Essential and Recommended Reading Reading Pack (prepared for participants). This contains the following readings and will be used during the course. PART 1. General readings on theory and practice of second language teaching Reading 1 Walqui, A. (2007). Scaffolding Instruction for English Language Learners: A Conceptual Framework. In Bilingual Education: An Introductory Reader, edited by O. Garcia and C. Baker. Clevedon: Multilingual Matters. Reading 2 Hammond, J. and Gibbons, P. (2001). What is Scaffolding? In Scaffolding: Teaching and Learning in Language and Literacy Education, edited by Hammond, J. Sydney: Primary English Teaching Association: Sydney, pp. 1-14. Reading 3 Mercer, N. (1994). Neo-Vygotskian Theory and Classroom Education. In Language, Literacy and Learning in Educational Practice, edited by Stierer, B. and Maybin, J. Clevedon: Multilingual Matters, pp 92-109. Reading 4 Cruickshank, K. (2004). Literacy in Multilingual Contexts: Change in Teenagers Reading and Writing, Language and Education 18(6), pp. 459-473. Reading 5 Forman, R. (2007). Bilingual Teaching in the Thai EFL Context: One Teacher s Practice, TESOL in Context 16 (2), pp. 19-24. Reading 6 Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Cross-fire. Clevedon: Multilingual Matters, pp 31-52. Reading 7 Gibbons, P. (2001). Learning a new register in a second language. In English Language Teaching in its Social Context, edited by Candlin, C and Mercer, N. London: Routledge. Reading 8 Teo, P. (2008). Outside In/Inside Out: Bridging the Gap in Literacy Education in Singapore Classrooms, Language and Education, 22(6), 411-430. Reading 9 Creese, A. (2005). Teacher Collaboration and Talk in Multilingual Classrooms. Clevedon: Multilingual Matters, pp 106-115. 10
Reading 10 Gibbons, P. (2006). Bridging Discourses in the ESL Classroom. London: Continuum, pp 235-274. PART 2. Focus on Spoken Language Reading 11 Swain, M. (2001). The Output Hypothesis and Beyond: Mediating Acquisition through Collaborative Dialogue. In Sociocultural Theory and Second Language Learning, edited by Lantolf, J. Oxford: OUP. Reading 12 Dufficy, P. (2005) Designing Learning for Diverse Classrooms. Primary English Teaching Association: Sydney, pp. 37-52. Reading 13 Van Lier, L. (2001). Constraints and Resources in Classroom Talk: Issues of Equality and Symmetry. In English Language Teaching in its Social Context, edited by Candlin, C and Mercer, N. London: Routledge, pp 90-107. Reading 14 Gibbons P. ( 2002). Scaffolding Language, Scaffolding Learning: Teaching ESL children in the mainstream classroom. Portsmouth NH: Heinemann, pp 14-34. Reading 15 Gibbons, P. (2003). Mediating Language Learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, Vol. 37, No 2, pp 247-273. PART 3: Focus on Reading and Writing Reading 16 Eskey, D. (2002). Reading and The Teaching of L2 Reading, TESOL Journal, 11(1), pp. 5-9. Reading 17 Anderson R. and Pearson D. (1988). "A Schema-theoretic View of Basic Processes in Reading Comprehension". In Interactive Approaches to Second Language Reading, edited by Carrell, P. Devine, J. and Eskey, D. Cambridge: Cambridge University Press, pp 37-55 Reading 18 Hood, S., Solomon, N. and Burns, A. Focus on Reading. (1996). Macquarie University, Sydney Australia: National Centre for English Language Teaching and Research (NCELTR), pp117-134. Reading 19 Wallace, C. (1992). Reading. Oxford: Oxford University Press, pp 102-124. 11
Reading 20 Gibbons, P. (forthcoming May 2009). English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth NH: Heinemann. Pre-publication chapter on reading: Building bridges to Text. Reading 21 Carrasquillo, A., Kucer, S. and Abrams, R. (2004). Beyond the Beginnings. Literacy Interventions for Upper Elementary English Language Learners. Clevedon: Multilingual Matters. Reading 22 Matters. Chapter 1. English Language Learners in United States Schools, pp 44-58. Hammond, J. et al (1992). English for Social Purposes: A Handbook for Teachers of Adult Literacy. Macquarie University, Sydney: NCLTR (The Teaching-Learning Cycle). Reading 23 Delpit, L. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People s Children, Harvard Educational Review 58 (3), pp. 280-297. PART 4. Planning and Implementation of Teaching Programs Reading 24 Gibbons, P. (2006). Steps for Planning an Integrated Program for ESL Learners. In Planning and Teaching Creatively within a Required Curriculum, edited by P. McKay. TESOL Language Curriculum Development Series. Va: Teachers of Speakers to Other Languages Inc. TESOL Association Publication, pp. 215-233. Reading 25 Houk, F. (2005). Supporting English Language Learners: a Guide for Teachers and Adminstrators. Portsmouth NH: Heinemann, pp. 93-107. PART 5. Readings on Functional Grammar and Research. Reading 26 Burns, A, (2005) Understanding Action Research, in Teachers Voices 8: Explicitly Supporting Reading and Writing in the Classroom, edited by Burns, A. and de Silva Joyce, H. Macquarie University Sydney: NCLTR, pp. 18-25. Reading 27 Gibbons, P. (2006). Bridging Discourses in the ESL Classroom. London: Continuum, 9-12. Reading 28 Gibbons, P. (2008). It was taught good and I learned a lot. Intellectual Practices and ESL Learners in the Middle Years, Australian Journal of Language and Literacy 31(2) pp. 155-173. 12
