Annotated-Bibliography-

1. Name: Juan Crisostomo Ibarra_________________________________________________________________________________
Program: Doctor of Philosophy in English Language Education_________________________________________________________
Annotated Bibliography with Insights
Theme Second Language Literacy
Working Title Literature-Based Instruction and English Language Education: Implications on Basic Literacy Skillsamong K-to-3
Students in San Diego Elementary School
Introduction
This action research focuses on Filipino learners’ acquisition of English language competencies. Scholarship on second language education
and literacy is particularly rich because of the implications it has on children’s cognitive development, communication skills,and
achievement in other learning areas (e.g., math and science) and more complex literacy skills (e.g., academic writing). In the Philippines,
analyses have shown that students’ difficulties in reading and understanding English texts negatively impact their performance in
international large-scale assessments. One pedagogical approach that education experts agree can help improve second language acquisition
is literature-based instruction. To date, however, literature-based instruction has not been widely used among early childhood educators in
San Diego Elementary School. This action research, therefore, will investigate the effects of using literature-based instruction as a
pedagogical approach for K-to-3 students within the school.Results from the study can help inform the delivery of English language
teaching for the institution’s students.
Article 1 Annotation Insights
Title: Creative and critical approaches
to language
learning and digital technology:
Findings from a multilingual
digital storytelling project
Presents findings from the global literacy
project, Critical Connections: Multilingual
Digital
Storytelling, which combines a focus on
language and digital communication with the
creation, sharing, and critiquing of personal
stories. Includes data from over 500students
and 16 lead teachers at 13 schools in or near
The digital approach used by the
researchers of this study can help me
concretize and operationalize literature-
based instruction in my school for my
action research. Particularly interesting
is how their method involves clear
phases (pre-production, production,
and postproduction), which can help
Citation: Anderson, J., Chung, Y. C., &
Macleroy, V.(2018).Creative

2. and critical approaches to
language
learning and digital technology:
Findings from a multilingual
digital storytelling project.
Language and Education, 32,
195–211.
London, as well as 3 schools in Algeria, Taiwan,
and Palestine. Examines how young people
moved through preproduction, production, and
postproduction phases of digital story
composition, making decisions about their
languages and representation. Uses critical
ethnographic methods to analyze student
learning and engagement, pedagogical
principles and structures, and implications for
policy and teacher professional development.
demarcate the teaching processes I will
implement in my research. If I follow
the model used in this research, I might
have to do additional research on the
integration of ICT in literature-based
instruction.
Article 2 Annotation Insights
Title: Shared book reading and English
learners’ narrative production
and comprehension.
Explores the relationship between exposure to
shared book reading and Spanish-speaking
English learners’ narrative production and
comprehension skills in kindergarten.
Participants included 21 kindergarten teachers
in a transitional bilingual education setting and a
random sample of their Spanish-speaking EL
students (n = 102).Data included teachers’
recorded Spanish-language book reading
sessions, coded for extratextual talk and gestures,
and students’ oral retellings of a silent cartoon in
fall and spring, coded for word tokens and story
structure. Comprehension was assessed using
multiple-choice questions. Through multiple
regression analyses, researchers found
differential influence of teachers’ social and
linguistic cues during book reading: specifically,
The participant-sampling and data-
collectionmethods used in this research
can serve as a model for how I will
engage my co-teachers in my schoolfor
the action research. It would be good
for me to dive more deeply into how
multiple teachers were involved in the
research process and how data from
various classroom sessions were
collectedand managed. These details
can help me in fleshing out the Method
section of my paper.
Citation: Gámez, P.B., González, D.,&
Urbin, L. M. (2017).Shared
book reading and English
learners’
narrative production and
comprehension. Reading
Research Quarterly, 52,275–290.

3. teachers’ extratextual talk predicted ELs’
narrative production (story structure) gains,
while
teachers’ gestures were positively associated with
narrative comprehension gains.
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Other Related Research
1. Alghasab, M., & Handley, Z. (2017).Capturing (non-)collaboration in wiki-mediated collaborative writing activities: The need to
examine discussion posts and editing acts in tandem. Computer Assisted Language Learning, 30,664–691.
2. Eckstein, G.,& Ferris, D. (2018).Comparing L1 and L2 texts and writers in first‐year composition. TESOL Quarterly, 52,137–
162.
3. Gevers, J. (2018).Translingualism revisited: Language difference and hybridity in L2 writing. Journal of Second Language Writing,
40,73–83.
4. Holm, L. (2017).Constructions of the literacy competence levels of multilingual students. Language and Education, 31,449–462.
5. Moses, L., & Kelly, L. B. (2017).The development of positive literate identities among emerging bilingual and monolingual first
graders. Journal of Literacy Research, 49, 393–423.
Research Questions
1. How can literature-based instruction be operationalized in teaching English among K-to-3 learners in San Diego Elementary
School?
2. Did K-to3 learners who received literature-based instruction have higher achievement rates in English compared to those who
received the usual kind of instruction used in the school?
3.
Sample annotations taken from:
Frederick, A., Crampton, A., David, S., … , & Thein, A.H. (2019). Annotated bibliography of research in the teaching of English.
Research in the Teaching of English, 53(3).