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1
Vick, Catharina. „Opening a Global Door : Methodologies in successful instruction of English as a second language for early learners“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21567.
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English is a widely used language, and its standing as a tool for communication among people who do not share a common first language is ever increasing. Young students all over the globe therefore learn English in school. This study aims to investigate what some recent research says regarding what methods to use when teaching young learners a second language. It then aims to compare the research findings to the methods English teachers of young learners in four elementary schools in the southern Norrland area of Sweden employ in their instruction. The study was conducted through observations and interviews with participating teachers. It was found that research advocates that teachers should use English frequently and in great quantities during lessons with young learners. Teachers should also vary their instruction and use different avenues to make the language accessible to students (for example through course-books and through active learning situations such as stories, songs, physical activities, and drama). The results of the study show that teachers attempt to employ the methods that research advocates, but that difficulties arise in regards to the teachers’ familiarity with the language, their self-confidence as teachers, and a lack of space, time, and material.
2
Willardson, Veronique. „The Effectiveness of Computer-Enhanced Shadowing and Tracking Pronunciation Exercises for Intermediate Level Foreign Language Learners“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5751.
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This study examines the effectiveness of on-line video-assisted pronunciation exercises in beginning level classes of foreign-language learning. A review of the current literature on pronunciation is presented, followed by a description of a study used to test the effectiveness of computer-based exercises in improving pronunciation. The participants were a group of high school students that were members of a fourth year French class. As part of their regular class time, the students participated in two types of exercises, in-class group work and computer-lab self-directed exercises, in which the students watched videos with subtitles while repeating what they heard. Satisfaction with the program was determined by collecting feedback from the students using qualitative and quantitative surveys. The students found the videos interesting and appreciated the learning autonomy provided by the self-directed exercises. Improvement was assessed by comparing performance on pre- and post-tests measuring both free response and reading pronunciation. Significant improvements were observed in both categories, but the improvements in reading pronunciation were most striking. The results demonstrate that computer-based exercises can be engaging and effective in teaching French pronunciation, and can be readily incorporated into the high school classroom.
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García, Maria G. „The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.
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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.
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Bouzar, Fadhila. „L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire“. Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.
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Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissements, non soumis à des critères de recrutement spécifiques, et sur la formation à mettre en place. Cette étude vise principalement à mettre concrètement en évidence des pistes pédagogiques et orientations à considérer pour l'enseignement du et en français à l’étranger, tant en termes de stratégies que d'objectifs linguistiques à atteindre, de façon à aboutir à un cadre didactique pouvant servir de point de départ à l'enseignement du français à l’étrangerThis study deals with teaching practices for non-French speakers following a French curriculum while living outside this country. In this case, school is the only place where they are exposed to the French language. The aim of this research is to look at both teaching and learning French in a nursery school, focusing more specifically on teaching practices and language skills of the learners within the framework of the MEN (French Education Ministry). Our aim is not to describe the existing situation but rather to indicate possible orientations to be taken into consideration for teaching both French and in French. This will take the form of strategies and language targets so as to build a didactic framework useable as a starting point for teaching in French, abroad. To this effect, we will offer strategies and pedagogical accommodation that could be instigated in these schools where the aim is to teach French, a language which is not familiar to the learners but is nevertheless the support of their whole schooling
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Jago, Martine Ann. „Foreign languages in early schooling : policy, pupils and processes“. Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342149.
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This study explores the professional values which underpin choices made on behalf of young children (three to seven year olds) for learning a foreign language in English nursery, infant and primary schools. Since the Education Reform Act of 1988, young children in maintained early years settings have been excluded from the modern foreign languages curriculum in England. The aim of this inquiry is to expose the belief systems of individuals in institutions with the power to influence the quality of the early learning experience and notions of status and control with regard to the conceptualisation of both 'childhood' and 'foreign language education'. A value position is unavoidable: any interest on the part of the researcher has been set aside to eliminate traces of attachment and to ensure, as far as possible, an unbiased inquiry. The research questions which lead the investigation are as follows: • Why are modern foreign languages omitted from Government policies for nursery settings and from the National Curriculum at Key Stage 1? • To what extent, if at all, have local education authorities in England already established foreign language initiatives for young learners? • What are the challenges facing schools in the current context for the implementation of a national policy? • What is the underpinning structure that supports the policy making framework for this area of the early years curriculum? For the purpose of this study, the term 'policy maker' is used to encompass headteachers (micro level), local education authority advisers (meso level) and national authorities (macro level). Research methods include case study, postal questionnaire and indepth interviews. Outcomes are presented as an analysis of innovation in one English county, perceptions of early language learning in local education authorities and discussions with policy makers at the national level. A research study which links education policy making, constructions of childhood and theories about modern foreign language acquisition has not yet been conducted in England. It is anticipated that this investigation will contribute to the debate on curriculum and values at the turn of the millennium based on new paradigms for the sociology of childhood and the perceived needs of young children in an increasingly multicultural, multilingual society. The notion of 'bilingualism' will be deconstructed and reconstructed within an inclusive spectrum: the bilingual continuum. The outcomes of the study are likely to have implications for future education policy and practice.
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Al, Zahrani Turki Saad. „Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia“. Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.
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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.PHD
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Neveu, Anne. „Context Effects in Reading for Translation: Early Target Language Activation“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531663827262551.
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Stuehling, Amara L. „"We Speak 'Hola' In School"| A Case Study of Global Education in a Partial-Immersion Spanish Preschool“. Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605637.