Reading 29 Schleppegrell, M. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum, pp. 147-165. Reading 30. Gibbons, P. (forthcoming May 2009). English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth NH: Heinemann. Pre-publication chapter, Literacy in the Curriculum. Reading 31 De Silva Joyce, H. (2005). Developing Writing Skills. Teacher Resource Book. Sydney: Phoenix Education, pp 14-16. Reading 32 Droga, L. and Humphrey, S. (2003). Grammar and Meaning. An Introduction for Primary Teachers. Berry, NSW: Target Texts, pp. 98-109. Available from http://www.targettexts.com Reading 33 Gibbons, P. (2006). Bridging Discourses in the ESL Classroom. London: Continuum, 275-276. Other Relevant Reading Bourne, J. (2003). Vertical Discourse: The Role of the Teacher in the Transmission and Acquisition of Decontextualised Knowledge. European Educational Research Journal, Vol 2. No 4, pp. 496-520. Butt, D., Fahey, R., Feez, S., Spinks, S. and Yallup, C. (2000). Using Functional Grammar: An Explorer s Guide. Sydney: National Centre for English Language Teaching and Research, Macquarie University. Collins, C., Seely Brown J., and Hollum, A. 1991. Cognitive Apprenticeship: Making Thinking Visible. American Education. (sourced from 21 st Century Learning Initiative 7/05/2004 www.21learn.org/arch/articles/brown_seely.html) Derewianka, B. (1990). Exploring How Texts Work. Portsmouth NH: Heinemann. De Silva Joyce, H. (2005). Developing Writing Skills. Teacher Resource Book. Sydney: Phoenix Education. 13
Dong, Yu Ren. (2007). Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students. In Bilingual Education: An Introductory Reader, edited by Ofelia García and Colin Barker. Clevedon: Multilingual Matters. Dufficy, P. (2005). Becoming in Classroom Talk,. Prospect, 20 (1). Special Issue_ Rethinking ESL Pedagogy: Sociocultural Approaches to Teaching and Learning: 59-81. Echevarria, J. and Graves, A. (1998). Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities. Boston: Allyn and Bacon. (Chapter 7). Freeman, Y. and Freeman, D. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth, NH: Heinemann. Garcia, O. and Baker, C. (eds) 2007. Bilingual Education: An Introductory Reader. Clevedon UK: Multilingual Matters Gibbons, P. (1991). Learning to Learn in a Second Language. Sydney: PETA, (republished Heinemann US, 1993). (Chapter 3.) Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language Teaching, London: Yale University Press. Lantolf, J. (Ed). (2000). Sociocultural Theory and Second Language Teaching. Oxford: Oxford University Press. Lantolf, J. and Appel, G. (Eds). (1994). Vygotskian Approaches to Second Language Research. Norwood N.J: Ablex Press. Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Macken-Horarik (1996). Literacy and Learning Across the Curriculum: Towards a Model of Register for Secondary School Teachers. In Literacy in Society, edited by Hasan, R. and Williams, G. New York: Longman. Mariani, L. (1997) Teacher Support and Teacher Challenge in Promoting Learner Autonomy. Perspectives,a journal of TESOL-Italy. Vol 23, No 2. 14
Martin, J. (1990). Literacy in science: learning to handle text as technology. In Literacy for a Changing World, edited by Christie, F. Hawthorn: Australia: ACER. McConachie, S., Hall, M., Resnick, L., Ravie, A., Bill, V., Bintz J., and Taylor, J., (2006). *Meltzer J. and Hamann, E (2005). Meeting the Literacy Needs of Adolescent English Language Learners through Content-area Learning. The Education Alliance at Brown University. Section 4. Research-based adolescent literacy teaching strategies that vary by content area. Sourced from www.alliance.brown.edu/pubs/adlit/adell_litdv2.pdf Mercer, N., (2000). Words and Minds: How We Use Language to Think Together. London: Routledge Mohan, B., Leung, C. and Davison, C.Davison (2001) (Eds). English as a Second Language in the Mainstream, edited by Harlow UK: Pearson. Newmann, F. and Associates. (1996). Authentic Achievement. Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass. Chapter 1. Richards, J and Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: CUP. McConachie, S., M. Hall, L. Resnick, A. Ravie, V. Bill, J. Bintz, and J. Taylor. 2006. Task, Text, and Talk: Literacy for All Subjects. Educational Leadership, October, 8 14. Wallace, C. (2003). Critical Reading in Language Education. London: Palgrave Macmillan. Willis, D and Willis, J. (2001). Task Based Language Learning. In The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Carter, R. and Nunan, D. Cambridge: CUP. For examples of integrated curriculum materials, also see: www.mcrel.www.mcrel.org/topics/products/56/ www.mcrel.www.mcrel.org:80/topics/curriculum/products/61/ 15