Name: Juan Crisostomo Ibarra_________________________________________________________________________________

Program: Doctor of Philosophy in English Language Education_________________________________________________________

Annotated Bibliography with Insights

Theme Second Language Literacy

Working Title Literature-Based Instruction and English Language Education: Implications on Basic Literacy Skills among
K-to-3 Students in San Diego Elementary School
Introduction
This action research focuses on Filipino learners’ acquisition of English language competencies. Scholarship on second language
education and literacy is particularly rich because of the implications it has on children’s cognitive development, communication
skills, and achievement in other learning areas (e.g., math and science) and more complex literacy skills (e.g., academic writing). In
the Philippines, analyses have shown that students’ difficulties in reading and understanding English texts negatively impact their
performance in international large-scale assessments. One pedagogical approach that education experts agree can help improve
second language acquisition is literature-based instruction. To date, however, literature-based instruction has not been widely used
among early childhood educators in San Diego Elementary School. This action research, therefore, will investigate the effects of
using literature-based instruction as a pedagogical approach for K-to-3 students within the school. Results from the study can help
inform the delivery of English language teaching for the institution’s students.

Article 1 Annotation Insights

Title: Creative and critical approaches
to language
learning and digital technology:
Findings from a multilingual
digital storytelling project
Citation: Anderson, J., Chung, Y. C., &
Macleroy, V. (2018). Creative
and critical approaches to
language
learning and digital technology:
Presents findings from the global literacy
project, Critical Connections: Multilingual
Digital
Storytelling, which combines a focus on
language and digital communication with the
creation, sharing, and critiquing of personal
stories. Includes data from over 500 students
and 16 lead teachers at 13 schools in or near
London, as well as 3 schools in Algeria,
Taiwan, and Palestine. Examines how young
The digital approach used by the
researchers of this study can help me
concretize and operationalize
literature-based instruction in my
school for my action research.
Particularly interesting is how their
method involves clear phases (pre-
production, production, and
postproduction), which can help
demarcate the teaching processes I
 Findings from a multilingual
digital storytelling project.
Language and Education, 32,
195–211.
Article 2
Title: Shared book reading and
English learners’ narrative
production and comprehension.
Citation: Gámez, P. B., González, D., &
Urbin, L. M. (2017). Shared
book reading and English
learners’
narrative production and
comprehension. Reading
Research Quarterly, 52, 275–
290.
people moved through preproduction,
production, and postproduction phases of
digital story composition, making decisions
about their languages and representation.
Uses critical ethnographic methods to analyze
student learning and engagement, pedagogical
principles and structures, and implications for
policy and teacher professional development.
Annotation
Explores the relationship between exposure to
shared book reading and Spanish-speaking
English learners’ narrative production and
comprehension skills in kindergarten.
Participants included 21 kindergarten teachers
in a transitional bilingual education setting
and a random sample of their Spanish-
speaking EL students (n = 102). Data
included teachers’ recorded Spanish-language
book reading sessions, coded for extratextual
talk and gestures, and students’ oral retellings
of a silent cartoon in fall and spring, coded for
word tokens and story structure.
Comprehension was assessed using multiple-
choice questions. Through multiple regression
analyses, researchers found differential
influence of teachers’ social and linguistic
cues during book reading: specifically,
teachers’ extratextual talk predicted ELs’
narrative production (story structure) gains,
while
teachers’ gestures were positively associated
with narrative comprehension gains.
will implement in my research. If I
follow the model used in this
research, I might have to do
additional research on the integration
of ICT in literature-based instruction.
Insights
The participant used a negative
correlation that is indicated by the
correlation coefficient value (-0.236)
and data-collection methods used in
this research can serve as a model for
how I will engage my co-teachers in
my school for the action research. It
would be good for me to dive more
deeply into how multiple teachers
were involved in the research process
and how data from various classroom
sessions were collected and managed.
These details can help me in fleshing
out the Method section of my paper.
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Other Related Research

1. Alghasab, M., & Handley, Z. (2017). Capturing (non-)collaboration in wiki-mediated collaborative writing activities: The
need to examine discussion posts and editing acts in tandem. Computer Assisted Language Learning, 30, 664–691.
2. Eckstein, G., & Ferris, D. (2018). Comparing L1 and L2 texts and writers in first‐year composition. TESOL Quarterly, 52,
 137–162.
3. Gevers, J. (2018). Translingualism revisited: Language difference and hybridity in L2 writing. Journal of Second Language
Writing, 40, 73–83.
4. Holm, L. (2017). Constructions of the literacy competence levels of multilingual students. Language and Education, 31,
449–462.
5. Moses, L., & Kelly, L. B. (2017). The development of positive literate identities among emerging bilingual and monolingual
first graders. Journal of Literacy Research, 49, 393–423.

Research Questions
1. How can literature-based instruction be operationalized in teaching English among K-to-3 learners in San Diego Elementary
School?
2. Did K-to3 learners who received literature-based instruction have higher achievement rates in English compared to those
who received the usual kind of instruction used in the school?
3.

Sample annotations taken from:

Frederick, A., Crampton, A., David, S., … , & Thein, A.H. (2019). Annotated bibliography of research in the teaching of English.
Research in the Teaching of English, 53(3).