Running head: CATALOGUE 1 & 2

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Professional Resource Catalogue 1 & 2

Elisabeth Clapp
EDU 655
Dr. Mary Mills

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Administration

Christison, M. A., & Stoller, F. L. (Eds.). (1997). A handbook for language program
administrators. Burlingame, CA: Alta Book Center.

This book's seventeen chapters and assorted sections include background information on IEPs,
and discuss the role of the IEP administrator as a leader, planner, and decision maker, as a
promoter of the program and staff, and as a visionary. ... The chapters are well-written and
engaging, and do a good job of both providing sufficient introduction to newcomers to the field
and offering concrete recommendations and new directions for current administrators. This book
is highly recommended.

Marshall, B. (2002). Preparing for success: A guide for teaching adult English language
learners. Washington, D.C. & McHenry, IL: Center for Applied Linguistics & Delta

Section 1 describes the forces shaping program design and administration. Section 2 provides
practical suggestions on how to assess the needs of various stakeholders. Section three gives
strategies for reconciling the agendas of the stakeholders. Section 4 presents ways to convey
workplace and civics competencies through the instructional process. Section 5 discusses how to
convey behavioral expectations through classroom management techniques. Section 6 offers
suggestions for helping learners develop lifelong learning skills. Worksheets are included.
Assessment

Soulsby, E. (2009). Assessment notes. Revision, 1-143. Retrieved from http://

assessment.uconn.edu/docs/resources/Eric_Soulsby_Assessment_Notes.pdf .

A compilation of material from others as indicated.

Gammon, R. (2004). Participation and retention within a predominantly Asian adult ESL
population in Honolulu, Hawaii. Second Language Studies, 23(1), 1-26. Retrieved from
http://www.hawaii.edu/sls/wp-content/uploads/2014/09/Gammon.pdf.
This study provides information on Asian adult English as a Second Language (ESL)
students in Honolulu, Hawaii. Of particular interest is the exploration of late enrollment, early
withdrawal, and brief attendance in terms of retention. Data from CASAS is interpreted and
applied to the classroom.
Palmer, B. C., El-Ashry, F., Leclere, J. T. & Chang, S. (2007). Learning From Abdallah: A case
study of an Arabic-speaking child in a U.S. school. The Reading Teacher, 61(1), p. 817.
http://dx.doi.org/10.1598/RT.61.1.2

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Learning from Abdallah is a contrastive analysis case study which attempts to define the
difficulties faced by English teachers of ELL learners. The article examines hurdles learners
experience such as first language interference and positive and negative language transfer.
Through assessments, the teacher discovers that Abdallah needs to develop his L1 Arabic skills
which will help him learn other languages. She also determined that she needed to develop her
knowledge of Arabic in order to scaffold Abdallah, as well as apply other strategies.
Basic Interpersonal Communication Skills (BICS) / Cognitive Academic Language
Proficiency (CALP)
Halbach, A. (2012). Questions about basic interpersonal communication skills and cognitive
language proficiency. Applied Linguistics, 33(5), 608-613. http://doi.org/10.1093/applin/
ams058
The article examines Cummins definitions of BICS and CALP and the differences
between them. The distinction between two types of language proficiency is insightful.
However, the cognitive dimension requires further examination. Students academic failure (L1
and L2) cannot always place the responsibility on the academic language. Cognitive difficulty,
for immigrant students, combined with failures in L1 might be the probable cause.

Bloomss Taxonomy
Bloom, B. (1984). The 2 stigma problem: The search for methods of group instruction as
effective as one-to-one tutoring. Educational Researcher, 13(6), p. 4-16. Retrieved from
http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf

The paper argues schools cannot provide tutoring for every student, but the use of mastery
learning in combination with other practical methods may enable students to learn almost as
well. Bloom states that mastery learning is to master each level before proceeding to the next,
which has shown to increase student performance more than other forms of instruction.

Ferlazzo, L. (2009, May 25). The best resources for helping teachers use Blooms taxonomy
in the classroom. [Website]. Retrieved from http://larryferlazzo.edublogs.org/2009/05/25/thebest-resources-for-helping-teachers-use-blooms-taxonomy-in-the-classroom/

A resource for implementing Blooms Taxonomy in the classroom.