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Promoting global awareness is commonly cited as a main benefit of early foreign language education; however, little research backs this claim. This study explores a partial Spanish immersion preschool and how it shapes young children’s global awareness and knowledge of foreign languages and cultures. The study used a series of games, activities, and interviews to address the following three aspects of the classroom: (1) foreign language activities and language use, (2) how global awareness was portrayed by students and teachers, and (3) the beliefs, goals, and motivations of parents who chose to enroll their children there. The frameworks of translingualism and global education informed analysis of classroom observations, activities with children, and interviews with parents and teachers.
Findings indicated that children did show signs of early learning related to global awareness, though language and culture were not always the primary goals for parents and teachers at the school. Children’s literature and games allowed children to express their views and understanding about their learning about Spanish and other cultures in the classroom. They were able to talk about speaking Spanish in school and knew some words and phrases learned through exposure from the teachers in the classroom. Parents and members of the staff expressed their beliefs in the value of early second language exposure; however, primary needs of the children such as keeping them safe and developing a nurturing environment were always the priority. The findings will inform future development of language immersion programs for young children and give directors of such programs insights into what parents may hope for their children to learn regarding language and other cultural instruction.
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Ramos, Susana Puerta. „The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Gheitasi, Parvin. „"Say It Fast, Fluent and Flawless" : formulaicity in the oral language production of young foreign language learners“. Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132249.
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This thesis reports on a study, which investigated the process of early foreign language learning in a classroom context and the functions of multi-word units of language known as formulaic sequences in the oral language production of young foreign language learners. A classroom with 11 students in the age range 9 to 11 years was observed and video recorded for 16 sessions (90 minutes per session). The observations were accompanied by two elicitation tasks. 10 sessions out of the 16 sessions of the collected speech samples were transcribed chronologically. In the next step, formulaic sequences were identified based on pre-established criteria, which were further developed during the analysis. The data was analyzed in order to identify the functions of formulaic sequences in learners’ oral language production in addition to the inter-learner variations in the application of formulaic sequences for different functions. The results revealed evidence of incidental learning of formulaic sequences from input; the language input provided instances for the learners to learn multi-word units. In addition, formulaic sequences played different roles in the language production of the learners. These sequences helped young language learners to overcome their lack of knowledge, to improve their fluency, and to enjoy some language play. Formulaic sequences were used as a strategy to economize effort on processing and also to buy time for processing. The findings of the study suggested that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing. Moreover, the data provided examples illustrating communicative functions of formulaic sequences where the use of formulaic sequences was affected by the relationship between the speaker and listener. The analysis revealed that although all the learners applied formulaic sequences in their language production, there was a great variation among individual learners in their intention and the extent of the application of formulaic sequences. Some learners used these sequences to be able to extend their utterances and produce more of the language, whereas other learners used them to avoid further language production. In sum, it seemed that individual learners' different personalities, needs or limitations served as explanation for the application of formulaic sequences in different contexts.
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Richardson, Diane Fern, und Diane Fern Richardson. „Toward a Pedagogy of Ambiguity: Incorporating and Assessing Ambiguity in a Multiliteracies-Based Foreign Language Classroom“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621855.
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One of the major challenges that persists in postsecondary foreign language (FL) education in the US today is how to implement a more integrated approach to language and literature instruction, that is, one that fosters critical awareness on multiple levels and prepares learners to be globally-connected and engaged citizens (MLA, 2007; Swaffar & Urlaub, 2014). Major contributions for achieving these goals have come from an array of pedagogical approaches that share in common their focus on language as a resource for making socially and symbolically rich meanings that do more than convey facts or express objectives. These include those designated as multiliteracies and genre-based approaches, as well as those that promote intercultural, symbolic and literary competencies as integral to the language learning experience. All of these frameworks acknowledge to some extent the fact that ambiguity-understood here as the multiplicity, indeterminacy, or destabilization of meaning-characterizes language itself and thus also our day-to-day and global communication, as well as the experience and process of FL learning. This dissertation, based on a qualitative classroom-based research study, considers how ambiguity can more be comprehensively integrated into FL learning and in particular into text-oriented teaching practices. The approach taken was a pedagogy that embraces ambiguity by providing learners and educators with strategies for navigating the moments of indeterminacy, uncertainty, and doubt that they will inevitably encounter in and out of the FL classroom. The study, set in an intermediate German language and culture course at a large public university, investigates 1) how to incorporate and assess moments of ambiguity more comprehensively across the curriculum and 2) how learners responded to various encounters with ambiguity, including ambiguity of genre, perspective, and silence. Data analysis revealed that purposeful integration of induced ambiguity can facilitate more comfort with those three dimensions and that it complements the principles of a multiliteracies-based FL pedagogy.
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Chae, Eunyoung Kim. „Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea“. University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.
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DeLeon, Tanya M. „The New Ecology of Biliteracy in California| An Exploratory Study of the Early Implementation of the State Seal of Biliteracy“. Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639305.
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Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.
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Chae, Eunyoung Kim. „Early Childhood Teacher Professional Development Using an Interdisciplinary Approach| Teaching English as a Foreign Language for Young Children in Korea“. Thesis, University of Cincinnati, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3639036.
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This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.
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Mcelhinney, Norah. „Teacher educator commitment to early Modern Foreign Language (MFL) teaching and learning in the education systems of England, France and Scotland“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0367/document.
