Alberta E., (2007). English as a second language: Guide to implementation. Edmonton : Alberta education publisher.
In this book Alberta review information and sample strategies for establishing ESL programming and creating a successful learning environment. It also focuses on the use of effective instructional strategies for planning, applying activities, and evaluating for ESL students from Alberta schools of different levels of proficiency. This book is useful to my research topic because it suggest specific teaching strategies to promote students speak and communicate in a second language. The main limitation of this book is that the book is restricted only for ESL children. This book will form the basis of my research because it contains teaching strategies to promote students participate on speaking activities.
Ehow: Challenges of teaching in ESL & English-speaking classrooms, (2011). Retrieved on October 13th, 2011, from http://www.ehow.co.uk/info_7964867_challenges-teaching-esl-englishspeaking-classrooms.html
In this article Ehow explains the challenges that ESL teachers face when teaching in ESL and English-speaking classrooms. The author divides these challenges into: Language barriers, cultural clashes, students’ needs, and class sizes and materials. This article focuses on the way ESL teachers could take over the challenges they may present. This article is useful for teachers who have problems when facing the kinds of challenges this article is talking about. The main limitation of this article is that challenges presented are just for ESL teachers for adults. This article will not form the basis of my research; however it will be useful supplementary information for my research.
Helmer, S., & Eddy, C., (2003). Look at me when I talk to you: ESL learners in non-ESL classroom. Ontario: Pippin publishing corporation.
In this book Helmer & Eddy focuses on the way teachers instruct ESL students with different backgrounds to make them proficient for communicating in the ESL classrooms. It tends to provide the roles and main aspects of culture and communication to describe and interpret scenarios experiences by both elementary and secondary school. This book is useful to my research topic because Helmer & Eddy assumes that using language to communicate forms the basis of what goes in the classroom. The main limitation of the book is that it only focuses on theory. However, it will be useful supplementary information for my research.
Hite, C., & Evans, L., (2006). Mainstream First-Grade Teachers' Understanding of Strategies for Accommodating the Needs of English Language Learners: Teacher Education Quarterly, 33(2), 89-110.
In this article Hite & Evans review the growing numbers of second language students that come with varying levels of English proficiency. The authors used data gained through surveys and interviews of practicing first-grade teachers from Florida USA to try to obtain general information related to how the teachers adjusted their teaching for English language learners. This research focuses on only on first-grade teachers of elementary schools. This document is useful to my research topic because it contains information related to how promote students participations and learning. This main limitation of the article is that one or two teachers from each school chose not to participate. This article will be useful for me to design my methodology of my own research.
Marulanda, Z. (2010). Benefits of social and emotional learning in challenging schools 1: Social and emotional learning strategies to support students in challenging schools. Retrieved from Online Submission, Master's Thesis, Dominican University of California. (ED509463)
In this article Marulanda review the influences that social and emotional leaning have by creating a relaxing and comfortable learning environment inside the classroom. The author use data gained through classroom observations and interviews with teachers form northern California. This research examines the effects of implementing a Social and Emotional Learning (SEL) approach for students as part of the regular education for elementary public schools. This article is useful to my research topic because it promotes comfortable environments for learning a second language. The limitation of the article is that there was a limited amount of time spent in the classrooms. This article will form the basis of my research because it contains different strategies to promote an appropriate leaning environment.
Sander, P., & Sanders, L. (2005). Students’ presentations: Does the experience change their views?: Psychology teaching review, 11(1), 25-41.
In this article Sander & Sanders indicates the use of alternative teaching methods such as small groups, laboratory work, or research projects as ways to stimulate students to present certain topics in front of the class. Two groups were evaluated through questionnaires and scales: The first one followed student’s non-assessed presentations, and the second followed students’ assessed presentations. Their research focuses on the implementation of useful strategies to motivate students to present orally in front of the class. This article is useful to my research topic because it suggests some strategies to promote students’ participation on speaking activities principally. The main limitation of this study is that the survey sample was restricted to adults. As a conclusion, the authors indicate that this study shows that getting students to give presentations can have beneficial effects on academic confidence. This article will promote to my research certain motivational strategies.
Savignon, S.,(2002). Interpreting Communicative Language Teaching : Contexts and Concerns in Teacher Education. New Haven, CT, US: Yale University Press.
In this boo Savignon review the different contexts and concerns where students are involved through the processes and goals in classroom learning. It focuses mainly on the term (communicative competence) to characterize the ability of classroom language learners to interact with other speakers in order to convey meaning. This is book is useful to my research topic , as Savignon suggests that teachers must encourage students to ask for information, permission, or even taking risks to speak the second language. The limitation of the book is that is only a theoretical one. Therefore, this book will not form the basis of my research.
Teaching diverse learners: Oral language, (2006). Retrieved on October 7th, 2011, from http://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtml
In this article the author emphasizes that English language learners need daily opportunities to learn and practice oral English in order for their literacy skills to increase. It also mentions that a proficient input is the best beginning for student to learn the English second language. This article focuses on the use practical strategies for teachers to increase students’ oral participation through involving the other skills. The article is useful to my research, as Teaching diverse learners suggest the implementation of certain strategies would promote students’ participation. There is no limitation on this article. This article will form the basis of my research because it will give me the necessary strategies to promote students’ participation on speaking activities.
The National Capital Language Resource Center: Strategies for developing speaking skills, (2004). Retrieved on September 25th, 2011, from http://www.nclrc.org/essentials/speaking/stratspeak.htm
In this article the author indicates the speaking skill a crucial part of the language learning process, and not just the ability to speak a language as a product of language learning. This article focuses mainly on the speaking strategies effective teachers use in order to promote students leaning and at the same time oral participation in class. This article is useful to my research topic because it provides specific speaking strategies to promote students speak and participate in class. The main limitation of the article is that it is too short. This article will form the basis of my research because it contains relevant information about speaking strategies.
The teaching center: Increasing student participation, (2009). Retrieved on September 25th, 2011, from http://teachingcenter.wustl.edu/increasing-student-participation
In this article teaching center states that teachers can imporve students’ participation in their courses by dedicating time to shaping the environment and planning each class session. The main goal of increasing participation is not to have every student participating in the same way or time. Instead, the goal is to create an environment in which all the students have the opportunity to learn by giving ideas or view of points. This article is useful to my research because it explains some ideas about how to increase students’ participation inside the classroom. The main limitation of this article is that is majorly focused for teenagers and adults. This article will form the basis of my research due to it contains specific information that could be useful for applying it for children.