Heer, R. (2009). A model of learning objectives. Iowa State University. [Website]. Retrieved
from http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-bloomstaxonomy/

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The article redefines the cognitive domain as the intersection of the Cognitive Process
Dimension and the Knowledge Dimension. This document offers a three-dimensional
representation of the revised taxonomy of the cognitive domain.
Civics Lessons

iCivics. (2001). Curriculum units. [Website]. Retrieved from https://www.icivics.org/

products/curriculum-units

iCivics is a non-profit organization dedicated to civic learning through interactive and engaging
learning resources. Founded and led by Justice Sandra Day OConnor, iCivics provides students
with the tools they need for active participation and democratic action, and teachers with the
materials and support to achieve this. The site contains print-and-go lesson plans, award-winning
games, and digital inter-actives.

U.S. Citizenship and Immigration Services. (n.d.). Lesson plans and activities. [Website].
Retrieved from http://www.uscis.gov/citizenship/teachers/lesson-plans-and-activities

Resources for the naturalization test, interview and application preparation.

Classroom Resources
Brekke, C. (2009). Tutor curriculum guide for teaching adult ESL preliterate learners. Retrieved
from http://www.coabe.org/html/pdf/prelit%20curriculum%20guide%20(revised
%20%20spring%202009)%20for%20coabe%20website.pdf
A curriculum guide for tutors and instructors of adult ESL students who have limited
literacy skills in their first language. The guide is also available for instructors of students who
have low or some literacy in their first language. The primary focus of the guide is to develop
English literacy skills in reading and writing while building upon listening and speaking skills.
The goal of the guide is for students to be able to function in simple situations related to their
needs, and to handle routine tasks pertaining to entry-level jobs that require only basic English
communication skills. An extensive resource of classroom and tutoring materials.
Curriculum Development

Richards, J. (2001). Curriculum development in language teaching. New York, NY:

Cambridge University Press. Retrieved from https://www.scribd.com/doc/36896325/
Curriculum-Development-in-Language-Teaching

The book surveys key issues and practices within language curriculum development in order to
provide the basis for more effective planning and decision making in language program

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development, implementation, and review. The book as a whole examines the key processes in
curriculum development including needs analysis, planning goals and outcomes, course
planning, teaching, materials development, and evaluation.
Differentiated Instruction

Hoffman, P. & Dahlman, A. (2007). Making decisions about ESL curriculum. Minnesota and
Wisconsin Teachers of English to Speakers of Other Languages, 24. Retrieved from
http://purl.umn.edu/109986

The article describes Differentiated Instruction as a philosophy and not just a collection of
instructional tools. Without focusing on creating a supportive learning environment and believing
in the potential of the students, little improvement can be made. The aim of this paper is to share
the main principles of Differentiated Instruction, as they relate to the ESL classroom and to
provide classroom strategies to implementing Differentiated Instruction in the classroom.
English for Specific Purposes (ESP) / Communicative Language Teaching (CLT)
Rani, M. & Jayachandran, J. (2014). Need for an inclusive ESL curriculum incorporating
necessities, lacks and wants. Journal of ELT and Poetry, 2(4), 424-431. Retrieved from
http://www.journalofelt.in/elt%202.4.14/Meena%20424-431.pdf
Engineering institutions in India are becoming responsible to bridge the gap between the
limited language proficiency of the students and the increased demands of the industry. Most
engineering colleges offer courses in English language, but they are not effective in meeting the
needs of the students and the industry. The study examines ways to correct the damage previous
ESL programs has caused. Social, political, economic and geographical factors contribute to the
lack of English language skills. Dealing with large classes of ELL who lack minimum language
proficiency combined with poor the poor quality of teachings creates an insurmountable task.
Global Talent Bridge. (2011). Adult ESL Classroom Strategies and Lesson Ideas. Retrieved from
http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies.pdf
The chapter discusses topics centered around the adult ESL classroom. A reference for
various topics such as CLT, BICS/CALP, language proficiency, learning principles and
standardized proficiency tests and how they affect the adult ESL student and structure of the
classroom. There are also a few samples of communicative language lessons. The website
article is a basic resource for an overview of the topics in relation to the adult student.

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Grammar

Azar, B. & Hagen, S. (2006). Basic English grammar, third edition with answer key. White
Plains, NY: Pearson Education. Retrieved from https://drive.google.com/file/d/
0B6KL9h8SUiN0Z2hPXy1Nd2dWZm8/edit

This book is the beginning level ESL/EFL developmental skills text in which grammar serves as
the first stage to expand learners abilities in speaking, writing, listening, and reading. It uses a
grammar-based approach integrated with communicative methodologies. Starting from a
foundation of understanding form and meaning, students engage in meaningful communication
about real actions, real things, and their own real lives in the classroom context. Lessons
include: Sentence Practice, Lets Talk, Listening, and Review Exercises.

