Teacher Leadership

I. Alexandra Campbell. 2012. The Phenomenological Study of ESL Students in a Project-based Learning Environment. International Journal of Interdisciplinary Social Sciences. Common Ground Publishing. Vol 6 Issue 11. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

This research study tried to investigate the vigor and frailty of the New Tech project based learning environment. Focus is given on the learning needs of ESL and ELL students. The study was conducted in a New Tech school in Texas. English and World History was combined in new tech schools. There is a major thrust in project based learning where students are instructed to work in groups using several resources provided for especially in content learning. Learning English as a second language are also included in the completed projects. Results revealed that for ELL students, there is an adequate opportunities for talk time with native speakers but limited time for direct instruction of the content and language goals.

II. Hamed Mubarak Al- Awidi and Sadiq Abduwahed Ismail. 2012. Teachers’ Perceptions of the Use of Computer Assisted Language Learning to Develop Children’s Reading Skills in English as a Second Language in the United Arab Emirates. Early Childhood Education Journal. Springer Science + Business Media LLC. DOI 10.1007/s10643-012-0552-7. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

This article explored the perceptions of ESL teachers in the use of Computer Assisted Language Learning among students in the UAE. The government of the UAE has instructed educators to give priority in teaching the english among children so they may be binlingual in order for them to be globally competitive. CALL was established to teach and polish reading and listening comprehension of young students. The article explored on the reported on the benefit of the CALL like active interaction and differentiated instruction. The hindrance of the CALL is the deficiency of resources in UAE government schools which led to the wise recommendations of the repondent ESL teachers that may help out for CALL to be successful.

III. Kathearine Nielson. 2014. Can planning time compensate for individual differences in working memory capacity?. Language Teaching research. SAGE Publications. Vol 18 Issue 3. DOI 10.1177/136216881 3510377. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

This article is about language students both of high and low working memory. There is a great advantage for those language students with high working memory in learning a second language. Didactic intervention is concluded by the author confronting constraints by learners with low working memory that may be beneficial for both students and instructors. It was shown that planning time may be able to help out in the processing time for students with low working memory. The research subjected both high and end working memory students. Results revealed that students with pre planning time offer more fluent and complex speech compared with learners with no planning time.

IV. Kristen Hummel. 2013. Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits. Canadial Modern Language Review. Vol 69 Issue 1. ISSN 008-4506. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

This article was about a research about french speaking students studying in Quebec Canada. The author aimed in observing the effects of interactions with French speaking students on their linguistic self confidence in learning the English language. The research made use of a qualitative method using semi structured questionnaire. The respondents were given a chance to explain their views on issues especially in learning English as a second language. Results showed that active community participation led to great linguistic self confidence among students whose first language is French. The involvement of the community enriched the English learning among the students. Along with self-confidence, there is also an increased knowledge on their respective fields of study and self-satisfaction.

V. Sharon Besser and Alice Chik. 2014. Narratives of second language identity amongst young English learners in Hong Kong. ELT Journal: English Language Teachers Journal. Vol 68 Issue 3. ISSN 0951-0893. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

This is an article discussing a research done involving the problems encountered by English Language Learners.in Hongkong. The group of students were primary school children residing in Hongkong. The research also included the importance of the value of education, culture and resources in the learning the English language among these children. Along with the English learning, these students are in the process of developing narratives as English speakers. These two narratives discussed are cosmopolitans and pragmatists. Cosmopolitan are drawn on multiple sources such as access on economic and social advantages while pragmatists had lesser resources that are more doubtful on the future

learning potential.

VI. Shen Mei Lin and Priscilla Griffith. 2014. Impacts of Online Technology Use in Second Language Writing: A review of the Literature. Language Teaching Research. Reading Improvement. Project Innovation Inc. ISSN 0034-0510. Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.

The article discussed the available literatures about collaborative learning in second language writing using online technology. Here in the United States, learning, speaking and writing English became important, so that legal migrants are able to learn English so they may easily blend with society. To name a few of the advantages of collaborative learning with online technology: there is an improved writing and critical thinking skills, knowledge construction increased interaction etc. The cognitive benefits are the most reported benefit while the psychological benefits are the least reported. The benefits of the collaborative learning and writing English overshadows its drawbacks. This article also emphasized the importance of learning English because of the phenomenal increase of migrants arriving in the United States every day.