Annotated Bibliography

Herbert, K. (2017). I Won’t Learn From You: Thoughts On The Role Of Assent Learning.
In A. Darder, R. D. Torres, & M. P. Baltodano (Eds.), The critical pedagogy reader (3rd ed.)
(pp. 625-625). New York, NY: Routledge.

Summary

Herbert explains that some students choose to not learn which can be confused for failure to

learn. Students choose to do this in order to protect themselves and feel safe. They create this

mindset based on their experiences and backgrounds. Being able to recognize this difference is

crucial in order for students to not fall through the cracks. These students who choose to not

learn do so for a reason that is important to them. For instance, some student’s shutdown because

the text they are given is racist towards their culture. Herbert chose to tell stories of a few

different students from the past that dealt with not learning and were being confused for failure

to learn students.

Disposition

After reflecting, I am able to recognize that it is my responsibility as a professional to be aware

of my students and recognizing those who are choosing to not learn. I currently work at a Tile I

school with 67% English Language Learners and of that percentage 82% are newcomers.

Reflecting on the curriculum that my district has adopted, I can see how some of my students

could take on the “not learn” attitude due to a lack of cultural relevance. I can prepare for this by

backwards mapping the units and taking a look at the texts provided by the district curriculum.

With my students in mind, I will then supplement any materials needed based on cultural, gender

and class relevance.

Peterson, R. E. (2017). Teaching How To Read The World And Change It: Critical
Pedagogy In The Intermediate Grades. In A. Darder, R. D. Torres, & M. P. Baltodano
(Eds.), The critical pedagogy reader (3rd ed.) (pp. 382-399). New York, NY:
Routledge.

Summary
Peterson examines how teaching professionals can engage students in lessons and activities that

prepare them for a global world and how to make change. He believes in the problem posing

method where dialogue and reflection are based around student interests. This idea recognizes

that students have experiences and backgrounds that can be tapped into and will allow for them

to be more engaged in their learning as well as foster a more positive outcome. Peterson provides

various methods that allow for educators to implement this in their classroom: teaching reading,

spelling, and writing that center around the students’ experience, language, and culture, writing

for purpose by generating themes that excite the students based on their community,

incorporating self-esteem building activities, making conversations dialogic and an interactive

process, engage students in thinking about the validity of texts by asking deeper questions, and

teaching social responsibility.

Disposition

As a teaching professional, this chapter supports my disposition towards equity-oriented

teaching. I am a firm believer in taking into consideration all of my student’s cultural

backgrounds and experiences when planning lessons and choosing texts. I have several students

who are refugees and those who come from a low-economic background. By applying these

methods my students would benefit tremendously and there will be a significant increase in

engagement. Peterson writes this chapter for intermediate grades, however I can modify these

methods to work with my primary aged students. This chapter recommends teaching students

how to engage in dialogic conversations. This is something that I am familiar with from my EL
training at my site and have seen this method work wonders. I believe that early exposure to

these methods will only benefit the students as they progress in their schooling.

Hooks, B. (2017). Confronting Class In The Classroom. In A. Darder, R. D. Torres, & M.

P. Baltodano (Eds.), The critical pedagogy reader (3rd ed.) (pp. 181-187). New York, NY:
Routledge.

Summary

Confronting Class in the Classroom delves into the idea of the lack of recognizing class

differences in the classroom. Hooks points out that class is not recognized in the education

system. Being able to recognize how those of a different class behave and interact and looking at

this as a positive rather than a deficit can create a more equitable environment for all. By failing

to recognize these differences and not empowering them some students are losing out on learning

while other students are losing out on what these students could be teaching them. Hooks pushes

for the education system to recognize the differences of classes and embrace them by creating a

safe environment for all to feel heard.

Disposition

As an ever growing professional I intend to be more aware of this in my own classroom. I would

like to adjust my rewards system to reflect the positive behaviors of those who come from a

different class background. This would allow for a more equitable opportunity for rewards as

well as encouraging those positive behaviors that may typically be seen as negative. Also, I am a

firm believer in students being the voice in the classroom. I am a first grade teacher and I’m

always looking for ways for my students to engage in public speaking. I allow for my students to

be the ones to give the directions to the class before a transition. I will whisper into their ears the
directions and they will say it aloud. This creates self-esteem for the students and also allows for

them to practice speaking in public, which is key to having your voice be heard.

Douglas Allford (2013) Vygotsky, metalanguage and language learning, The Language Learning

Journal, 41:1, 129-133, DOI: 10.1080/09571736.2012.710367

Summary:
Douglas Allford published this article to rebut the claims of nativist and instead look at

L2 development through the lens of Vygotsky. Nativist believe that people have an innate ability

to learn language. Through research, Douglas Allford argues that this is not true for all whereas

sociocultural theory can be applied to anyone who is learning a language.

Theoretical Framework
This journal article uses Vygotsky’s theory to support the Language Learning Journal.