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Cette thèse examine comment se manifeste l’engagement des formateurs d’enseignants en langues vivantes étrangères (LVE) qui interviennent dans la formation initiale des enseignants du primaire au regard des défis et des obstacles que ces derniers rencontrent. L’étude qualitative est située dans trois systèmes éducatifs différents de l’Union européenne : l’Angleterre, la France et l’Écosse. L’alignement idéologique des décideurs politiques européens avec l’agenda néolibéral remet explicitement en question l’engagement, les standards professionnels et les valeurs communes à la profession de formateurs d’enseignants. Cette orientation est préoccupante pour ces personnels qui ont un rôle crucial à jouer dans le système éducatif comme facilitateurs d’apprentissage des futurs enseignants du primaire et du secondaire. La focalisation se centre sur les formateurs d’enseignants en LVE, puisque les langues sont perçues comme ayant un rôle important à jouer dans un monde centré sur l’économie de marché. Les résultats des entretiens semi-structurés montrent que tous les participants manifestent un réel dévouement qui se décline en motivation, continuation et engagement. Cependant, les résultats montrent aussi que la mise en oeuvre des politiques concernant l’enseignement des LVE ne prend pas toujours en compte les enseignements apportés par la recherche. Par conséquent, dans les systèmes éducatifs qui ne donnent pas à ces professionnels la possibilité de peser collectivement et d’avoir une influence sur les politiques nationales d’enseignement des langues, l’engagement dont ces professionnels font la démonstration n’a qu’un impact limité sur la qualité et sur l’offre de formation précoce en langue étrangèreThis thesis examines how Modern Foreign Language (MFL) teacher educators working in higher education (HE) demonstrate their commitment to primary foreign language learning and teaching in the education systems of England, France and Scotland. European Union (EU) policymakers influenced by the neoliberal agenda challenge the commitment, professional standards and values of the teacher educator profession in the EU. This represents a serious concern given the crucial role these professionals play in primary and secondary teacher education. This study focuses on primary MFL teacher educators because languages are perceived to play a key role in a market orientated economy. Qualitative data drawn from semi-structured interviews suggest that all the participants demonstrate strong commitment in terms of motivation, continuation and engagement towards early foreign language learning at primary school, despite the challenges and obstacles they face as a profession. However, findings also highlight that language policy implementation does not always take into account research in the domain. Consequently, in those education systems which do not provide collective empowerment to MFL teachers in terms of national language education policy influence, MFL teacher commitment does not have a significant impact on the provision of early foreign language teaching and learning
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Vuksanovich, Monica Lee. „The FLES teacher's voice: a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers“. Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/270.
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This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived impact of NCLB on their early foreign language curriculum and their own behavior. The study also provides a review of current literature illuminating NCLB's impact on FLES programs and FLES teacher behavior in the U.S. As a case study, the research included structured interviews and classroom observations which were designed and analyzed with the following research questions in mind:
1. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their curriculum?
2. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their own behavior?
The interviews were analyzed using the constant comparative method (Glaser and Strauss, 1967) to methodically identify patterns in the ways in which FLES teachers are influenced by NCLB. To further enrich the study, classroom observations were conducted.
The study participants did not note any reduction in FLES programming due to NCLB, however, the study uncovered two recurring critical issues for Murray FLES teachers in the climate of NCLB. The two recurring critical issues revealed by the study's participants are: (a) FLES teachers in CPS believe they face increased challenges in integrating students from NCLB failed schools into their language curriculum and (b) FLES teachers in CPS perceive increased workloads and increased use of school resources, including greater interaction with the school's special education staff, as a result of mainstreaming students with cognitive and behavioral disabilities into FLES programs under NCLB.
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Sun, Zaodi. „A qualitative study of Chinese parents' beliefs, involvement and challenges in support of their children's English language development in China“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527419.
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This qualitative research study with 10 Chinese parents explored parental beliefs, involvement, and challenges in support of their child's English language development. Findings indicated that all participants highly valued their child's English education and emphasized the short and long-term advantages of learning English in early years. All participants expressed a strong motivation to support their child's English education. Parents were involved in the roles of a financial provider, guide, and learning-partner. Challenges to parental involvement came from both home (lack of time, English proficiency, and a suitable home English learning environment as well as financial pressure) and outside sources such as lack of governmental support, unqualified bilingual teachers, and ineffective English curriculum. The researcher recommends that English education preschool programs recruit skilled bilingual or English preschool teachers, implement an interactive, child-centered English language curriculum, and design home-school partnership programs. Policy makers must design policies to support English education preschool programs.
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Yassine, Siba. „Apprentissage de l’anglais et du français chez des enfants arabophones syriens : influences respectives de la langue maternelle et de la première langue étrangère sur la deuxième“. Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30049.
