Question:

What are some resources available to people who are English learners?
Search Terms: Learning, Second Language, English Learners, Resources, Teaching, English Second
Language

Sources & Annotations:

1.) Daniel, Shannon M; Luke Conlin. (2015). Shifting Attention Back to Students Within the Sheltered
Instruction Observation Protocol. TESOL Quarterly 49.1, 169-187. doi: 10.1002/tesq. 213

Annotation: The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an

instructional framework to help elementary and secondary teachers support English language learners
(ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to
support ELLs learn subject-area content and skills while learning English, but the SIOP can still be
improved to enhance teacher learning.�

Keywords: English language learners, ELL, pedagogy

2.) Ezeh, Nnenna Gertrude, Esther Chikaodi Anyanwu, and Chibuzo Martin Onunkwo. “Dictionary
as an Effective Resource in Teaching and Learning of English as a Second Language:
Complementing Instructions.” English language teaching (Toronto) 15.4 (2022): 108-. Web.

3.) John Hickok (2005) ESL (English as a Second Language) Web Sites, Journal of Library
Administration, 43:3-4, 247-262, DOI: 10.1300/J111v43n03_18

4.) Hafner, Christoph A. (2015). Remix Culture and English Language Teaching: The Expression of
Learner Voice in Digital Multimodal Compositions�. TESOL Quarterly 49.3 [Special Issue:
Multimodality: Out from the Margins of English Language Teaching], 486-509. doi: 10.1002/tesq.
238
Annotation: A number of scholars maintain that the affordances of digital media to easily copy, edit,
and share digital content has led to the development of a remix culture in which the amateur creation
of cultural artifacts�often remixes, mashups, or parodies based on the creative works of others�has
proliferated. At the same time, in TESOL there is increasing interest in engaging students with
processes of digital multimodal composition, focusing not only on language proficiency as it is
traditionally conceived but also on the strategic use of multimodal resources and collaborative tools
to reach a wide authentic audience on the Internet.
Keywords: multimodality, composition, voice
5.) Toohey, Kelleen; Diane Dagenais, Andreea Fodor, Linda Hof, Omar Nu�ez, Angelpreet Singh,
Liz Schulze. (2015). That Sounds So Cooool': Entanglements of Children, Digital Tools, and
Literacy Practices. TESOL Quarterly 49.3 [Special Issue: Multimodality: Out from the Margins of
English Language Teaching], 461-485. doi: 10.1002/tesq. 236
Annotation: Many observers have argued that minority language speakers often have difficulty with
school-based literacy and that the poorer school achievement of such learners occurs at least partly
as a result of these difficulties. At the same time, many have argued for a recognition of the multiple
literacies required for citizens in a 21st century world.
Keywords: multimodality, multiliteracy, digital, literacy, achievement

6.) Spycher, Pamela. (2007). Academic writing of adolescent English learners: Learning to use 'although'.
Journal of Second Language Writing 16.4, 238-254.
Annotation: In this article, Spycher reports on the instructional effects of using linguistic analysis in
a high school English Language Development (ELD) class composed mostly of tenth to twelfth
grade native speakers of Spanish. The purpose of the instruction was to assist students to learn about
language by giving them a metalanguage with which to analyze texts and, ultimately, promote their
academic language development. Drawing on systemic functional linguistics, Spycher taught her
students how to identify the lexico-grammatical resources that create an authoritative stance, logical
relations between sentences, and textual cohesion. The three stages of her instructional model
included: '(1) explicit teacher modeling and explanation of how to analyze (or deconstruct) text; (2)
practice in deconstructing text, including opportunities for peer collaborative work; and (3)
independent practice' (p. 244). For stage 3, students used graphic organizers to identify meaningful
features of texts, e.g., use of cohesive devices. Instruction also included contrastive analysis so
students could identify the differences between 'everyday and academic ways of using English' (p.
249). Spycher focuses her article on the effects of the interventions on one student, Ernesto. She
analyzes before-and after-drafts of Ernesto's writing, showing how he learned to adopt a more
distanced third-person stance, to use the connector 'although' to signal concession in sophisticated
ways, and to use nominalizations like this + noun phrase to create cohesive ties between sentences.
She concludes that explicit attention to the features of academic language seems to have accelerated
Ernesto's writing development. Based on this, she cautiously suggests that ELLs can make rapid
progress in their academic writing development through the use of specific attention to and talk
about linguistic resources that are valued in academic writing. At the same time, Spycher concedes
several points: (1) not all the students were able to independently incorporate target linguistic
features in their revisions; (2) the study does not address the question of transfer over time; and (3)
the learning curve for writing instructors to acquire the linguistic knowledge 'requires intensive and
sustained professional development' (253). Spycher recommends that, if undertaken, such
language-explicit approach to writing instruction works best when instructors work within
supportive communities 'where collaborative efforts between researchers, teachers, and students
could result in useful insights and concrete pedagogical tools' (253). [Zak Lancaster & Andrea R.
Olinger, Teaching Grammar-in-Context in College Writing Instruction: An Update on the Research
Literature, WPA-CompPile Research Bibliographies, No. 24]
 Keywords: data, secondary-school, ESL, cohesion, 'although', systemic functional
linguistics, SFL, metalanguage

