Palmer, D. K., & Martínez, R. A. (2016). Developing biliteracy: What do teachers really need to know about language? Language Arts, 93(5), 379–385. The author discusses the lack of teaching approaches to address the language gaps in Latino students due to overemphasis of monolingual instructions. The article also highlights the practice of code switching where multiple languages are being mixed during interactions. Read pages 379-385.
Masuram, J., & Sripada, P. N. (2020). Developing spoken fluency through task-based teaching. Procedia Computer Science, 172, 623–630. In this study, the authors discuss the need for task-based teaching for developing speaking fluency. Read pages 623-630.
Ribeiro, A., & Jiang, W. (2020). Enhancing ELLs’ second language acquisition with interactions. Kappa Delta Pi Record, 56(2), 77–81. Ways to engage learners in interactions in the classroom to promote second language development are discussed by the author. Read pages 77-81.
Beltramino, F. (2018). Three theoretical approaches to L2/FL teaching put into practice. Argentinian Journal of Applied Linguistics, 6(2), 26. In this article methods, simple and easy-to-apply classroom practices are suggested and explained. Read pages 26-32.