ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography

Megen Watkins

School of Education, Liberty University

Author Note
Megen Watkins
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Megen Watkins
Email: [email protected]
ANNOTATED BIBLIOGRAPHY 2

Annotated Bibliography

Challenges Facing English Language Learning Students (ELLs) When Learning Content
in English
Meng, C. (2017). A Cross-Lagged Analysis of Teacher–Child Language Interactions and

Receptive Vocabulary of Non-ELL And ELL Children. Early Child Development

and Care, 189(12), 1901-1913. https://doi.org/10.1080/03004430.2017.1421180

According to Meng, ELL students are those who do not speak English at home or school.

The increased number of students who do not speak English is alarming. Additionally, they

become a challenge to early childhood teachers. Other challenges facing these students come

from a low income backgrounds, economically disadvantaged families, and parents who happen

to be immigrants. The author states that a high percentage of students who were immigrants,

53%, were considered to come from a poor background, thus being poorly raised. Furthermore,

the author explains according to the U.S Bureau of labor statistics, the chances of children being

taught by teachers of the same ethnic group are low. This is seen from the statistic that 77.9% of

the teachers did not identify as Hispanic Caucasians, 16.1% identified as African Americans, and

34% identified as Asians. When looking closely at these statistics, students are likely to have

teachers who do not share the same ethnic background. This is dangerous when the teachers do

not have a relationship, thus not connecting with the student in any way. The author explains the

rate at which the student grasps language is determined by the relationship with the teacher,

which the racial background can influence.

Banse, H., & Palacios, N. (2018). Supportive Classrooms for Latino English Language

Learners: Grit, ELL Status, And the Classroom Context. The Journal of
ANNOTATED BIBLIOGRAPHY 3

Educational Research, 111(6), 645-656.

https://doi.org/10.1080/00220671.2017.1389682

Banse & Palacios (2018) see the importance of measuring the aspects of students for

students to achieve more outstanding marks when it comes to learning English and reduce the

achievement gaps within the section. The authors speak of grit, whereas others view it as an

undue burden for students to rise above their circumstances which involve poverty and poor

upbringing. In contrast, others view it as a positive role that builds a student to rise above their

events, such as poor parenting. Regarding the students in the U.S. schools population, it is

evident that the population is growing with several paid linguistic, ethnic, and cultural changes.

According to Banse & Palacios (2018), the number of ELLs is expanding in the U.S. setup. In

this period, it is crucial to investigate the classroom context and how the teachers handle the ELL

students. How teachers take these students will determine their academic achievement when it

comes to performing. Lastly, a class setup will decide if the non-English speaking students are

being given priority which will also influence their performance in a more incredible view.

Jenkins, E. J. (2021). Exploring Teachers' Experiences and Perceptions of Mindfulness

Practice with English Language Learner and Refugee Student Populations During

The COVID-19 Pandemic. https://doi.org/10.17918/00000758

Due to the displacement of personnel, the U.S. receives several requests each year due to

political and social factors such as climate change; thus, the government accepts those requests.

Jenkins (2021) explains such requests are received from the Afghanistan crisis, Haiti, and

Guatemala, which result from climate change and political turmoil received by several refugees

in the U.S. military bases. The author further explains due to the crisis; students are most likely

to experience trauma affecting their performance at school as they transition from their native
ANNOTATED BIBLIOGRAPHY 4

language to English. Additionally, teachers have no idea how to support these students facing

such trauma. This brings attention to the learning system where teachers must be professionally

taught how to handle such issues. During the Covid-19, students were directed to online training

following the fatal virus; this led to a more traumatized group of students who did not get any

support from the government and teachers in charge of the class sessions.