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Ce travail de recherche porte sur l’influence de l’apprentissage de l’anglais sur l’apprentissage du français chez les enfants arabophones au niveau morphosyntaxique et phonétique. Nous avons posé comme hypothèse générale dans notre travail qu’il y a une influence de la langue maternelle ou de l’apprentissage de la première langue étrangère (LE1) sur l’apprentissage de la deuxième langue étrangère (LE2). Notre objectif dans ce travail a été plus précisément d’étudier les interactions linguistiques entre la langue maternelle d’enfants arabophones, l’anglais (LE1) apprise à partir de 6 ans et le français (LE2) apprise à partir de 12 ans. Pour vérifier les problèmes d’interférences entre les langues étudiées, nous avons d’abord, réalisé un test de morphosyntaxe. Ce test a pour objectif d’évaluer la compréhension de phrases présentant des structures syntaxiques variées et de complexité croissante auprès d’enfants arabophones syriens âgés de 8 à 14 ans. Ensuite, nous avons réalisé deux test de perception en anglais et en français afin d’étudier les phénomènes d’interférences concernant la perception des contrastes vocaliques dans chacune des deux langues. Nos résultats ont montré que l’âge jouait un rôle déterminant dans l’apprentissage d’une LE car les adolescents de 14 ans obtiennent de meilleurs résultats que les enfants plus jeunes. Nous avons également confirmé le rôle facilitateur de l’apprentissage de l’anglais sur le français en considérant les deux langues comme deux langues indo-européennes qui partagent des caractéristiques structurales et lexicales similaires. En ce qui concerne les tests de perception, les résultats montrent que les enfants arabophones discriminent mieux les contrastes vocaliques de l’anglais plus qu’en français en raison du fait qu’ils ont commencé l’apprentissage de l’anglais plus tôt (à l’âge de 6 ans) tandis qu’ils ont commencé à apprendre le français à l’âge de 12 ans. Enfin, les enfants arabophones ont tendance à rapprocher les sons du français des sons de l’arabe ou de l’anglais, ce qui montre un effet de crible phonologiqueThis research work focuses on the influence of learning English as a foreign language on learning French as a foreign language. This influence is studied in Arabic-speaking children at the morphosyntactic and phonetic levels. We hypothesize there is an influence of the native language or of the first foreign language on learning of the second foreign language. More specifically, our objective in this doctoral thesis was to study linguistic interactions between the mother tongue, the English language learned starting from the age of 6 and the French language learned from the age of 12, in Arabic speaking children aged 8 to 14. The interference between the languages studied was first assessed by means of a morphosyntactic test, whose purpose was to evaluate the comprehension of sentences presenting various syntactic structures and increasing complexity. Two perception tests in English and in French were then performed to study the interference concerning the perception of vowel contrasts in both foreign languages.Our results showed that age played a decisive role in the foreign language learning. 14-year-olds performed better than younger children. We also confirmed the facilitating role of learning English on French by considering both languages as two Indo-European languages sharing similar structural and lexical characteristics.Concerning the perception tests, our results showed that Arabic-speaking children discriminate more vowel contrasts in English than in French. We explain this difference by the fact that our participants’ second language is English (started at the age of 6), while the French language is their third language (started at the age of 12). Finally, Arabic-speaking children tended to assimilate French sounds to Arabic or English sounds, demonstrating an effect of phonological deafness
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Ko, Chao-Jung. „Early-stage French as a foreign language in Taiwan : a case study involving L2 oral proficiency, motivation and social presence in synchronous computer mediated communication (CMC)“. Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/7818.
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This study, adopting a case study approach with a group of beginning-level FFL (French as a foreign language) learners, investigated the possibility that initial level foreign language learners may acquire oral skills through synchronous CMC, and the impacts of synchronous CMC learning on their motivation, as well as their social presence. The participants were 12 FFL beginners in a Taiwanese university. Divided into three groups, they were required to conduct three tasks in three different learning environments (video/audio, audio and f2f) during an academic semester (18 weeks). The semester constituted cycles of three-week practices on those tasks. The contents of the tasks were inter-connected. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The data for this study was collected from the participants’ performance in three oral tests held at the initial, middle and final phases of the study, their online chat records, interview transcriptions, learning journal, questionnaires completed at the beginning and the end of the study, and the instructor’s observation journal. The results suggest that these three CMC learning modes bring only partial benefits in terms of learners’ oral proficiency development. It is factors generated by the three learning environments, rather than the environments themselves, that have the largest impact on the learners’ oral proficiency development, learning motivation and attitudes towards the target language. However, the differences in the environments are reflected in particular in the learners’ perception of social presence.
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Nagy, Krisztina. „English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use“. Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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Casey, Susan Denise. „How Classroom Cultural Influences Second Language Acquisition for Two Four-Year-Olds in a Preschool Program for Children with Disabilities“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5417/.
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As states begin to highlight the system supports used to include English language learners with disabilities in standards-based assessments and accountability programs, implementation of those supports will be closely examined by school districts. This case study investigates the classroom culture in an early childhood preschool program for four-year-old children with disabilities. Classroom observations were used to determine how two young children with disabilities were acquiring English as a second language. Specific focus was given to activities that allowed for second language acquisition, native language development, the attainment of developmental skills, and alternative communication skills such as sign language and a communication board. An investigation took place into current theories to create a knowledge base for understanding how young children acquire linguistic skills in English and how classroom culture was created.
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Malmgren, Gabriella. „Differences in Second Language Learning Depending on Starting Age and Amount of Exposure“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32529.
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In the Swedish school system, English is one of three core subjects that are mandatory to pass at the end of year 9 to be able to engage in further studies in high school. However, English is not introduced at the same time in all schools. In fact, primary schools in Sweden can choose freely (between age 6-10) when they want to start introducing English to their students. The main purpose of this paper is to disclose if starting English education at an earlier age results in higher student scores on the total score and the three different parts of the National Exam for English in year 6. The National Exam scores from 14 different schools were collected and compared. 7 schools that introduce English in year 1, and 7 schools who begin their English education in year 3. The results from the statistical tests show that there is a significant difference between the two groups at the total score, speaking, and receptive skills. The early starters performed better on all parts. However, there was no significant difference between the groups in writing.
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Kalaycioglu, Hatice Elif. „The Effect Of Picture Vocabulary Games And Gender On Four Year-old Children'“. Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613552/index.pdf.
