ESL-7600 v2

Lau, W. S., & Shea, M. (2024). Empowering English learners in the classroom through culturally responsive social-emotional teaching practices. Journal of Multilingual and Multicultural Development, 45(7), 2880-2897. https://doi.org/10.1080/01434632.2022.2078337
In this paper, the authors examine the role of culturally responsive teaching in literacy classrooms, and the CULTURE framework, which promotes inclusive classroom practices, is introduced. The authors recommend ways to create equitable learning environments where EL students can integrate their cultural identities, lived experiences, and strengths into their literacy development, fostering self-empowerment and social responsibility.

DeMatthews, D., & Izquierdo, E. (2018). The importance of principals supporting dual language education: A social justice leadership framework. Journal of Latinos & Education, 17(1), 53–70.
This resource explores the crucial role of administrators in Dual Language Education programs. Consider how principals can set the tone and advance the school culture/climate.

Yaccob, N. S., Rahman, S. F. A., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., Aldaba, A. M. A., Yunis, M. & Hashim, H. (2022). Gamifying ESL classrooms through gamified teaching and learning. Arab World English Journal, (8), 177-191. http://files.eric.ed.gov/fulltext/EJ1362665.pdf
By reviewing existing literature, the authors highlight that incorporating game elements into ESL lessons can enhance students' motivation, engagement, and competitiveness, leading to more meaningful learning experiences. However, they caution that while competition can stimulate participation, creating a supportive environment is essential to prevent potential demotivation.

Fikray, F. M., & Habil, H. (2022). The implementation of literature teaching approaches in the ESL classroom: A systematic review. LSP International Journal, 9(1), 149-165. https://doi.org/10.11113/lspi.v9.18595
In this article, the authors examine various literature teaching approaches used in ESL classrooms through a systematic review of 22 journal articles. It identifies six main approaches: information-based, paraphrastic, stylistic, language-based, reader-response, and moral-philosophical. They also address teachers' challenges, including large class sizes, time constraints, and learner attitudes. The study highlights the need for appropriate teaching methods and suggests addressing these challenges to improve the teaching of literature in ESL contexts.

Mugadza, J., Kilag, O. K., Hubahib Jr, S., Villaver Jr, M., Najarro, P. A., & Dacanay, L. (2024). Shifting paradigms in language education: Assessing the role of flipped learning in high school EFL/ESL instruction. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 1-6. https://doi.org/10.5281/zenodo.11099479
In this article, the authors examine the role of flipped learning in high school EFL/ESL instruction, emphasizing its potential to enhance student engagement, learning outcomes, and language proficiency. It highlights the benefits of flipped learning, such as increased learner autonomy, flexibility, and deeper classroom interactions, while addressing challenges like technology access, teacher workload, and the need for professional development.

Hien, L. T. (2021). Communicative language teaching in teaching ESL for university students. Journal of English Language Teaching and Applied Linguistics, 3(6), 49-57. https://doi.org/10.32996/jeltal.2021.3.6.7
This article highlights CLT’s advantages for university students, including increased student engagement, real-life language application, and a learner-centered classroom. It also discusses challenges such as large class sizes, lack of teacher training, and traditional exam-focused education systems, particularly in Asian contexts. The study suggests strategies for effective CLT implementation, such as integrating authentic materials, designing interactive classroom activities, and offering professional development for educators.

Robertson, K. (n.d.). How to connect ELLs’ background knowledge to content. Colorín Colorado.
https://www.colorincolorado.org/article/connect-students-background-knowledge-content-ell-classroom

Classroom videos. (n.d.) Colorín’ Colorado. https://www.colorincolorado.org/videos/classroom-video
This website contains videos highlighting effective instruction of EL students. Browse the modules for inspiration for your learning activities for this week’s assignment.

The Internet TESL Journal. (n.d.) http://iteslj.org/
Lesson plans, classroom handouts, teaching ideas, and links for the ESL classroom. There are many ideas here that you might re-purpose for your assignment for this week.