Notes:

CENTRAL ARTICLE: Source 1: Daniel, Shannon M; Luke Conlin. (2015). Shifting Attention Back to
Students Within the Sheltered Instruction Observation Protocol. TESOL Quarterly 49.1, 169-187. doi:
10.1002/tesq. 213

1.) What is the purpose of this article?

In the U.S classrooms have started to shift away from English language learners classes and started
reducing the segregation between the classes. The purpose of this article is to talk about the Sheltered
Instruction Observation Protocol (SIOP) as a way that teachers are helping students who are English
Language Learners. This model was developed by researchers at the Center of Research on Education,
Diversity and Excellence. The article talks about the SIOP model and how teachers misinterpret it as a
way that’s teachered central rather than focusing on the “students' thinking, actions, and sense-making in
the classroom.”

2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
The article was more about seeing how the SIOP model is being implemented into classrooms. They were
looking at the case of Becca, an educator, and how she uses the SIOP model in her classroom by not
really deeply reflecting on what the students think. The article argues that they have recommended adding
more SIOP items onto the checklist that focus on the students.

3.) What did the scholar(s) find out or argue about?

The article argues that the teachers focus more on the teacher’s actions rather than the ideas that the
student’s have when using the SIOP model. The SIOP found that in Becca’s case, who was a teacher, she
used the SIOP checklist to help her instruct students. However, one of the problems with the way that
teachers use the SIOP model is that they just see the items in the models as a checklist to mark off during
their day. The article also argues that the SIOP model involves a lot of training and support for teachers.

4.) What is the significance of the research or main argument?

The significance of the article is that it is looking at the SIOP model which is used in classrooms by
teachers in order to help English learners in classrooms. The article argues that instead of correcting
students, the instructors should work on understanding the students' ideas and working to support the
students' ideas and work on building the students' ideas onto their argument. This case happened to a
teacher called Lynn who said that instead of being corrected she was allowed to experience figuring
things out for herself. Lynn has since then implemented this method of attending to her students' thinking
in her classroom.
 5.) What research still needs to be done?
The article argues that they still need to find a way that they can support the teachers by either training in
which students are able to build their ideas. The researchers also mention that they think that the
recommendations they have provided are not sufficient enough so they hope that the teachers, educators
and administrators who are using the SIOP model consider ways that they can draw their attention back to
the students. SIOP says that they still want to work towards having the training be more extensive.

Source 2: Ezeh, Nnenna Gertrude, Esther Chikaodi Anyanwu, and Chibuzo Martin Onunkwo. “Dictionary
as an Effective Resource in Teaching and Learning of English as a Second Language: Complementing
Instructions.” English language teaching (Toronto) 15.4 (2022): 108-. Web.

1.) What is the purpose of the article?