Savage, K., Bitterlin, G. & Price, D. (2010). Grammar matters teaching grammar in adult
ESL programs. New York, NY: Cambridge University Press. Retrieved from http://
www.cambridge.org/other_files/downloads/esl/booklets/Savage-Grammar-Matters.pdf

This paper addresses ESL for teachers of adult learners to incorporate more focus on form into
their teaching. Teachers need to be aware of the value of presenting grammar within a
communicative framework based on functions and situations that adult ESL students face in their
everyday lives. The article emphasizes instructors should embed explicit focus on form within
the context of meaningful learning activities with tasks that give learners ample opportunities for
practice.
Lesson Plans

Richards, J. & Bohlke, D. (2011). Creating effective language lessons. New York, NY:
Cambridge University Press. Retrieved from http://www.cambridge.org/other_files/
downloads/esl/fourcorners/Pedagogical_Books/Creating-Effective-Language-LessonsCombined.pdf

The book examines the essential characteristics of good teaching that lead to the creation of
effective lessons. The chapters outline the key principles that language teachers need to be
familiar with in order to create and plan effective lessons while fostering a positive attitude
toward learning in a student-centered classroom.
Listening

Brindley, G., & Slatyer, H. (2002). Exploring task difficulty in ESL listening assessment.
Language Testing, 19(4), 369-394. http://dx.doi.org/10.1191/0265532202lt236oa

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This article reports on a study that investigated the comparability of listening assessment tasks
used to assess and report learning outcomes of adult ESL learners in Australia. The study focuses
on the effects of task characteristics and task conditions on learners performance in competencybased listening assessment tasks that require learners to demonstrate specific listening behaviors.
Needs Analysis

Center for Adult English Language Acquisition. (2007). The CAELA guide for adult ESL
trainers. Washington, DC: Center for Applied Linguistics. Retrieved from http://
www.dllr.state.md.us/gedmd/caelaguide.pdf

The guide contains a variety of materials to assist trainers in meeting the professional
development needs of instructional staff so they can improve English language instruction and
positively affect learner achievement.
Ko-Yin, S. & Hsiao-Mei, T. (2013). Investigating students' needs in a Chinese language program.
GSTF International Journal on Education, 1(2), 47-54. http://dx.doi.org/
0.5176/2345-7163_1.2.27
This study examines university students' needs in a Chinese language program in Utah.
The study determined differences between what the students' perceived as needs differed from
the teachers' views and the learning objectives of the program. Speaking and listening skills
were rated as highly important, with grammar being what was lacking most. Students wanted to
take conversation and business courses most. This study found that the students, teachers, and
program learning objectives only partially agreed with each other. Suggestions are made to
remedy this. An interesting find is teachers thought culture was more important than the students
did. Students did not view culture as something to study.
Mahmoud, S. (2014). A framework for investigating foundation year students needs in general
English in KAU: Needs analysis extended to curriculum development. Journal of
Language Teaching and Research, 5(2), 335-342. http://dx.doi.org/10.4304/jltr.
5.2.335-342
This article describes a framework used to determine the needs of English students at
King Abdul-Aziz University. A discussion to determine which skills these students should have
after one year took place. The author uses a needs analysis model based on the Learning
Centered Approach for Hutchinson and Waters (1987) for the study. The research concludes that
educators must consider students needs when designing or developing any curriculum.
Tuzi, F. (2013, May 30). Needs analysis for curriculum design. [Video file]. Retrieved from
https://www.youtube.com/watch?v=pNERB-dVwUA

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Tuzi, F. (2013, Jun 11). Language assessment principles. [Video file]. Retrieved from https://
www.youtube.com/watch?v=cQWDJeaswhU
Tuzi, F. (2013, Jun 11). Language assessment: Concepts and issues. [Video file]. Retrieved
from https://www.youtube.com/watch?v=L_spva8QbXs
Videos provide a clear explanation of language assessment and needs analysis. Describes
how to determine if an assessment is valid and reliable. Also addresses how the data collected
meet the standards such as Common Core. Basically takes the course readings and puts them in
video format. Very helpful to obtain information from a different venue.