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The study aimed to investigate the effectiveness of the educational games as a technique in the preschool-level English vocabulary learning of four year-olds. A true-experimental study design, specifically randomized pre-test, post-test control group design, was adopted. The sample was 33 private preschool children who were four years old. There were 17 females and 16 males in total. Data collection instrument was the 24-item English as a Foreign Language (EFL) Vocabulary Performance checklist prepared in accordance with the Total Physical Response (TPR) lessons&rsquocontent by the researcher. A pilot study, reliability and validity checks were done. In a four-week period, totally 24 vocabulary items were presented with picture cards by using Total Physical Response Method to both groups. In the experimental group, picture vocabulary games were used additionally while the control group did not receive picture vocabulary games. At the end, independent-samples t-test was conducted and the results indicated a significant difference in English Vocabulary achievement in favor of the experimental group which was taught by the educational picture vocabulary games with a large effect size. In addition, whether or not there was a gender effect on learning vocabularies of English as a foreign language with picture vocabulary games in the experimental group and without picture vocabulary games in the control group was investigated by means of t-tests. As a result, non-significant gender effect was found for both experimental and control group in learning English vocabulary. Upon understanding the remarkable effectiveness of the picture vocabulary games on English language learning for four year-olds, it can be implied that more picture vocabulary games should be devised for very young learners by the experts for the classroom use and the number of the books about educational vocabulary games should be increased. Furthermore, policy makers ought to prepare English as a foreign language curriculum including games for early childhood education programs, and integrate a new course about teaching English to very young learners into foreign language teacher training and education programs of the universities for pre-service teachers in the scope of a national foreign language policy.
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O'Donoghue, Elizabeth Lindsay. „An exploration into self-extending systems in early literacy in English of Grade One isiXhosa speaking learners“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003414.
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The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.
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Pebly, Melissa. „Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime“. PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.
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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
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Royer, Zephrine. „Propositions pour un enseignement bilingue préélémentaire : enquêtes et expérimentations à la Martinique et à la Dominique“. Thesis, Antilles-Guyane, 2015. http://www.theses.fr/2015AGUY0834/document.
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Le monde, depuis des millénaires, est bâti sur les fondations de sociétés bilingues. Or, ce « parler multiple » semble depuis toujours être source de conflit. Loin d’être considéré comme une richesse, le bilinguisme (ou plurilinguisme) semble plutôt représenter un problème auquel on tâcherait de trouver une solution. « La multiplicité » dit Louis-Jean Calvet (1999), « est chose mauvaise, on lui préfère de façon toute jacobine un bon gros Etat monolingue bien cerné dans ses frontières politiques et linguistiques ».La région caraïbe occupe une place tout à fait intéressante sur cette scène en perpétuel mouvement qu’est la mondialisation. Ces pays/îles doivent continuellement chercher l’équilibre entre appartenance locale, régionale et internationale, grand nombre d’entre eux luttant toujours aujourd’hui pour concilier leur statut d’anciennes colonies et le rythme rapide de la mondialisation. Cette thèse porte sur la place des langues vivantes dans les écoles du premier degré à la Martinique et à la Dominique et sur les enjeux d’un enseignement bilingue pour ces deux îles qui appartiennent à la fois à la Caraïbe et au monde. Nous proposons, dans un premier temps, une étude de la situation actuelle de l’enseignement des langues dans les deux îles : quelles sont les politiques linguistiques dans les deux contextes? Dans quelle mesure sont-elles mises en œuvre? L’enseignement des langues répond-il aux exigences des textes officiels ? Les politiques linguistiques sont-elles adaptées aux réalités sociolinguistiques de ces îles ? Dans un deuxième temps, nous interrogeons la possibilité d’un enseignement bilingue dès l’école préélémentaire dans les îles de la Martinique et de la Dominique et nous expérimentons des approches d’enseignement des langues en milieu institutionnel et en contexte périscolaire. Nous nous interrogeons sur des modes de fonctionnement différents : ne pourrait-on pas imaginer d’autres manières de faire ? Que pouvons-nous proposer comme solutions complémentaires et/ou alternatives à l’existant ?Enfin, dans un troisième temps, dans une perspective plus globale, nous posons la question de l’éducation bilingue, par une approche comparée, en analysant les faits éducatifs dans deux systèmes différents et en nous intéressant à la question de l’altérité. La compréhension de l’Autre peut-elle améliorer l’existant dans le cas de la Martinique et de la Dominique ? Nous revenons ainsi à la question de l’intérêt et des enjeux d’une comparaison de l’enseignement des langues dans ces deux systèmes, en prenant en compte les identités locales, régionales et internationales à travers des analyses historiques et sociolinguistiques. A la suite de cette analyse, nous faisons des propositions concrètes en faveur d’un enseignement bilingue intégré dans ces deux îles. Ces propositions concernent les domaines tels que la didactique, la planification en éducation et le curriculum bilingue, la formation des enseignants et la politique linguistique de la Caraïbe. Notre question centrale est la suivante : comment enseigner aujourd’hui pour mieux préparer les citoyens caribéens au monde de demain ?The Caribbean region occupies an interesting space in the perpetually changing scene of globalisation. Caribbean countries or islands must continually seek to balance their sense of belonging to a local, regional and international community. This is sometimes a difficult task as any of them are still fighting to balance their evolution as old colonies with the fast pace of globalisation in a new world.This thesis focuses on language teaching at primary level in the islands of Martinique and Dominica. It examines the many issues surrounding language teaching and questions the role of bilingual education in the development of these two Caribbean islands as they evolve within the Caribbean and the world. Firstly, we propose a careful study of the current situation of language teaching in Martinique and Dominica. What are the language policies of these islands? How and to what extent are they implemented? Does language teaching truly reflect the objectives of official texts? Are the present language policies adapted to the sociolinguistic reality of each island?Secondly, we raise the question as to the possibility of the implementation of bilingual education at the pre-primary level in the islands of Martinique and Dominica. We examine the question through the experimenting of different language teaching methods within a school setting and as part of an extracurricular bilingual program. Can we envision alternative approaches to the present situation? What complementary or alternative solutions can we propose to improve on what already exists?Lastly, we look at the subject from an overall perspective and we address the question of bilingual education. We analyse how comparative education, the study of other education systems and the understanding of others play a major role in developing solutions to present day situations. This analysis takes into account issues relating to local, regional and international identities through a study of the historical and sociolinguistic context of the islands of Dominica and Martinique.Based on our analysis and on the literature, we put forward concrete proposals for holistic bilingual education on the islands of Martinique and Dominica. These proposals focus on areas such as language teaching pedagogy, education planning, the bilingual curriculum, teacher training, and language policy for the Caribbean. The main question underlying this thesis is: how do we teach today to better prepare Caribbean citizens for the world of tomorrow?
