Annotated Bibliography on Immigrants Learning English in the United States

Running Head: ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING
ENGLISH IN THE UNITED STATES
Annotated bibliography on immigrants learning English in the United States
Name of the Student:
Name of the University:
Author Note:

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ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING ENGLISH IN THE
UNITED STATES
Abdullah, M., & Eng, W. (2017). LISTENING TO THE ETHNIC VOICE IN ESL
LEARNING [Ebook] (pp. 16-26). The English Teacher Vol. XXXV. Retrieved from
http://journals.melta.org.my/index.php/tet/article/view/311/207
Note Card:
(a)Different perspective present in the study is the reason for choosing the article.
(b) Survey conducted that show the attitude of the Malaysian ESL learners along with its
relation to the aspect of ethnicity and national identity.
(c) Hypotheses were to find out the sentiments regarding the language in various ethnic
groups.
Questionnaire used as method of research.
Data is both quantitative and qualitative in nature.
Findings show a majority of ESL students who are Malaysian have a positive attitude
towards the process of learning.
(d) Concept of English in Malaysia along with a brief history along with its political role.

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ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING ENGLISH IN THE
UNITED STATES
Bergey, R., Movit, M., Baird, A., & Faria, A. (2020). Serving English Language Learners in
Higher Education Unlocking the Potential [Ebook]. American Institute of Research.
Retrieved from https://eric.ed.gov/?id=ED585543
Note Card:
(a) The reason to choose this article is to look at the other side of the story.
(b) It focuses on the brighter side of immigrating and learning another language along
with the help provided by the authority.
(c) Methods used are qualitative (interviews) of students.
(d) Major concepts are English language learner, English learner, English as a second
language, English for speakers of other languages, generation, international students,
and recent immigrants.
Scope of improvement in the process of learning involved as it helps to become a part
of the mainstream life in the United States.
Brittain, C. (2017). On learning English: The importance of school context, immigrant
communities, and the racial symbolism of the English Language in understanding
the challenge for immigrant adolescents.
Note Card:
(a) The focus is mainly on the group of adolescents from Mexico and China.
(b) Significant difference in the attitude of the two groups has been noted under the
influence of the contexts such as school, fellow students, and community.

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ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING ENGLISH IN THE
UNITED STATES
(c) Hypotheses have been documented in the form of various contexts that have
influenced the behavior of the two groups; the contexts were societal, school, and
student socio-cultural contexts.
Methodology- sub-sample of transnational messages study with the help of qualitative
for five groups of immigrants over a period of five years.
Method is qualitative in nature. The main findings show the Chinese message to be
limiting their scopes of interaction with peers. The Mexican message was that English is
a difficult but one needs to learn it.
(d) Concepts- racialization of English, perceptions and experiences, concept of
learning English with the help of messages.
Gándara, P., & Escamilla, K. (2017). Bilingual education in the United States. Bilingual
and multilingual education, 1-14.
Note Card:
(a) Another important aspect involved in immigrants learning English in the United
States is the lack of accommodation of bilingualism and multilingualism in the
schools of the U.S.
(b) There has been constant shift in the level of tolerance and repression along with the
involvement of politics, economy, and the immigrating population.
Concepts of the history of bilingualism in the USA, definition of bilingual education,
contemporary dilemmas have been discussed.
(c) Method of research is on existing data that is quantitative and qualitative in nature.

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ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING ENGLISH IN THE
UNITED STATES
(d) The major concepts include influx in the immigrant population and how it leads to
the increase assets that are cultural and linguistic in nature. It is important to focus on
those aspects in order to increase achievement in field of academics.
Hai, Y., & Fang, Y. (2019). Asian Immigrants: a Literature Review of Identity and English
Learning [Ebook] (pp. 1-7). Xi'an, China: Atlantis Press. Retrieved from
https://dx.doi.org/10.2991/iccessh-19.2019.269
Note Card:
(a) The reason to those this paper is to focus on the various aspects involved with the
learning of language and bursting the bubble of apparent simplicity in the process.
(b) The experience of learning English is very different when it comes to Asian
immigrants as conflict of identity along with power relations are involved.
Questions raised on the basis of identity being ethnic, national, and racial.
(c) Method used on existing data that is mostly qualitative in nature.
(d) Concepts of identity dynamics and the relation of learning English for Asian
immigrants, language switch, gender differences.
Clearer picture gained in terms of the English learning experience.

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ANNOTATED BIBLIOGRAPHY ON IMMIGRANTS LEARNING ENGLISH IN THE
UNITED STATES
Larrotta, C. (2019). Immigrants Learning English in a Time of Anti-Immigrant Sentiment.
Note Card:
(a) The focus of the article is on the contribution of the immigrant population in the
economy of the United States and the hostility towards the immigrants that are
currently on the rise.
(b) The reason to choose this topic is because of the several repressive measures that
have been taken up by the Trump government to curb the influx of immigrants,
especially Mexicans and Muslims with the help of the United States Immigration
along with the Customs Enforcement Agency (ICE).
(c) Methods- qualitative examples, surveys
(d) Concepts- learning English, trauma of immigration, policies, American dream.
Development of strong anti-immigration sentiments have risen in the United States,
increasing the work of educators who now not only limit themselves to teaching the
language, but also provide them support, emotionally and psychologically in order to
cope with the trauma of the immigration process.