Annotated Bibliography of Research in the Teaching of English

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Annotated Bibliography 231DAVISON, C., & CUMMINS, J. (EDS.). (2006). International handbook of English language teaching.New York: Springer.FARR, M. (ED.). (2005). Latino language and literacy in ethnolinguistic Chicago. Mahwah, NJ:Erlbaum.HALL, J. K., VITANOVA, G., & MARCHENKOVA, L. (EDS.). (2005). Dialogue with Bakhtin on second andforeign language learning: New perspectives. Mahwah, NJ: Erlbaum.HANEDA, M. (2005). Investing in foreign-language writing: A study of two multicultural learners.Journal of Language, Identity & Education, 4(4), 269-290.HUA, Z., & DODD, B. (EDS.). (2006). Phonological development and disorders in children: A multilingualperspective. Buffalo, NY: Multilingual Matters.JOHNSON, E. (2005). Proposition 203: A critical metaphor analysis. Bilingual Research Journal,29(1), 69-84.JORDA, M. P. S. (2005). Third language learners: Pragmatic production and awareness. Buffalo, NY:Multilingual Matters.KASPER, L. F., & WEISS, S. T. (2005). Building ESL student linguistic and academic literacy throughcontent-based interclass collaboration. Teaching English in the Two Year College, 32(2), 282-297.KERN, R., & SCHULTZ, J. M. (2005). Beyond orality: Investigating literacy and the literary in secondand foreign language instruction. The Modern Language Journal, 89(3), 381-392.KING, K., & GANUZA, N. (2005). Language, identity, education, and transmigration: Chilean adolescentsin Sweden. Journal of Language Identity and Education, 4(3), 179-199.KONDO-BROWN, K. (2006). How do English L1 learners of advanced Japanese infer unknownKanji worlds in authentic texts? Language Learning, 56(1), 109-153.LAIJA-RODRÍGUEZ, W., OCHOA, S. H., & PARKER, R. (2006). The crosslinguistic role of cognitiveacademic language proficiency on reading growth in English and Spanish. Bilingual ResearchJournal, 30(1), 87-106.LANTOLF, J. P. (2006). Sociocultural theory and the genesis of second language development. Oxford,UK: Oxford University Press.LIANG, X. (2006). Identity and language functions: High school Chinese immigrant students’code-switching dilemmas in ESL classes. Journal of Language, Identity & Education, 5(2), 143-167.MCBRIDE-CHANG, C., & SUK-HAN HO, C. (2005). Predictors of beginning reading in Chinese andEnglish: A 2-year longitudinal study of Chinese kindergarteners. Scientific Studies of Reading,9(2), 117-144.PICHETTE, F. (2005). Time spent on reading and reading comprehension in second languagelearning. Canadian Modern Language Review, 62(2), 243-262.REESE, L., & GOLDENBERG, C. (2006). Community contexts for literacy development of Latina/ochildren: Contrasting case studies. Anthropology & Education Quarterly, 37(1), 42-61.ROCA DE LARIOS, J., MANCHON, R. M., & MURPHY, L. (2006). Generating text in native and foreignlanguage writing: A temporal analysis of problem-solving formulation processes. The ModernLanguage Journal, 90(1), 100-114.ROBERTS, T. A. (2005). Articulation accuracy and vocabulary size contributions to phonemicawareness and word reading in English language learners. Journal of Educational Psychology,97(4), 601-616.SANZ, C. (2005). Mind and context in adult second language acquisition: Methods, theory, andpractice. Washington, DC: Georgetown University Press.SHEOREY, R. (2006). Learning and teaching English in India. Thousand Oaks, CA: Sage.STAKHNEVICH, J. (2005). Third language acquisition in immersion: A case study of a bilingualimmigrant learner. Critical Inquiry in Language Studies, 2(4), 215-232.
232 Research in the Teaching of English Volume 41 November 2006SWANSON, T. J., HODSON, B. W., & SCHOMMER-AIKINS, M. (2005). An examination of phonologicalawareness treatment outcomes for seventh-grade poor readers from a bilingual community.Language, Speech, and Hearing Services in Schools, 36(4), 336-345.THUNE, E., BAZZANELLA, C., & LEONARDI, S. (2006). Gender, language and new literacy: A multilingualanalysis. London: Continuum International.UCHIKOSHI, Y. (2005). Narrative development in bilingual kindergarteners: Can Arthur help?Developmental Psychology, 41(3), 464-478.VAN SLUYS, K. (2006). “Seeing the possibilities”: Learning from, with, and about multilingualclassroom communities. Language Arts, 83(4), 321-331.VAUGHN, S., LINAN-THOMPSON, S., & MATHES, P. G. (2006). Effectiveness of Spanish interventionfor first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities,39(1), 56-73.VILLALVA, K. E. (2006). Hidden literacies and inquiry approaches of bilingual high school writers.Written Communication, 23(1), 91-129.YOUNG, T. A., & HADAWAY, N. L. (EDS.). (2006). Supporting the literacy development of Englishlearners: Increasing success in all classrooms. Newark, DE: International Reading Association.ZENTELLA, A. C. (ED.). (2005). Building on strengths: Language and literacy in Latino families andcommunities. New York: Teachers College Press.ZHA, S., KELLY, P., & PARK, M. K. (2006). An investigation of communicative competence of ESLstudents using electronic discussion boards. Journal of Research on Technology in Education,38(30), 349-367.Technology/MediaAUSTIN, E. W., CHEN, Y., PINKLETON, B. E., & JOHNSON, J. Q. (2006). Benefits and costs of ChannelOne in a middle school setting and the role of media-literacy training. Pediatrics, 117(3), 423-433.Compares instructional effects of media analysis on middle-school students’ understanding ofChannel One programming—with some students receiving media analysis instruction versus acontrol group that did not receive instruction. Finds that students in all groups remember moreads than news stories. Students receiving instruction recall more news stories and ads and viewedthe ads from a more critical perspective than control group students; about a third of the studentsthought that the school had control over the ads. Suggests the need for media-literacyinstruction in conjunction with using Channel One programming.BEEGHLY, D. G. (2005). It’s about time: Using electronic literature discussion groups with adultlearners. Journal of Adolescent & Adult Literacy, 49(1), 12-21.Investigates how 40 graduate students’ participation in Blackboard online discussions aboutteaching YA literature affects their discourse and learning. Finds that discussing a book onlineover a period of time enhances both their individual understandings and the quality of theirgroup’s discussion due to time for reflection and organizing thoughts before posting discussionitems. Attributes some of the success of the online discussions to face-to-face support in class.BLACK, A. (2005). The use of asynchronous discussion: Creating a text of talk. ContemporaryIssues in Technology and Teacher Education, 5(1), 5-24.Reports on the use of asynchronous discussion as part of a college-level literacy course. Notesthat this preferred discussion form creates a “text of talk” of students’ reflection and scaffolding.Cautions that although this text of talk that has the potential to promote reflection, given theresponse time and removal of the instructor as the dominant presence as in face-to-face discussions,instructors need to structure online discussions to promote both communication and
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Annotated Bibliography of Research in the Teaching of English

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