ESL-5005

Alasmari, N. J., & Althaqafi, A. S. A. (2021). Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy. Language Teaching Research, 1. https://doi.org/10.1177/13621688211046351
https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F13621688211046351
This article describes how a classroom management plan for an ESL classroom should focus on proactive strategies, address potential obstacles, and cultivate self-efficacy.

Adhikari, N. P. (2021). Pedagogical approaches for an effective classroom management. Interdisciplinary Research in Education, 6(1), 45-56. https://doi.org/10.3126/ire.v6i1.43421
https://www.nepjol.info/index.php/ire/article/view/43421/32961
This study identifies key pedagogical approaches for effective classroom management in an ESL setting, including the use of both proactive and reactive strategies, cooperative discipline, and culturally responsive teaching. It emphasizes that a well-managed classroom serves as a strong motivator for student learning and suggests that creating a collaborative, student-centered environment is crucial.

Ferlazzo, L., & Sypnieski, K. H. (2022). The ESL/ELL teacher's survival guide: Ready-to-use strategies, tools, and activities for teaching all levels. John Wiley & Sons, Incorporated.
Chapter 2: ELL Classroom Basics: Building a Positive and Effective Learning Environment. (pp. 17 – 46)
This chapter describes how the relationship between the students, teacher, and parents serves as a foundation for a positive, effective learning environment. It focuses on the three Rs of a successful ELL class: relationships, resources, and routines.
Chapter 15: Culturally Responsive Sustaining and Teaching. (pp. 379 – 381)
In this chapter, the authors posit that culturally responsive and sustaining pedagogy is a mindset that serves as a foundation for daily classroom practices. The focus of this mindset is to validate the cultural diversity of English Language Learners and use them as a tool to promote successful outcomes for all students.

Krashen, S. (2003). Exploration in language acquisition and use. Heineman. ISNB 978-0275979126.
https://www.sdkrashen.com/content/books/explorations_chapter_one.pdf
Chapter 1: Principles of Language Acquisition.
In this chapter, seminal author, Stephen Krashen, provides an overview of his theory of language acquisition, including the affective filter.

Krashen, S., & Terrell, T. (1998). The natural approach: Language acquisition in the classroom. Prentice Hall Europe.
https://www.sdkrashen.com/content/books/the_natural_approach.pdf
Read Chapter 2: Second Language Acquisition Theory (pp. 23 – 51).
The Natural Approach posits that language acquisition, an unconscious process, is essential for second language competence, while conscious learning merely acts as a monitor for refining language output. It emphasizes predictable stages of acquisition, the effectiveness of slightly challenging input, and the impact of learners' emotional states on their ability to absorb language.

Li, Q., & Zhou,Y. (2023). Enhancing EFL class design: Affective filter hypothesis in action. International Journal of Education and Humanities,9(3), 38-40. https://doi.org/10.54097/ijeh.v9i3.10161
https://drpress.org/ojs/index.php/ijeh/article/view/10161
In this article, the authors highlight the impact of emotions on primary learners' language acquisition, advocating for the use of the affective filter hypothesis to lower anxiety and create a conducive learning environment. It suggests that ESL classroom management should focus on fostering motivation, using diverse teaching methods, and creating positive, real-life learning experiences to enhance engagement.

Stephen D. Krashen. (n.d.) https://www.sdkrashen.com/
Review this website for books and articles written by the seminal author in language acquisition, Stephen Krashen.