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van, der Merwe Margaretha Maria. „English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies“. Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2014The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
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Gomes, Maria de Fátima Dionísio. „Contributos do ensino - aprendizagem do inglês, nos 3º e 4º anos do ensino básico, para os resultados obtidos pelos alunos na disciplina de inglês, no 5º ano do ensino básico, no Distrito de Évora“. Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14524.
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A Presente dissertação de mestrado relata uma investigação que tentou
verificar se poderemos estabelecer uma relação entre a frequência da
Actividade de Enriquecimento Curricular (AEC) de Inglês, pelos alunos dos 3º e
4º anos do Ensino Básico, dos agrupamentos de escolas do distrito de Évora,
no biénio 2005-2007 e os resultados obtidos pelos mesmos, no final do ano
lectivo 2007/2008, na disciplina de Inglês, no 5º ano do Ensino Básico, nos
agrupamentos de escolas do distrito de Évora que frequentaram.
Investigámos, ainda, no sentido de descobrir as correspondências que possam
haver entre esses resultados e a assiduidade, as retenções, as necessidades
educativas especiais (NEE) dos alunos que as tenham, o género e a área
geográfica desses mesmos alunos, que poderão ter contribuído para os
resultados observados no 5ºAno; Abstract: This master's thesis describes an investigation that attempted to verify if we
can establish a relationship between the frequency by the students that
attended the 3rd and 4th years of primary education in the Curriculum
Enrichment Activities (AEC) of English, in the groups of schools, of the district
of Évora, in the biennium 2005-2007 and the results obtained by them at the
end of the academic year 2007/2008, in the subject of English in the 5th year
of basic education, in the grouping of schools of the district of Évora.
We also investigated the correspondence that might exist between
these results and the attendance, the failures, the special educational needs
of those pupils who have them, the gender and the geographic area of those
students that may have contributed to the results observed in the 5thyear.
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Cataldo, Lisa. „Teaching English to Young Swedes; when and why?“ Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.
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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary school teachers have regarding the age at which the English instruction should start. An empirical study was carried out by interviewing a few stakeholders in the context of schools and sending out questionnaires to lower primary school teachers. The results indicate that a large majority of the participants were in favour for early English instruction, as according to many of them, an early start results almost exclusively in advantages for the young children. However, the results also imply that the English subject, in some cases, might be less prioritised, due to the lack of specified knowledge requirements. Based on these results, further research on how different schools interpret these non-specified knowledge requirements is suggested.Engelska
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Gangolli, Anjali. „L'enseignement du français langue étrangère aux enfants en milieu institutionnel : Le cas de l'Inde“. Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC008/document.
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Ces travaux de thèse se situent dans le domaine de la didactique des langues étrangères et portent sur l’enseignement du français langue étrangère (FLE) aux enfants (l’enseignement précoce du FLE) en milieu institutionnel, dans un environnement non francophone. Ils se donnent pour objectifs d’examiner les représentations des parents et des enfants indiens, d’étudier la façon dont les enfants apprennent les langues et les démarches mises en œuvre pour enseigner une langue étrangère aux enfants, d’observer des enfants apprenant le français langue étrangère en milieu institutionnel dans un pays non francophone et enfin, de faire des propositions didactiques pour un enseignement efficace du français langue étrangère dans ce contexte particulier. Cette thèse se propose d’étudier la problématique sous deux angles complémentaires : celui de l’apprenant et celui de l’enseignant, en examinant les questions théoriques et pratiques qui se posent. Pour ce faire, ces travaux s’intéressent aux relations qu’entretient l’enfant avec le langage et aux spécificités de l’enfant en tant qu’apprenant. Ils se penchent également sur les principes pédagogiques de l’enseignement du FLE aux enfants et les pratiques de classe (supports et activités de classe). En outre, cette thèse fournit une étude de cas, rendant compte d’une expérience vécue sur le terrain, en Inde, dans une école de langue. Enfin, ces travaux de thèse apportent des constatations, tirées des recherches et des observations faites, et font part des recommandations concernant l’enseignement du français langue étrangère aux enfants en milieu institutionnel dans un pays non francophoneThis doctoral thesis in the domain of foreign language didactics explores teaching “French as a Foreign Language” (known as FLE in French) to children (early learning/teaching of French as a Foreign Language) in an institutional and non-francophone environment. The objectives of this doctoral thesis are to examine the perceptions of Indian parents and children, to study how children learn languages and the methods used to teach foreign languages to children, to observe children learning a foreign language in an institutional environment in a non-francophone country and lastly, to suggest steps to be implemented in order to make teaching French as a Foreign Language to children in this particular context efficient.In this doctoral thesis, the study is based on two complementary angles: the learner’s and the teacher’s, and examines the the oretical and practical issues. It explores the relations between the child and language and the specific characteristics of the child as a learner. The thesis also explores the pedagogical principles behind teaching French as a Foreign Language to children and the classroom practices (resources and classroom activities). The study also contains a case study, describing an experience in India, in a language institute. Lastly, the thesis presents findings drawn from the research done and the observations made during the study, and makes recommendations regarding teaching French as a Foreign Language to children in an institutional environment in a non francophone country
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Garcia, Bianca Rigamonti Valeiro. „Quanto mais cedo melhor (?): uma análise discursiva do ensino de inglês para crianças“. Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29032012-154615/.
