Annotated Bibliography

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The books that I have chosen to use as part of my professional bibliography are part of my home library; they play an essential role in what my beliefs are in teaching. These books have introduced me to a whole new way of seeing the world of teaching languages. They have expanded my knowledge of English vs. Englishes, the language, its cultural history, cultural awareness, and fun techniques of teaching grammar. These books have opened my mind to how critical it is to preserve someone's heritage. When we take the culture away from L2 learners (metaphorically, their language and religious beliefs), they will soon die like a tree without roots. We can add another language and culture, but we can never destroy their original cultural heritage. As language instructors, we should keep in mind how culture, language attitudes, and socialization practices help us understand what influences ethnic groups regarding how they speak, read, and write.


Bryson, B. (1990). The Mother Tongue: English and How It Got That Way. New York, NY: William Morrow and Company.

The author covers the entire history of the mother tongue, the English language, a language that has magically spread throughout the world. That this small island of Britain could have so much power throughout the world is mind-boggling. The studies of the origin of words and their beginnings have intrigued me for decades. This book has been part of my library and it was a constant reminder that someday I would fulfill my lifelong desire to learn about the origins of languages.

 

Cook, G. (2010). Translation in Language Teaching. Oxford, New York: Oxford University Press.

The author presents a subject that language teaching has been criticized since the end of the 19th century. He believes that changes should take place and that translation should become a partial method of teaching languages. In my personal experience, learning about the author’s beliefs reminded me of the time when I took an English for translation class at Andrews University. Getting a refresher course in my native language's grammar and vocabulary made me realize that I was more confident when using the target language because I was in touch with my native language. By knowing both languages, I became more proficient in both.  I realized that there were similarities between both languages.  Keeping this book as part of my library will help me to go back and use some of the methods to implement in my lesson plans.

 

Celce-Murcia, M. and Hilles, S. (1993). Techniques and resources in teaching grammar. New York: Oxford University Press.

This book provides practical techniques in the field of English as a second language in teaching grammar.  As a second language learner and a future instructor of ESL, books like this should be part of our daily reading while preparing for class.  Because exams in this country can determine a student's acceptance to attend a university, it is imperative that ESL students be ready because these tests represent a significant component in grammar, and their success on passing these tests depends on their future advancement.

 

Haussamen, B. (2003). Grammar Alive! a Guide for Teachers. National Council of Teachers of English.

In this book the authors compiled helpful, insightful, and fun information that captured my interest in grammar.  This book was required for class.  On my first day of class all my insecurities resurfaced; and I became uneasy because the study of grammar as the author describes “has been characterized as “the skunk at the garden party of the language arts.” Yes, I struggled in this class, but I was determined to complete the course because every day, I learned something meaningful that would help me understand and grasp the target language.  For a teacher, this book facilitates the preparation of lesson plans for students to discover the rules and principles on their own instead of forced them on the students; it helped me de-mystify grammar.

 

Nilsen, D. and Nilsen, A. (2010).  Pronunciation contrasts in English. Long Grove, ILL.: Waveland Press.

Pronunciation Contrasts in English is a book that should be in the library of any L2 learner or ESL instructor of English.  The authors explain concepts and patterns of English spelling, pronunciation, and meaning to ease the process of learning English for L2 learners.  This book is excellent for language instructors because it explains the English spelling system and how it makes pronunciation difficult for English language learners. It focuses on pronunciation and provides techniques for L2 learners to bring their pronunciation closer to L1 speakers.

 

Philips, S. (1993). The invisible culture. Prospect Heights, Ill.: Waveland Press.

The author covers common problems in American education, social justice, and history and anthropological matters that affect people who live on an Indian reservation. The desire to learn about people was born while attending a graduate class, “Global Englishes,” that expanded my knowledge and depth of understanding of forced education in the USA among Native Americans. As an ESL instructor, having an awareness of the differences between ethnic groups could assist when working on lesson plans.  We need to understand verbal and nonverbal behaviors and respect students' ideologies. Students come from different backgrounds and bring with them their distinctive ways of communicating. ESL instructors need to know the different styles of communication among various ethnic groups to be able to interact with students.

 

Walker, R. (2011). Teaching the pronunciation of English as a lingua franca. Oxford [u.a.]: Oxford Univ. Press.

This handbook is created explicitly for Language teachers to educate them on the subject of English as a Lingua Franca.  EFL indicates the changing role of English in the world today, especially in the pronunciation of English as a Lingua Franca. This book is an excellent tool; it provides techniques and materials to teach EFL pronunciation. It covers the concerns and benefits of adopting the EFL pronunciation to benefit students.

 

Vaida, C. (1996). Liberating grammar. Upper Saddle River, N.J.: Prentice Hall.      

The book Liberating Grammar is a textbook and is now part of my library. The author’s primary purpose for this book is to show how grammar can liberate us. This class was not an easy one, but it was vital since I was preparing to become an instructor of English to L2 learners. I made a strong effort and put all of my attention into learning the structures and functions of the English language. The rules and diagrams in this book are helpful in constructing English grammar.  As such, grammar helps us understand languages and teaches us that if we generate grammar, it can liberate us.

 

Zentella, A. (2005). Building on Strength Language and Literacy in Latino Families and Communities. New York, NY: Teachers College Press.

The author of this book focuses on language and literacy in Latino families and their communities. In this printed book, we find vital information for linguistics, anthropologists, and educators. The author explains how culture, language attitudes, and socialization practices will help us understand what influences Latinos regarding how they speak, read, and write. This information is beneficial in my present position since more than 50 percent come from Latino families, and all do not come from the same country.  All participants bring to the table different ways to speak their L1, different cultures, and different family relationships. Also, their parents are not bilingual, and most of them have not completed a college degree but want their children to receive an education. This information helps me be aware of the different dynamics and how they influence student progress in school.