frame for what to do during teaching practice. Also, other teaching materials should be apply to meet the students’ variety needs and learning styles. (By YL) MATERIALS MUST BE AUTHENTIC AND MEANINGFUL. <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Kagan, O. & Campbell, R. ( 2003 ). Curriculum Guidelines For Heritage Language <span style="color: rgb(0, 0, 0)"> The Regents of the University of California (UCLA). Retrieved on October, 9 , 2008 from : http://www.international.ucla.edu/article.asp?parentid=24734 <span style="color: rgb(0, 0, 0)">In this article, the panel of researchers discussed the importance of heritage language and ways that teachers can continue to foster the heritage language while promoting growth in the dominant language. These professionals manage to create a very extensive curriculum that breaks everything into small components on how teachers should implement lesson that support the heritage language in the classroom. SUCH AS....(By JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> NCCIC ( 2007 // ) ////. **English Language Learners and Literacy Development** //. N/A : NCCIC is a service of the Child Care Bureau (CCB). Retrieved on October, 9 , 2008 from : http://www.nccic.org/poptopics/englang-learners.html <span style="color: rgb(0, 0, 0)">This website provides numerous links and resources for educators working with speakers of other languages. The main focus of several of the links is simply to help children that speak another language to overcome the many deficits they face in their educational experiences as they progress in school. **According to many sources from this website, when English is not the** <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial"> <span style="color: rgb(0, 0, 0)">Primary  <span style="color: rgb(0, 0, 0)">  <span style="color: rgb(0, 0, 0)">language  <span style="font-size: 10pt; color: rgb(240, 0, 255); font-family: Arial">speakers are <span style="color: rgb(0, 0, 0)">ELLs even if they are born in the US and therefore face similar challenges that many immigrant children face during their school years in the early grades. (By JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> Peregoy, S. F., & Boyle, O. F. (1993). //Reading, writing, & learning in ESL: A resource book for K-8 teachers.// New York: Longman Publishing Group. Retrieved on October, 9 , 2008 from : http://www.alliance.brown.edu/tdl/tl-strategies/be-principles.shtml  //THIS IS LINK DOES NOT MATCH THE REFERENCE HERE. PLEASE RE-DO IT. NOR DOES THE ANNOTATION MATCH SINCE THIS ARTICLE TALKS ABOUT HOME LANGUAGE SUPPORT// <span style="color: rgb(0, 0, 0)">In this article, the authors emphasize the importance of understanding what bilingual students go through during their learning experiences. It’s really important for teachers to know and understand that students’ different cultures have a major impact on their learning. The overall message of the article was that bilingual students should be encouraged to hold on to their roots while maintaining their membership in the larger social framework. (By JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> South, H. (1999). //Working Paper 5: The Distinctiveness of EAL: A Cross-Curriculum Discipline// Watford : NALDIC  Retrieved on September, 15 , 2008 from  <span style="color: rgb(0, 0, 0)">: http://www.naldic.org.uk/ITTSEAL2/teaching/EALpupils.cfm <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)">This article discussed that students learning English as an additional or foreign language have distinct and different needs because they are from diverse cultural backgrounds and communities with different understandings and expectations about target language learning. In order to tailor teaching methods, teachers should be aware of the variety of students’ needs and expectations. (By YL) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)">Templeton, S. (2004). //Spelling and the Middle School English Language Learne//. N/A: National Council of Teachers of English. Voices from the Middle, Volume 11, Number 4. Retrieved on September, 15, 2008 from: http://www.ncte.org/library/files/Free/Journals/vm/VM0114Spelling.pdf <span style="color: rgb(0, 0, 0)"> In order to teach spelling effectively to older ELLs, the article suggested that teachers should be aware of knowledge of characteristics of the English spelling system and assessment of spelling knowledge. **It is also pointed out that** the writing system of L1 affects English spelling, therefore teachers need to have familiarization about the characteristics of ELLs’ native language. (By YL) <span style="color: rgb(0, 0, 0)"> <span style="font-size: 14pt; color: rgb(51, 51, 153)">Extra Links by each member SPACE BETWEEN LINKS DELETE <span style="color: rgb(0, 0, 0)">l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="color: rgb(0, 0, 0)"><span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="color: rgb(0, 0, 0)">Davies, N. (2008). //Teaching and Learning.// N/A: //Professional Standards for Teachers// London. Retrieved on October 9, 2008 from: http://www.naldic.org.uk/ITTSEAL2/teaching/index.cfm<span style="color: rgb(0, 0, 0)"> (By JP) <span style="color: rgb(0, 0, 0)">l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="color: rgb(0, 0, 0)">Peterson, B. & Salas, K.D. (2004). //Working Effectively with English Language Learner .// Wisconsin: Rethinking Schools online. Retrieved on September, 15, 2008 from: http://www.rethinkingschools.org/publication/newteacher/NTBilingual.shtml<span style="color: rgb(0, 0, 0)">(By YL) <span style="color: rgb(0, 0, 0)"> l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ragan, A. (2006). Using adapted texts in ELL classrooms. //The ELL Outlook// 5(2). Retrieved on October, 9, 2008 from: <span style="color: rgb(0, 0, 0)">l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  http://www.coursecrafters.com/ELL-Outlook/2006/jul_aug/ELLOutlookITIArticle1.htm<span style="color: rgb(0, 0, 0)"> (By JP) <span style="color: rgb(0, 0, 0)"> l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> UCLA International Institute. ( n.d. ) // Language Materials Project: Teaching Recourses for Less Commonly Taught Language // Los Angeles : UCLA Retrieved on September, 15 , 2008 from  <span style="color: rgb(0, 0, 0)">: http://www.lmp.ucla.edu/AboutLMP.aspx?menu=008<span style="color: rgb(0, 0, 0)"> (By YL) <span style="color: rgb(0, 0, 0)"> l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Ulanoff, S.H. & Pucci, S.L. ( 1999 ). //Learning Words from Books: The Effects of Reading on Second Language Vocabulary Acquisition// N/A: Bilingual Research Journal. Retrieved on September, 15 , 2008 from : <span style="color: rgb(0, 0, 0)"> http://brj.asu.edu/v234/pdf/ar6.pdf<span style="color: rgb(0, 0, 0)"> (By YL) <span style="color: rgb(0, 0, 0)"> l<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Wilda, R. &Hector, O. & Richard, P. (2006). // Crosslinguistic Role of Cognitive Academic Language Proficiency on Reading Growth in Spanish and English. N/A: // CNET Networks, Inc. Retrieved on October, 9, 2008 from: http://findarticles.com/p/articles/mi_qa3722/is_200604/ai_n17186146/pg_3<span style="color: rgb(0, 0, 0)"> (By JP) <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)"> <span style="color: rgb(0, 0, 0)">