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Atualmente, é notável a expansão do oferecimento de aulas de inglês para crianças pequenas no Brasil. As modalidades disponíveis no mercado são variadas e os pais que se interessam por elas podem optar por cursos específicos de língua estrangeira, escolas internacionais, bilíngues, ou até mesmo escolas regulares que ofereçam aulas de inglês incluídas em suas grades curriculares. De qualquer maneira, todas elas são acessíveis quase que exclusivamente por meio do ensino privado. Ancorados nos pressupostos da Análise do Discurso desenvolvidos na França (Pêcheux, 1975), e no Brasil (Orlandi, 2001; Coracini, 1998),analisamos as representações de criança, língua estrangeira e ensino de língua estrangeira presentes nos dizeres da legislação brasileira, da mídia (reportagens e sites institucionais) e de coordenadoras da área, buscando compreender de que forma as justificativas da inclusão desse componente curricular se materializam e com quais sentidos se relacionam. Esta análise nos permitiu depreender certas regularidades nos sentidos: em primeiro lugar, as representações de criança veiculam duas perspectivas dominantes: a de um ser passivo, que aprende rápido por não realizar processos mentais complexos e uma outra relacionada à ideia de um trabalhador em potencial. Em segundo lugar, quanto às representações de ensino de LE, há dizeres que referem o processo de aprendizagem como absorção, ou, então, modelagem de comportamentos. As representações de LE, por sua vez, remetem majoritariamente a um sentido de garantia de sucesso da vida profissional. Finalmente, pudemos concluir que a prática do ensino de inglês para crianças emerge de uma cadeia discursiva cujos sentidos estão maciçamente alinhados com os dizeres do mercado neoliberal. A análise das justificativas pedagógicas do ensino de inglês para crianças tornou-se, uma análise das projeções da criança no mercado de trabalho e da naturalização da lógica capitalista para a formação e preparação das crianças de elite. Assim, parece que o mais cedo do aprendizado linguístico coincide com o mais cedo da aceitação das práticas do mercado na educação e também da euforização da produtividade, excluindo, até da mais precoce infância, o acesso ao ócio ou a não-obrigatoriedade da produção.Currently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.
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Anguiano, Arcelia. „Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?“ CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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Fshika, Khadija. „Les pratiques de transmission à partir d’un manuel de français langue étrangère en contexte libyen : analyse des stratégies de reformulation des consignes et du style professoral“. Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA028.
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Cette thèse vise à comprendre les pratiques de transmission de deux enseignants de français langue étrangère (FLE), à partir d’un manuel universaliste, utilisé dans un contexte local, ici le contexte libyen. Le rapport des enseignants à la règle, et les motifs qui orientent leurs écarts, sont alors au centre de notre démarche analytique. Située au croisement de la didactique des langues, des sciences du langage et de l’ergonomie de travail, la recherche porte sur la relation entre la prescription comme contrainte institutionnelle, et le style d’agir professoral. Parce que les motifs et les sources de transmission sont pluriels et partagés entre les différents acteurs sociaux de la classe, enseignant et apprenants, et fonctionnent par le biais d’outils sémiotiques spécifiques, tableau et manuel pour n’en citer que les principaux, notre réflexion est nécessairement pluridisciplinaire. La problématique de cette thèse interroge ainsi les stratégies de reformulation des consignes du même manuel par deux enseignants. De telles interrogations permettent d’identifier des styles professoraux particuliers, et de questionner leur efficacité pragmatique dans le processus d’enseignement. Si notre charpente théorique se base de manière privilégiée sur la prescription éducative, la théorie sociologique de l’acteur social dans son rapport à la règle, l’activité de reformulation dans le discours, il n’en demeure pas moins qu’elle puise généreusement dans une bibliographie plus large de l’analyse du discours et des théories de la pensée enseignante. Sur le plan méthodologique notre démarche est qualitative, et nous avons privilégié l’observation non-participante de l’interaction ainsi que l’entretien d’autoconfrontation simple. Notre corpus d’analyse, enregistré, transcrit et enrichit d’observations, relate deux enseignements différents : celui de deux enseignants, travaillant le même cadre universitaireThis thesis aims to understand the transmission practices of two teachers from a universalist handbook, used in a local context. The teachers' relationship to the rule, and the reasons that guide their differences, are at the core of our analytical approach. Placed at the crossroads of language learning and teaching, language sciences and ergonomics of work sciences, the research focuses on the linkage between prescription as an institutional constraint, and as a teaching method. The motives and the sources of transmission are plural and shared between various social actors of the class, both teachers and learners. Furthermore, they work and interact through specific semiotic tools, board and handbook to name only the main. For those reasons our reflection is necessarily multidisciplinary.The challenge of this thesis thus questions the notions of reformulation and transmission strategies. How do two teachers recast the same instructions, in the same context? By asking, we’re trying to observe and identify signs of the teacher’s action style, and to question their pragmatic effectiveness in the teaching process.Hence, our theoretical framework is mostly based on the study of educational prescriptions, the sociological theory of the social actor, in its relation to the rule, and the activity of reformulation in the discourse. It nonetheless remains that it draws generously in a broader bibliography of discourse analysis and the teacher thinking theories. On the methodological front, our approach is qualitative, based on a non-participant observation of the interaction as well as on the simple self-confrontation interview. Our corpus of analysis, recorded, transcribed and enriched by observations, relates two different teachings: that of Nadia and Fouad
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Gilliam, Bethany Marie. „The Monstrous Guide to Madrid: The Grotesque Mode in the Novels of the Villa y Corte (1599-1657)“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1410857954.