No Child Left Behind

Harper, C. A., De Jong, E. J., & Platt, E. J. (2008). Marginalizing English as a second language
teacher expertise: The exclusionary consequence of No Child Left Behind. Language
Policy, 7(3), 267-284. http://dx.doi.org/10.1007/s10993-008-9102-y
According to Harper, De Jong and Platt (2008), No Child Left Behind [NCLB] in 2001
has left Florida ESL teachers feeling increasingly irrelevant because their subject is not
considered a core academic discipline. Teachers in Florida are required to use mainstream
classroom materials with ESL students because they are asked to prepare them for the same state
standardized assessments. The situation has proved exceptionally challenging, to the point of
being professionally disrespectful to teachers and also academically dishonest because ELLs are
treated no differently than non-ELLs in remedial classes.
Situation Analysis
Auerback, E. (1993). Reexamining English only in the ESL classroom. TESOL quarterly, 27(1).
http://dx.doi.org/10.2307/3586949
The article emphasizes the need for teachers to respect learners' languages and the social
implications of them. Changing classrooms from an English-only approach will allow, and
encourage students to gain greater control of their own learning. The changing from English-only
in the classroom provides greater equity outside the classroom.

Auerback, E. & Burgess, D. (1985). The hidden curriculum of survival ESL. TESOL
Quarterly, 19(3), 475-495. Retrieved from http://tesol.aua.am/tqd_2000/tqd_2000/tq_d2000/
Vol_19_3.pdf#page=52

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This paper asks the question how and to what ends the English language should be taught for
survival. The problem-posing view of education challenges the notion that survival skills should
be taught as a body of knowledge (linguistic and cultural) to be transmitted from teachers to
students. The paper suggests that the survival skills language be taught as a function of the skill
needed for survival: the ability to think critically.
Cole, R. W., & ASCD Improving Student Achievement Research Panel. (2008). Educating
everybody's children: Diverse teaching strategies for diverse learners. Alexandria, VA:
Association for Supervision and Curriculum Development. Retrieved from http://
jamillerla.weebly.com/uploads/2/8/2/4/2824699/educating_everybodys_children.pdf
Educating Everybodys Children provides research how to successfully addressing the needs of
students from diverse groups and includes instructional strategies and tools. The strategies
discussed in the book include classroom examples with referenced research that supports it.
Emphasis is on the teachers' capabilities to deliver a standards-based curriculum in the areas of
general education and ESL. The book is a valuable resource which approaches the topic from
every angle.
Ehrman, M. E., & Oxford, R. L. (1990). Adult learning styles and strategies in an intensive
training setting. The Modem Language Journal, 74, 311-327. Retrieved from http://
eds.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=cfaecc88d6bd-4b9a-9b34-446290b06f47%40sessionmgr110&vid=1&hid=117
Exploring a sample of adult language learners, this article shows the relationships
between language learning strategies on the one hand and factors such as proficiency, teacher
perceptions, gender, aptitude, learning style, personality type, ego boundaries, motivation, and
anxiety on the other.
Gallagher, K. (2011). Bilingual education in the UAE: Factors, variables and critical questions.
Education, Business and Society: Contemporary, Middle Eastern Issues, 4(1), 62-79.
http://dx.doi.org/10.1108/17537981111111274
The article discusses the New School Model and the effects it will have. Gallagher
explains the implications of the reform and possible scenarios, as a result. It is important to
understand how English is being taught in the UAE and any consequences of learning the
language or how the language is being taught. No information as to why the reform is occurring
is in the article.

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Hopkyns, S. (2014). The effects of global English on culture and identity in the UAE: A doubleedged sword. Learning and Teaching in Higher Education: Gulf Perspective, 11(2), 1-20.
Retrieved from http://lthe.zu.ac.ae/index.php/lthehome/article/download/197/122
Cultural identity is of great concern to the parents and questions are raised as to how to
preserve their heritage with the influence of English in the country. The UAES history,
demographics, length of time as a country, and changes the region is undergoing make the issue
of cultural identity relevant and urgent. The article discusses these issues and analyzes the
attitudes and perceptions of female Emirati undergraduate students and primary school teachers
regarding how English affects local culture and identity. Recommendations are made to
overcome issues raised by the study. The most insightful information is the impact English is
having.
Kibler, A. & Roman, D. (2013). Insights into professional development for teachers of English
language learners: A focus on using students native languages in the classroom.
Bilingual Research Journal, 36, 187207. http://dx.doi.org/
10.1080/15235882.2013.820226
This study examines the factors impacting teacher learning during and after an online
professional development program focused on teaching ELL in U.S. schools. Research focused
K12 teachers perspectives on the role of students L1 in classroom teaching and learning
during and after the professional development program. A Case study of two teachers suggests
that teachers who do not consider themselves bilingual require administrative support to
incorporate L1 into daily instruction.
Li, G. (2013). Promoting teachers of culturally and linguistically diverse (CLD) students as
change agents: A cultural approach to professional learning. Theory Into Practice, 52(2),
136-143. http://dx.doi.org/10.1080/00405841.2013.770331
The article proposes a cultural approach to professional learning to empower teachers to
address diverse student populations and become culturally responsive to students diverse needs.
The article describes three stages of the approach: Cultural reconciliation, cultural translation,
and cultural transformation. The author discusses how these stages apply to professional learning
for teachers of culturally and linguistically diverse (CLD) students.

