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Annotated Bibliography

Elizabeth Holder, Nydia Silva, Sylvia Theriot, Raquel Trevino

WRIT 3304.03

University of Houston-Clear Lake

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The topic we chose to explore is grammar instruction for ELLs. We hope to find the best

practices and methods to use in the classroom, and the best way to incorporate grammar

instruction in everyday curriculum. We chose sources that reviews various research on the

topics, and can help us to pinpoint the best methods. Most sources contain information to help

inform educators that there are other helpful strategies to teaching ESL grammar. Some sources

are even trying to persuade educators to receive additional training to teach ESL grammar since

most are not. With these sources, we hope to inform educators that we need to improve ourselves

as teachers in order to give our ESL students an opportunity to be successful just like the rest of

their classmates.

Practitioner Sources

Braidi,S.M. (1999). The Acquisition of Second Language Syntax. Bodmin, Cornwall, GB:MPG

Books.

The author of this book gives a very detailed explanation of second language acquisition. Every

chapter starts with a broad topic, and then breaks the topics down by answering questions about

the topic. Topics include titles such as first-language and second language interrelations,

universal grammar, typological universals, processing approaches, and functional approaches.

The main focus is on grammar and syntax acquisition. This book’s audience is teachers looking

for information about instruction of ELLs that want to ease transition and acquisition of

language. This is a secondary source, since the author complies ideas and research from various

authors.
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Hinkel, E., Silverman, N. (Eds.).(2005). Handbook of Research in Second Language Teaching

and Learning. Mahwah, NJ:Lawrence Erlbaum Associates, Inc., Publishers.

For this source, we are only using a single chapter out of a very long and detailed handbook.

This chapter, entitled Instructed Grammar, focuses on the current practices of grammar

instruction. The author cites various research on grammar instruction, and reviews different

techniques and methods in practice. Teachers may use the information to make their own

choices about how to incorporate current practices into their own curriculum. The intended

audience of this handbook is probably a researcher writing an article about grammar instruction,

or a teacher looking for research backed practices. This is a secondary source, since the author

cites and reviews other’s research.

The Department of Labor, Licensing, and Regulation of Maryland. (May 30, 2002).

ESL/ESOL Standards by Level. Retrieved from

https://www.dllr.state.md.us/gedmd/cs/eslcslevel.pdf.

This source mainly covers the ESL/ESOL Standards. The source gives detailed descriptions

about each standard, including information about where students are academically when they

enter or start at a level and where they should be when the leave that level. The intended purpose

of this source is to be a resource for those who need information about the ESL/ESOL Standards.

The target audience of this source are teachers and programs that work with ESL students.

Overall, this source is useful, because it not only goes into great detail about each Standard, but it
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also gives information about what sort of scores on exit assessment tests ESL students should

make when they leave each level. This is a primary source provided by the state of Maryland’s

Department of Labor, Licensing and Regulation.

Scholarly Sources

Kidd, R. (1992). Teaching ESL Grammar through Dictation. TESL Canada Journal/ Revue TESL

Canada Vol. 10, No.1. Retrieved from

https://pdfs.semanticscholar.org/8c77/1b96de5c5450c14ed4a9cb544a90adc26e8f.pdf

Dictation is an effective technique for teaching grammar to ESL students. There are four

methods described; clicker-gap passages, split-dictation, dicto-comp, and dictogloss. Richard

Kidd describes each method in detail so that teachers can add them to their teaching methods.

The intended audience of this article is ESL teachers attempting to find the best methods to use

for teaching grammar to ELL students. The author’s descriptions are brief, but informative.

Additionally, he includes other sources that the reader may find useful. This is a secondary

source, since the author is describing techniques that he has analyzed from other authors.

Morrissey, G., & Young, B. N. (2005). Tennessee Educational Leadership. XXXI, 3rd ser.,

43-46. Retrieved from https://files.eric.ed.gov/fulltext/ED561231.pdf

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This scholarly article focuses on the importance of teaching ESL grammar the correct way

because if it is not, the students will suffer. It mentions that students suffer because often times

educators teach from previous knowledge about grammar rather than using useful resources.

what is most important when teaching grammar to ESL students and how the learner is the most

important part about teaching grammar. The purpose of this article is to inform educators how

grammar should be taught to ESLs. It even explains of the use of different methods when

teaching ESL grammar that can make a difference. The overall effectiveness of this article is

given four stars by myself. It can be informational and beneficial to teachers researching to better

their knowledge in becoming better at teaching ESL grammar. This article is a secondary

source.

Paquette, K. R., & Rieg, S. A. (2008, August 15). Using Music to Support the Literacy

Development of Young English Language Learners. Retrieved October 30, 2018, from

https://rdcu.be/bapcJ

This scholarly article notifies educators that no matter the musical experience you have, any

teacher can incorporate music into teacher grammar to ESL students. The article educates us to

use different strategies such as music to help create a positive and stress free atmosphere while

learning in the classroom. As we know, learning English and grammar can be frustrating for an

ESL student, but with music, it can become much more relaxing. The article is useful to teachers

who are looking for more strategies to help teach grammar to ESL students. This article is a

must-read for teachers looking to improve their teaching strategies, not only when teaching

grammar, but teaching anything in general. This article is a secondary source.

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Activity Sources

Beare, K. (March 14, 2018). Short Activities and Quick Lessons. Retrieved from

https://www.thoughtco.com/quick-lessons-short-grammar-activities-1210495

This article contains a list of four ESL grammar activities with not only short descriptions for

each, but also information about activity variations, examples, and activity purposes. The

intended purpose of this article is to provide activity ideas for an ESL classroom. The intended

audience is teachers of ESL students, who need quick, yet effective grammar activities to

supplement their lessons. Overall, this article is fairly effective, because it does provide a few

ideas for grammar activities, but since the list could be considered small in length, a teacher

looking for a longer list of ideas may have to also look elsewhere.

Sargent, D. (2009). Implicit Grammar Teaching Activities. Retrieved from

http://www.schooloftesl.org/publications/Denny_WAESOL09.pdf

This article contains a list of different activities that ESL teacher can use in their classrooms.

Next to the activities name, it says what the students will learn playing this game. Each activity

has a short description that tell the player the instructions of how to play the game and an

example of what to do. Also, it gives a list of websites of useful resources of practical grammar

activities.This is a secondary source since this is a report and the author is using techniques from

other authors.

Stimola, M., & Zurakowski, V. (2018). The Ultimate Guide to ESL Grammar Games. Retrieved
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from https://www.fluentu.com/blog/educator-english/esl-grammar-games/

This article contains a list of seven grammar games for ESL students. Each grammar game has a

short description of how to play the game and their purposes. ESL classrooms games are not just

for fun. Teachers can use these grammar games to teach students a fun way to learn english. The

intended audience are ESL students who want to learn English in an effective and fun way. This

is a primary source because the author wrote different techniques that students can use to learn

English.