Annotated Bibliography

Arnett, K. & Mady, C. (2015). French as a Second Language Teacher Candidates

Conceptions of Allophone Students and Students With Learning Difficulties. The
Canadian Journal of Applied linguistics. 78-95. Retrieved From:
https://canvas.sfu.ca/courses/27149/files/4487535?module_item_id=533271
Arnett and Mady explore the idea of students who struggle in a classroom and
their acceptance into todays Second Language classrooms. Most teachers do not
want to have these students in their class as they feel it is too hard or advanced for
the students. Despite the eliteness that is found within Second Language
classrooms, Arnett and Mady have set out to dissuade teachers and others, that
students who have LD or are slower in the classroom should not be partaking in
learning another language. With this in mind it is important for me as a teacher to
remember to allow everyone into the classroom, and that it is not a disadvantage
for them to be there but may in fact be an advantage for the student, by refining
the same skills that are used in English.
Cohen, A., Larsen-freeman, D., & Tarone, E. (1991). The Contribution of SLA Theories
and Research to Teaching Language. Retrieved From:
https://canvas.sfu.ca/courses/27149/files/4278780?module_item_id=519379
This article looks at the research and methods that a teacher uses when teaching a
SLL. The article looks at six different areas of research within the learning and
understanding of teaching languages. The research shows that it is not how the
teacher teaches the language but instead how the student learns the language.
Each student is different and although there are some methods that are generally
successful in teaching, the focus should not be on these methods but instead on
the way a student learns. The teacher, therefore, should see themselves more as a
facilitator or partner, interacting with the student and choosing with the student
where to go within learning the language than on a set curriculum.
Kissau, S., Turnball, M. (2008) Boys and French as a Second Language: A Research
Agenda for Greater Understanding. The Canadian Journal of Applied linguistics
11(3). 151-170. Retrieved From:
https://canvas.sfu.ca/courses/27149/files/4328850?module_item_id=524797
Boys and French as a second language, highlights different reasons as to why
boys are less likely to study languages, or at least certain language like French
and Italian. Kissau and Turnball, make some excellent points why boys do not
like studying French that, if teachers can be aware of, teachers can work towards
avoiding certain techniques in the class. The first thing that deters boys in
learning another language is that they dislike the repetitive nature of the language
classroom. Boys want internal control and when a teacher stands at the front of
the class and lectures, the boys feel as though they have little control of their

learning and can feel they are unable to better themselves in the language. Gender
stereotyping also plays a role in boys not wanting to learn the language. Boys find
the topics to be domestic, learning a language can be seen as a girl thing to do,
and can be believed to put one in jobs of lower pay if they study it. It is, therefore,
important teachers who teach languages to remember how the boys feel, what
they want and the messages that are receiving from the culture that surrounds
them. By being aware of certain topics and feelings the boys hold, a teacher can
continually change up the activities they are doing in class so it does not some
repetitive, show relevancy as to why it is good to learn another language and
encourage more boys to study a language, as well as create different topics to
study.
Excerpt from: Masters, P.A. (2008) Play theory playing and culture. Sociology Compass
2/3:856-869 retrieved from: https://canvas.sfu.ca/courses/25834/pages/week-11readings-and-commentary-1
Play theory is a great way of looking at teaching within the classroom. This
excerpt shows the importance of allowing students to feel as though they are
playing. If students feel they are playing there is more intrinsic motivation for
whatever the task at hand is. This article is a great reminder and inspiration to
create all different types of games within the classroom as well as to invite
technology into the classroom. The article is also a good reminder that games can
often work as forms of assessment for the student to see where they are at and
which areas they need to get better at so they can progress in the game. This
article can work alongside the article, Boys and French as a Second Language: A
Research Agenda for Greater Understanding, as it helps the teacher remember to
not be the focus of the classroom but to have the class constantly changing, which
is something boys need when learning languages.
Rivers, W. (1989). Principles of Interactive Teaching. Retrieved From:
https://canvas.sfu.ca/courses/27149/files/4413329?module_item_id=527486
The article Principles of Interactive Language Teaching, is based of the belief
that there are ten main ideas that are the foundation to teaching any language. If
the teacher is able to acquire and use the ten main principles correctly than they
will be able to have a successful classroom no matter how the curriculum or the
demands placed on the language classroom change. Although there are ten main
principles, there is one key idea that runs through these varying principles. The
idea is that the student is the one who should be conducting their own learning,
while a teacher simply helps facilitate the students learning. By remembering the
classroom is not about the teacher but about the students, the classroom will
become more successful. Through different types of activities, testing, and
coming alongside and working with the student, the teacher will be successful.

Terrell, T., (1991, Spring). The Role of Grammar Instruction On a Communicative

Approach. The Modern Language Journal, 75(1). 52-63. Retrieved From:
https://canvas.sfu.ca/courses/27149/files/4430965?module_item_id=528486
This article discusses the role of grammar when learning a Second language.
Terrell believes that it is possible to learn and be fluent without any focus or
formal teaching on grammar, however, only when fully immersed and over
sufficient time. Due to the lack of time and native language speakers in the
classroom, Terrell argues that even though explicit grammar instruction (EGI)
should not be the main focus or the most important part of learning a second
language, it can be helpful and speed up the process of learning a second
language in a classroom setting. Terrell goes through the history of using
grammar when teaching a second language, inconclusive research and his own
hypothesis of EGI within the classroom. It is, therefore, important for a language
teacher to remember that the main focus of the class should be the language not
the grammar of the language. The class should not be built around grammar
instruction; instead grammar instruction should be used only to help understand
the language or context faster.
Cummins, J., & Mady C. (2015). Setting the Context: Literacy in FSL. Effective Literacy
Practices in FSL: Making Connections. Retrieved From:
https://canvas.sfu.ca/courses/27149/files?preview=4456507
This article focuses on the meaning of literacy with in FSL learners. This covers
what a literate FSL is able to do and understand, the influences and importance of
learning a second language, how to teach so that students can be literature FSL
and how it can improve a students first language skills as well. This article is very
helpful and informative as to helping define why learning another language is
important. Not only did is it helpful in the ability to define why learning another
language is useful but the article also is helpful in understanding the term literacy.
By understanding the term literacy, the article explains different methods and
helpful ways to teach so that students can become literate in French (or other
languages).