Annotated Bibliography

Schools in the U.S have a great diversity of students, and as future teachers, we need to be aware of all of
our students' needs, among them is the need to communicate effectively in English in writing. Students
whose first language is different than English are considered English Language Learners or ELLs. As it
was stated before, schools in the U.S. have a great diversity of students, therefore is very likely to have at
least one or more ELL student in our classroom, this means that we need to be prepared to help them.
Our goal for this project is to educate and/or provide information to future educators about strategies,
scaffolding, and tools to help L2 learners.

I. Scholarly Articles

Abobaker, R. (2017). Improving ELLs Listening Competence Through Written Scaffolds. TESOL
Journal, 8(4), 831-849. doi:10.1002/tesj.339

The main idea of the article to provide the reader with information on why written scaffolding is more
effective when it is used correctly. The article suggests to use the write materials depending on a student’s
proficiency level. The article was intended for both educators and researchers of scaffolding. This will
help the audience to closely study their students and help them improve their listening comprehension and
listening skills. This is a very useful article for a teacher who is beginning to work with L2 learners and
want to help them improve their reading and writing skills.

María C. M. de Guerrero, & Villamil, O. (2000). Activating the ZPD: Mutual Scaffolding in L2 Peer
Revision. The Modern Language Journal, 84(1), 51-68. Retrieved from
http://www.jstor.org/stable/330449

This scholarly article is about how L2 learners benefit from peer revision scaffolding. Vygotsky presents
the zone of proximal development and how is related in a writing class to help English language learners.
It turns out that the reader and the writer are mutual learners when learning how to write. The purpose of
this scholarly article is to present a study and observe the strategies that L2 learners use to develop writing
skills when 2 learners are working in the zone of proximal development. Both learners examine a
narrative text that is written by one of them, one is the reader the other one is the writer. This type of
article is written for researchers who are interested in scaffolding writing for L2 learners. I think this
scholarly article can be used by teachers who have L2 learners in their classroom and want to look at this
study that was done involving L2 learners.

Pawan, F.(2008, March 19). Content-area teachers and scaffolded instruction for English
language learners. Retrived October 28,2018 from: https://www-sciencedirect-
com.libproxy.uhcl.edu/science/article/pii/S0742051X08000206
In this article, the author Faridah Pawan stress the importance of scaffolding for ELLs using
their culture as a mean to engage them. Using strategies and tools based on their cultures
result in a more effective instruction. The author conducted a study in which she collected data
from 33 Content Area Teacher discussions on scaffolding statements regards content-area
instruction for English language learners. The main goal of this study is to identify some of the
most successful scaffolding strategies that CATs utilize with ELLs. This article is intended for
both educators and researchers who seek information on the impact that various strategies and
tools have on L2 learners.This article also provides information on Language acquisition factors
such as Linguistic scaffolding, conceptual scaffolding, social scaffolding, and cultural
scaffolding.

II. Practitioner Source

EL Education.(2018). Supporting English Language Learners: Scaffolding Instruction. Context

clues Retrieved from: https://eleducation.org/resources/scaffolding-instruction

The information on this website is mostly intended for upper-grade ELLs teachers who want to
provide scaffold instruction to support ELL students academic achievement. This website
includes a video (“Scaffolding Literacy Instruction for ELLs”) that presents several strategies to
help L2 learners read complex text. Some of the strategies included in this video are: “context
clues” a strategy used to understand the meaning of an unknown word. Context clue is the
information that we can find either before the word or after that “suggest” what the word means.
Also, they talk about “text coding”. This strategy helps students keep track of their thinking while
reading. This strategy can be also applied to other learning tasks. There are more tools and
strategies included in this video that are helpful for both teacher instruction and student learning
in both first and second language that are very effective for instruction.

Haynes, J. (2015, March 12). | 4 Strategies for Scaffolding Instruction for ELs. Retrieved
October 27, 2018, from http://blog.tesol.org/4-strategies-for-scaffolding-instruction-for-
els/

This tesol blog is over the four strategies that are there to help scaffold instruction for English learners.
The four strategies are; connecting new information to prior knowledge, pre-teaching academic
vocabulary, using graphic organizers, and supporting Ells writing by using sentence frames. This text is
an informational text because it is here to help teachers with new scaffolding tools. The author may use
terminology that many teachers may know however she also has it linked to other tesol websites just in
case you are not sure of the term. I feel that this blog is effective because we can follow four steps to help
students with their writing. Any teacher could learn from the information on this blog.

What is "scaffolding" and how does it help ELLs?. (2017). Retrieved October 28, 2018, from
http://www.colorincolorado.org/faq/what-scaffolding-and-how-does-it-help-ells
This Colorin Colorado source is about what is scaffolding and how does it help L2 learners. It also
provides some of the benefits of scaffolding for ELLs. The purpose of this source is to provide teachers
with a brief definition of what is scaffolding and how is beneficial for L2 learners, so they can implement
in their teaching. This source can be used as a must-read for teachers who are teaching L2 learners. This
will help teachers who have L2 learners know that scaffolding works for all students regardless if they are
in the process of learning another language.

III. Lesson Plan/Activities

HUYNH, T. (2018, May 24). 88. Language Scaffolds: Lowering the Barriers to Comprehension | ELL
Strategies. Retrieved October 27, 2018, from https://www.empoweringells.com/language-
scaffolds/

Tan Huynh writes in his activity some ways to use scaffolding tools when creating a lesson plan. Huynh
explains the levels that many Ells are on when they are writing. the two main points to remember when
writing your lesson is to allow students to use their home language. Teachers can modify complex text,
use guided questions, leveled questions, sentence starters, and sentence frames. These will allow the
students to develop with writing because some Ells may be having a hard time getting their thoughts
started. These articles are very helpful and easy to follow by teacher. Huynh reminds teachers on what
they need to remember when writing a lesson plan for Ells in writing.

Kyne, M. (2016, November 28). Scaffolding Writing Assignments | Scaffolding Education &
Teaching. Retrieved from https://www.storyboardthat.com/articles/e/scaffold-essay-
writing

The website’s purpose is to help parents and educators to create scaffolding assignments for
any grade level. This website has many options and anyone who uses it can find any activity.
The main audience for this website is parents, educators and future educators to help them
build scaffolding assignments to better educate their students. This website is effective and
useful to help L2 learners build their writing and reading skills.

Reed, C. (2016, September 17). Scaffolding Beginning Writers. Retrieved October 27, 2018, from
https://brownbagteacher.com/scaffolding-beginning-writers/

There are many activities that are posted on this page by Catherine Reed, for teachers who are trying to
help Ells with their writing. In these activities teacher will be able to teach how to write in a journal,
spelling, making writing real, sentence stems, assess writing and sharing students writing. The students
can use these tools to help them build on their writing. Catherine Reed also talks about not putting so
much stress over spelling especially if they are still how to write. These activities could be used by any
content teacher with any of their content. You are also able to buy these lesson on teachers’ pay teachers.

By: Cynthia Balderas, Melissa Vaughn, Vanessa Cisneros, and Sandra Zuniga