Vygotsky believes that learning a new language is simply not transmission, but interaction. He

was a firm believer in Sociocultural theory which means that people are shaped by their

interactions with others and the culture in which they live in.

Reflection
This article supports the notion that academic language instruction is key for ELLs and

native speakers with a low vocabulary wealth. One cannot rely on the idea of all persons are

equipped innately to acquire language. This is not true for all language learners.

Edmonds-Eveland, E. (2019). Linguistic support and ELL access to complex texts: Curriculum

enhancements to support educational equity (Order No. 22616291). Available from ProQuest
Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2307785599).
Retrieved from http://proxy.lib.csus.edu/login?url=https://search-proquest-
com.proxy.lib.csus.edu/docview/2307785599?accountid=10358

Summary:
This study has a focus on EL students and how strategies can support them in being able

to access complex text. The language acquisition scaffolds for ELs include: background
knowledge, vocabulary, visuals, discussion, and extension. Students should be provided

scaffolds instead of materials at their level.

Theoretical Framework:
The SIOP model is referenced in this study. The SIOP model supports the idea that

teachers should be developing lessons to make content comprehensible for EL students while the

students are simultaneously developing their English language.

Reflection:
Wested and GLAD strategies are research-based just like the SIOP model and the EL

language acquisition scaffolds. The purpose of scaffolds or strategies is to ensure that EL

students are given the proper tools to successfully access their grade level content. This supports

the strategies that I am using in my study.

Saborido, S. M. (2016). A survey report of ELL strategies in the miami dade county school
system  (Order No. 10053365). Available from ProQuest Dissertations & Theses Global: The
Humanities and Social Sciences Collection. (1776605152). Retrieved from
http://proxy.lib.csus.edu/login?url=https://search-proquest-
com.proxy.lib.csus.edu/docview/1776605152?accountid=10358

Summary:
This study delves into the data around strategies used to teach ELs and how those

strategies relate to the practice and those implementing the strategies. A survey was given to 20

content-area teachers and their responses reflected their feelings about the importance of each

strategy and how often they were integrated.

Theoretical Framework:
Cummins theory of BICS and CALP is referenced in this study. Jeff Zwiers is also

mentioned due to his expertise in second language acquisition.

Reflection:

Although this research is for Miami Dade County, it reinforces the importance of

research-based strategies for EL students across the United States.

Sibold, C. (2011). Building English Language Learners’ Academic Vocabulary Strategies &
Tips. Multicultural Education, 18(2), 24–28.

Summary:
This article was published to provide academic language strategies that will support both

native and ELL students throughout the reading process. Direct instruction is key for a student to

understand the vocabulary necessary for the reading. In addition to direct instruction, parents can

support their child’s academic language acquisition through the use of games to reinforce and

repetition. Students who come in with a smaller wealth of vocabulary knowledge are at a

disadvantage. These tips and strategies are what will support these kinds of students in their

ability to comprehend text.

Theoretical Framework:
This article discusses the Three Tier Model that breaks vocabulary up into those three

tiers. Tier one includes basic words, tier 2 includes general academic and multiple meaning

words, whereas tier three includes specific content words.

Reflection:
Claire Sibold’s journal article provides many tips and strategies for not only teachers, but

parents as well. It is of utter importance for teachers to foster and plan many reading

opportunities for ELL students and native students with low vocabulary wealth.

Schleppegrell, M. (2012). Academic Language in Teaching and Learning. Introduction to the

Special Issue. The Elementary School Journal, 112(3), 409-418.

Summary:
 Students come into school on varying levels of their language registers. Most students do

not come prepared to engage in academic discourse. This could due to various reasons as to why

the registers that are developed do not include one that is appropriate for school or they are an

English Language Learner. Children are able to pick up early on that language is used differently

in certain settings. The research from this article supports the notion that students need social

experiences to develop a wide range of registers in addition to the genre in order to comprehend

and produce.

Theoretical Framework:
Schleppegrell looks to the Systemic Functional Linguistics theory to support her research

and findings. SFL looks at how language is constructed and its meaning in a particular context.

Reflection:
In order for children to develop their academic and other genre registers, teachers need to

be educated in this area.

Wessels, S. (2011). PROMOTING VOCABULARY LEARNING FOR ENGLISH

LEARNERS. The Reading Teacher, 65(1), 46-50. Retrieved from
www.jstor.org/stable/41331572

Summary:
This source harps on the importance of effective vocabulary instruction for EL students.

Vocabulary instruction is of high importance because without such students are unable to

comprehend the content that is being read. This is especially true for ELs because they do not the

same experiences as native speakers. The article provides five characteristics of vocabulary

instruction that can be integrated throughout the reading process.

Theoretical Framework:
 This article uses a research-based strategy to show how well they support the five

characteristics of vocabulary instruction throughout the reading process. The strategies

mentioned in the text is a vocabulary quilt.

Reflection:
Wessels article allows for someone to understand the importance of vocabulary

instruction for EL students. In addition, she provides a plan and strategy for implementing

vocabulary instruction.