The purpose of this article is to argue that the dictionary is an effective learning resource that can be used
in an English Second Language environment. The article claims that the teachers can implement the use
of dictionaries in their classrooms more which would help the students learn the English language more.
2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
The study that the researchers conducted involves using dictionaries among English Language learners in
Nigeria for learning and instruction purposes. The study was conducted among secondary students and
teachers in Nigeria who are in public and private schools. The study used a quantitative survey to ask
questions and there were also interviews. The research showed that almost all teachers used dictionaries
as a learning resource and students also used dictionaries and agreed that it was an effective learning tool.
The researchers in the end found that the dictionaries are an effective learning tool for English learners
with a majority of 95% of students agreeing while 5% disagreed.
3.) What did the scholar(s) find out or argue about?
The article argues that the students can receive maximum benefits from the dictionary if they are trained
to use it. The article claims that students must use the dictionary in order to learn how to read, develop
their vocabulary and improve their language skills since the teachers cannot cover these aspects due to the
other class activities they have to do during the school day.
4.) What is the significance of the research or main argument?
The significance of the research is that it shows us the effectiveness of dictionaries and how the students
agree that the dictionary has a good effect on their learning of English. The article argues that dictionaries
serve as an incentive for students to master the language and also in reaching competence when they are
learning a second language.
5.) What research still needs to be done?
The article argues that they still need to research how dictionaries affect classroom based language
instruction. The researchers also argue that they still need to also figure out how language learners gain
mastery and independence and confidence in themselves when learning English as a second language.
Source 3: John Hickok (2005) ESL (English as a Second Language) Web Sites, Journal of Library
Administration, 43:3-4, 247-262, DOI: 10.1300/J111v43n03_18

1.) What is the purpose of the article?

The purpose of this article is to provide resources for not only English learners but also librarians to help
teachers. The purpose of the article is to provide websites available right now for educators and learners
of the English language.
2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
Scholars in this article do not carry out a study. The main purpose of the article is to highlight resources
for students who are learning English as a second language and also to help teachers learn about websites
that have resources that they can use in order to help their students.
3.) What did the scholar(s) find out or argue about?
The article argues that the amount of English learners has increased in the U.S in the past decades. The
article also states that many ESL students visit the libraries as a place where they can find materials that
can assist them in learning English.
4.) What is the significance of the research or main argument?
The significance of the article is that it is able to provide websites that students can use in order to
strengthen their ability to learn the English language. I think that this website seems very helpful for
students since they provide links where students can practice their grammar and also get tutorials on
writing and idioms. There are also resources for teachers that can provide them training and also learn
testing procedures. I would say that it also helps that some of these are games and activities that students
can do which can help make the learning process a little bit easier for students.
5.) What research still needs to be done?
I would say that this article should research the effectiveness of students using these websites compared to
students who don’t use these websites to help them learn English. This would help us see how much a
student can be helped when they take advantage of these websites available to them.

Source 4: Hafner, Christoph A. (2015). Remix Culture and English Language Teaching: The Expression
of Learner Voice in Digital Multimodal Compositions�. TESOL Quarterly 49.3 [Special Issue:
Multimodality: Out from the Margins of English Language Teaching], 486-509. doi: 10.1002/tesq. 238

1.) What is the purpose of the article?

The purpose of the article is to show how English learners adopt the way of remixing in a course of
science in Hong Kong. The practice of repurposing multimedial compositions sometimes assists the
students; however, it can also take away from their expression of student voice. When it refers to
multimodal composition it talks about the activities that engage learners in digital tools which include
writing, image and sound. The frameworks of using digital multimodal compositions could help in
teaching language and literacy courses, according to the article.
 2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
The study that the researchers conducted was over the course of 15 months and it had a qualitative
interpretive approach. 52 students were part of the study and they filled questionnaires on their
background. Students were asked to also attend a focus group activity and the researchers analyzed the
written and verbal language that the students spoke in.

3.) What did the scholar(s) find out or argue about?

The article says that English language learners using or incorporating media in their productions could be
problematic. The reason is because they say that copyright and plagiarism need to be considered among
the multimodal instructional practices.
4.) What is the significance of the research or main argument?
The article says that they assume that the digital video can be used as a way to teach the English language
through this activity. The purpose of the article is to show how students have implemented the cultural
practice or remix which can help them express themselves. This is significant because the multimodal
composition can be able to help English learners express themselves and in turn this could help them
practice the English language.
5.) What research still needs to be done?
The article states that there will probably be issues when it comes to using digital literacies when teaching
English to those who are second language learners. One of the issues from the study, according to the
paper, is that students need to be explained what remix is and what kinds are acceptable in sorority and in
school. Schools also need guidance regarding the sources that could be incorporated into the multimodal
compositions.