Monarrez, A., & Tchoshanov, M. (2020). Unpacking Teacher Challenges in Understanding

and Implementing Cognitively Demanding Tasks in Secondary School Mathematics

Classrooms. International Journal of Mathematical Education in Science and

Technology, 53(8), 2026-2045. https://doi.org/10.1080/0020739x.2020.1857860

According to Monarrez & Tchoshanov (2020), students need to be exposed to tasks that

demand their attention and demand. There have been instances where students report no cases in

which lessons beyond memorization are used in the classroom. This turns out to e a challenge

because students need to depend on themselves, exposing them to high levels of demands when

it comes to studies and the goals achieved when it comes to the end result. The authors support

their argument with an analysis conducted by the National Assessment of Educational Progress

Data, where a small percentage of students practiced proficiency in their studies. They explain

there are three levels of the assessment, advanced being the highest level, mastery, and basic

being the lowest level when it comes to students handling complex tasks. The highest population

fell below proficiency, where Hispanic students were considered part of the populated students in

Texas. Lastly, the government felt the equipment and how the teachers conducted their studies

significantly impacted how students handled their tasks and duties.

Lawrie, J. M., & Fonseca, D. A. (2019). An Examination of Principals’ Perception,

Knowledge, And Training Regarding Their Preparation to Be an Effective

Instructional Leader for Ell and Sped Programs. ProQuest.

According to Lawrie & Fonseca (2019), it is crucial to determine if students are being

provided with the necessary support to access their full potential and gain special needs. The

ELLs program needs professional development regarding administrators being trained to

supervise the program effectively. The authors investigated further and realized that the ELL

program was forced to lean on the knowledge of others who needed to be better trained and well-

informed about how to go about the program. A student’s achievement can be maximized when

there is a focus on the practice instructed to a student, which includes co-teaching and

instructions handed over to the student directly; these impact a student’s success educationally.

The authors explain the importance of supervising ELL programs provided by a group of

experienced teachers and superiors. Lastly, Lawrie & Fonseca (2019) find the importance of

knowing the program and how it works. This was established from their finding that principals

needed more knowledge of the second language which operated around their school. Lack of

preparation and expertise negatively impact how the program is run.

Garcia, E. B., Sulik, M. J., & Obradović, J. (2019). Teachers’ Perceptions of Students’

Executive Functions: Disparities by Gender, Ethnicity, And ELL Status. Journal of

Educational Psychology, 111(5), 918-931. https://doi.org/10.1037/edu0000308

The authors speak of teacher-report as a commonly used tool in assessing executive

functions in institutions. Teachers use the report to evaluate the student's literacy which

discovered that teachers view boys as having limited English proficiency compared to girls. The

information also viewed African Americans and students with limited English ability as having
ANNOTATED BIBLIOGRAPHY 6

the worst executive function compared to girls. With the research carried out by the authors, the

researchers concluded that the teachers contribute to the outcome of students due to how they

perceive their students based on reports. Investigations should be carried out regarding the

research conducted by teachers because they influence and impact the students around the

institution. Instead, researchers suggest directly assessing the students' cognitive progress. Such

research prevents the teacher from making assumptions about the students, which most likely do

not correspond with the student’s dynamics.

Ceja, A. (2020). Supporting Ell Students in Public Education. ProQuest.

Ceja (2020) explains that ELL students are exposed to a language or two but need help

with writing, reading, and understanding English. According to the Author, ELLs are the

growing number of students in the nation but need to fare better within the U.S. educational

system. The author further explains that the students face several challenges; one is they are

underrepresented as a particular unit in the primary grades. The author states that the students

start being represented more when in third grade compared to the second grade. Minimal referral

practices, adequate restricted instructions, and limited training for the instructor in charge of the

ELL program influence this. All this led to underrepresentation within the program. 80 % of the

ELL students are Hispanics, according to Ceja (2020), which means that institutes need to be

added to facilitate all of them.

Early, M., & Kendrick, M. (2020). Inquiry-Based Pedagogies, Multimodalities, And

Multilingualism: Opportunities and Challenges Supporting English Learner

Success. The Canadian Modern Language Review, 76(2), 139-154.

https://doi.org/10.3138/cmlr-2019-0025
ANNOTATED BIBLIOGRAPHY 7

The curriculum setting faces challenges from a radical turn from traditional content

curriculum towards inquiry-based approaches to teaching possible challenges facing

contemporary curriculum. According to Early & Kendrick (2020), educational development has

an extensive history internationally. Therefore, content-based instruction offers an ongoing

perspective as it influences factors such as theoretical perspectives on language grasping.