Rajkhowa, B., & Das, S. (2015). Competency of teaching English in Indian context: A
situational analysis. Journal Of Language Teaching & Research, 6(1), 71-77. http://
dx.doi.org/10.17507/jltr.0601.08

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Teachers in India are not clear about the aim of teaching English. The demand of improving the
proficiency of the language increases, but the competency of the English teachers needs
improvement. Problems regarding the teaching method are discussed.
Speaking

Weintraub, L. (2011). Citizenship: Conversation strategies. ProLiteracy Education Network.

[Website]. Retrieved from http://www.proliteracyednet.org/articles.asp?mcid=2&rid=387

In this podcast, Lynne Weintraub describes why teaching students conversation strategies for the
citizenship test is important. She models the process she uses for introducing the conversation
strategy, and explains how students would use the strategy for the writing and civics tests, and
the interview. The corresponding handout provides explanations and examples of how to teach
conversation strategies in the citizenship classroom.
Standards
CASAS. (2015). [Website]. Retrieved from https://www.casas.org
Assessment used in the adult ESL classroom in Michigan. Vast explanations of
competencies and standards. In depth information on job related skills and life skills that are
assessed.
Michigan Department of Labor and Economic Growth Office of Adult Education. (n.d.). English
as a second language curriculum framework for adults technical assistance paper.
Retrieved from http://www.adultedcontentstandards.org/ReferenceFiles/MILanguage.htm
A Michigan model for adult education using state and national curriculum standards. ESL
student performance is identified at six Educational Functioning Levels (EFLs). Any movement
up the Educational Functioning Level scale is considered an educational gain.
WIDA. (2014). [Website]. Retrieved from https://www.wida.us/aboutus/AcademicLanguage/
A resource of instruction materials and assessment. However, it is not clear how this
information pertains to adult ESL students in Michigan.
Syllabus

Nunan, D. (1988). Syllabus Design (Chapters 1-6). New York, NY: Oxford University Press.
Retrieved from https://www.scribd.com/doc/231149847/Syllabus-Design-Nunan#scribd

Syllabus Design demonstrates, in a practical way, the principles involved in planning and
designing an effective syllabus. It examines important concepts such as needs analysis, goalsetting, and content specification, and serves as an excellent introduction for teachers who want

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to gain a better understanding of syllabus design in order to evaluate, modify, and adapt the
syllabuses with which they work.

Woolcock, M. (2006). Constructing a syllabus. Providence, RI: The Harriet W. Sheridan

Center for Teaching and Learning Brown University. Retrieved from http://www.brown.edu/
about/administration/sheridan-center/sites/brown.edu.about.administration.sheridancenter/files/uploads/ConstructingaSyllabus.pdf

This Syllabus Handbook has been written with goals that shape educational outcomes, and take
concrete steps towards maximizing student learning by designing an effective syllabus. The
handbook is divided into four parts. Part I establishes the rationale for reflective thinking about
the course outline and its place in facilitating student learning. Part II addresses the key practical
steps in building an effective syllabus. Part III contains sample course outlines. Part IV provides
a list of bibliographic sources and suggestions for further reading.
Teaching Strategies

Lage, M., Platt, G. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an
inclusive learning environment. Journal of Economic Education, 30-43. Retrieved
from https://docs.google.com/file/d/0B7z-knMxWRWqZjRHVEtNRnJMMWc/edit

In 2000, three professors from the University of Miami conducted research on the Inverted
Classroom. Their conclusion was that taking the lectures out of the classroom and into the
Internet, allowed for more learning. Due to the lack of publicity, few people heard of this
research.
Writing

Nakamura, Y. (2004). A comparison of holistic and analytic scoring methods in the

assessment of writing. The Interface Between Interlanguage, Pragmatics and Assessment:
Proceedings of the 3rd Annual JALT Pan-SIG Conference. Retrieved from https://jalt.org/
pansig/2004/HTML/Nakamura.htm

This paper examines the strengths and weaknesses of holistic and analytic scoring methods,
using the Weigle adaptation of Bachman and Palmer's framework, which has six original
categories of test usefulness, and explores how we can use holistic or analytic scales to better
assess student compositions.