Source 5: Toohey, Kelleen; Diane Dagenais, Andreea Fodor, Linda Hof, Omar Nu�ez, Angelpreet Singh,
Liz Schulze. (2015). That Sounds So Cooool': Entanglements of Children, Digital Tools, and Literacy
Practices. TESOL Quarterly 49.3 [Special Issue: Multimodality: Out from the Margins of English
Language Teaching], 461-485. doi: 10.1002/tesq. 236
1.) What is the purpose of the article?
The purpose of the article is to show that video making can help students who are ELLs. The article
argues that students who speak the minority language have difficulty with learning literacy in school and
by engaging English learners in digital literacy activities it can help them in practicing their literacy.

2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
The scholars carried out studies based on two different questions. “What multimodal literacy practices do
ELLs and their peers employ in the creation of digital video texts?” “How might theories of the material
assist us in analyzing how ELLs engage in digital literacy activities?” In order to answer the first question
the scholars preserved data that showed the children were able to all produce activities that showed them
collaboratively engaging with each other. As for the second question, the researchers believe that by
introducing these digital tools in classrooms it can change what happens and can be used to accomplish
objectives that the school has.

3.) What did the scholar(s) find out or argue about?

The scholar argues that different communicative modes can be helpful for students who are ESL while
still saying that spoken and written language are important. The researchers found that the video making
exercise that they did while being engaged allowed them to engage with their peers in many multimedial
literacy activities that did not provide privilege to the native English speaking children. The article argues
that teachers should explore using these kinds of activities such as video making as a way that they can
help their students who are learning English. The article also mentions that the video making activity
would be especially helpful due to the increase of demand in the world to have multiliteracies and
multimodalities skills.

4.) What is the significance of the research or main argument?

The article argues that children who speak another language different from the schooled language which
the majority speak are not able to do as well as their other peers. The article argues that these difficulties
make it more difficult for students to learn when they are in school due to the printed language.

5.) What research still needs to be done?

The researchers in the article argue that they still need to research more about the materiality theory on
their analysis in ELL’s and video making. The researchers mention that there are a lot more ideas that can
be applied to the theory and that they only began the process.
Source 6: Spycher, Pamela. (2007). Academic writing of adolescent English learners: Learning to use
'although'. Journal of Second Language Writing 16.4, 238-254.
1.) What is the purpose of the article?
The main purpose of the article is to show some of the challenges that English learning students face
while learning the language and literacy. The article also discusses some of the language resources that
students were able to take on when they were following the instructions. The article says that teachers can
help students by helping them incorporate linguistic analysis.
2.) Have the scholars carried out a study? If so, what methods did the scholar(s) use to answer their
research question?
The researchers conducted the study in a high school English Language Development class in California.
The majority of the students in this class had little exposure to English prior to immigrating. However, the
students were able to read and write proficiently in their native language. Instructional practices were
used in the ELD classroom and three types of stages were used. These stages were explicit teaching,
deconstructing and independent practice.
3.) What did the scholar(s) find out or argue about?
The researchers found that in order to help English learners they can provide students an opportunity to be
able to learn by getting practice on how the language works. This approach would be reached by using
instructional resources and strategies that can be used during discussions in the classroom. The
researchers also argue that this method of learning will not be easy nor fast and that in order to teach
academic discourse they need to “unpack” it in order to be able to teach it more effectively to their
students. It’s also pointed out that teachers can receive guidance from experts and collaborate in
communities where they (teachers) can share the challenges and successes that they face through
resources.
4.) What is the significance of the research or main argument?
The significance of the article is that we are able to see the perspectives of students as they are learning
English. With Ernesto, we were able to see the case of how he was learning the English language and was
struggling with using more dense language. We were able to see the researcher make students incorporate
and consider questions. Overall, the researcher looks at what the students are struggling with , which is
using mostly everyday language in their writing and helping them make their writing more dense by
turning the process into something verbal.
5.) What research still needs to be done?
The researchers in the paper state that there were limitations that were not addressed. One of the students
in the class, Ernesto, says that the instructional activities helped him to promote his writing development.
However, the researchers do not know whether the writing development was able to be sustained over
time and if Ernesto was able to begin understanding how to write for his other classes. More study also
needs to be done in order to determine if students can use linguistic resources in other contexts after they
have practiced after being taught.