Although despite these views, the integration presents challenges such as the radical change in

the current century curriculum. Additionally, a few approaches speak to issues faced if the

curriculum is in the context of foreign languages. The authors talk of challenges teachers face,

which are related to the implementation of the design of content-based instructions. Finally,

learners are confronted by challenges that entail language and literacy, which are accompanied

by advanced academic languages which give students a hard time grasping.

Ridley, J., Kim, S., & Yoon, E. (2019). Working With Refugee Ells: Moving Beyond the

Challenges. Kappa Delta Pi Record, 55(4), 164-168.

https://doi.org/10.1080/00228958.2019.1659062

According to Ridley et al. (2019), the U.S.'s educational and cultural diversity is changing. They

explain several students are now transitioning and can speak several languages beyond English.

The number of students who can speak different languages comes from the refugee camps

making up more of the growing population. Currently, refugees have been absorbed in school

systems where the government stated that systems generally drank the ELL program in all

institutions. Regardless of their cultural background, refugees have been involved in curriculum

agendas where they are treated like other students. However, refugees face challenges that might

affect their overall performance in education. According to the author, when refugees are

interrupted from their school curriculum, they are more likely to underperform than their ELL
ANNOTATED BIBLIOGRAPHY 8

classmates. Furthermore, interrupted class sessions may cause refugees not to adhere to the rules

and routines, which affect their performance within the educational system. Additionally,

migrating back and forth from school to their home country will often cause trauma, stress, and

even depression depending on what migrated them from their home country. These affect their

school performance and the relationship between them and their classmates; these might be

severe and cause a mental breakdown, which is not mentally healthy when focusing on growth.
ANNOTATED BIBLIOGRAPHY 9

References
Meng, C. (2017). A Cross-Lagged Analysis of Teacher–Child Language Interactions And

Receptive Vocabulary Of Non-ELL And ELL Children. Early Child Development and

Care, 189(12), 1901-1913. https://doi.org/10.1080/03004430.2017.1421180

Banse, H., & Palacios, N. (2018). Supportive Classrooms for Latino English Language Learners:

Grit, ELL Status, And the Classroom Context. The Journal of Educational Research,

111(6), 645-656. https://doi.org/10.1080/00220671.2017.1389682

Jenkins, E. J. (2021). Exploring Teachers' Experiences and Perceptions of Mindfulness Practice

with English Language Learner and Refugee Student Populations During The COVID-19

Pandemic. https://doi.org/10.17918/00000758

Monarrez, A., & Tchoshanov, M. (2020). Unpacking Teacher Challenges in Understanding and

Implementing Cognitively Demanding Tasks in Secondary School Mathematics

Classrooms. International Journal of Mathematical Education in Science and

Technology, 53(8), 2026-2045. https://doi.org/10.1080/0020739x.2020.1857860

Lawrie, J. M., & Fonseca, D. A. (2019). An Examination of Principals’ Perception, Knowledge,

And Training Regarding Their Preparation to Be an Effective Instructional Leader for Ell

and Sped Programs. ProQuest.

Garcia, E. B., Sulik, M. J., & Obradović, J. (2019). Teachers’ Perceptions of Students’ Executive

Functions: Disparities by Gender, Ethnicity, And ELL Status. Journal of Educational

Psychology, 111(5), 918-931. https://doi.org/10.1037/edu0000308

Ceja, A. (2020). Supporting Ell Students in Public Education. ProQuest.

Early, M., & Kendrick, M. (2020). Inquiry-Based Pedagogies, Multimodalities, And

Multilingualism: Opportunities and Challenges Supporting English Learner Success. The

Canadian Modern Language Review, 76(2), 139-154. https://doi.org/10.3138/cmlr-2019-

0025

Ridley, J., Kim, S., & Yoon, E. (2019). Working With Refugee Ells: Moving Beyond the

Challenges. Kappa Delta Pi Record, 55(4), 164-168.

https://doi.org/10.1080/00228958.2019.1659062