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Jones, Jared. „Winging It: Human Flight in the Long Eighteenth Century“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565963832584991.
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Michalová, Šárka. „Vliv rané výuky anglického jazyka na rozvoj vybraných jazykových kompetencí žáků mladšího školního věku“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446225.
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The question of the asset of early foreign language learning is a frequently discussed topic. Following prevailing opinion in society, that ‚the sooner, the better ', the beginning of compulsory foreign language learning is continually shifting in lower grades at primary school. A lot of children have already started with foreign language learning in kindergarten. Researches, which support the benefits of the approach, focus on a very narrow aspect of foreign language acquisition (pronunciation) or survey these facts with a specific group of inhabitants (immigrants). As experts point out, there is no significant benefit of early instructions ascertained in the Czech Republic. However, the research focused only on adults. We do not have any further evidence of the advantages of starting to learn a foreign language early. Therefore, the author focused on comparing the level of foreign language competences of two groups of pupils after their two-year compulsory instructions of English at primary school. The aim was to compare the level of their language competence in English and the learners' potential difficulties by the learners with early learning experience and by the learners without previous experience of foreign language learning before the beginning of compulsory learning at primary school....
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Huang, Kuo-Jung, und 黃國榮. „Relationship between Personality and Demotivating Instructions: College Learners of English as a Foreign Language“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2axpd5.
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碩士國立臺灣海洋大學
應用英語研究所
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The purposes of this study were to investigate EFL learners’ perceptions of teachers’ demotivating instruction and whether these perceptions correlate with learners’ personality traits. Two hundred and four non-English majors completed the Big Five Inventory and a questionnaire assessing their perceptions of teachers’ demotivating instruction. The results showed that students generally did not perceive teachers’ instruction as a cause of demotivation and their perceptions of teachers’ demotivating instruction were not correlated with their personality traits. The results about demotivation were consistent with results of studies conducted in oriental contexts. The present results also suggested that teachers using one-way instructions need not adjust their teaching to students’ personality if the focus is on whether the instructions will demotivate students.
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Lipka, Orly. „The development of reading skills of children with English as a Second language“. Thesis, 2003. http://hdl.handle.net/2429/14944.
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The first study examined the development of reading, spelling and syntactic skills in
English speakers (L1) and children with English as a Second language (ESL) from
kindergarten to grade 3. This longitudinal study also investigated procedures for
identifying reading difficulties in the early grades of elementary school for both
English speakers and children with ESL. Reading, spelling, phonological processing,
syntax, lexical access and working memory skills were assessed in kindergarten.
Additional tasks were incorporated into the battery to assess cognitive and reading
processes in grade 3. By the end of grade 3, the L1 and ESL normally achieving
readers performed in similar ways on all tasks except on the spelling, arithmetic and
syntactic awareness tasks. The ESL normally achieving readers performed better
than the L1 on spelling and arithmetic tasks, however the L1 normally achieving
readers performed better than the ESL on the syntactic awareness task. Similar
cognitive and reading components predicted word reading and reading
comprehension in grade 3 for both language groups. The results show that learning
English as a second language is not an impediment to successful literacy learning,
and may even be an advantage. In the second part of this study we examine
whether the first language of children with ESL affected the reading, spelling and
syntactic awareness in English. Seven language groups, Chinese, Farsi, Slavic,
Japanese, Romance, Tagalog, and native English speakers groups, were compared
in a cross sectional study. This study included all the children with ESL in
kindergarten and grades 1, 2 and 3. The results demonstrated positive as well as
negative effects in spelling and syntactic skills, resulting from the transfer to English for members of different language groups. Differences across language groups
reflect the nature of the native language. Specifically, a positive transfer occurred
when the L1 grammar system was more complex than the L2 grammar system.
When investigating second language it is necessary to consider the native language
and effect on the acquisition of a second language.
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Kim, Eun A. active 2014. „English language education in two kindergarten classes in Korea : pedagogical practices and insiders' perceptions“. Thesis, 2014. http://hdl.handle.net/2152/24849.
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This study explores English education in two local private kindergarten classes in Korea. The purpose of this study is to understand English education in private kindergartens in Korea by closely looking at pedagogical practices in two kindergarten classes and the insiders' perceptions of the pedagogical practices. The research questions guiding this study are as follows: (a) What are the pedagogical practices relative to English education in two private kindergarten classes in Korea?; and (b) How do the members of the two classes (i.e., the child participants, ECE teacher, and English instructors) perceive the language, language teaching and learning, and the pedagogical practices? The study was conducted as a qualitative study through the fieldwork using such methods as participant observations, interviews, questionnaires, and collection of documents and artifacts. The study took place in private kindergartens located in two separate communities in Korea. In each kindergarten, I focused on a particular class: The fieldwork in the two research sites spanned a two-and-a-half-month period, between May and July 2011. Regarding the first research question, I found that members of each class co-constructed the pedagogical practices relative to English education in a locally specific way. Within their particular context, the members of Red Class were involved in creating a caring classroom environment consisting of English lessons, learning, learners, and reciprocal relationships among them. The members of Green Class played their respective roles as leaners, ECE teacher, or English language instructors. However, many of the learners tended to care little about the English lessons or learning but all the same were sure to finish their English tasks. Regarding the second research question, the members of the two classes perceived English language, language teaching and/or learning, and the pedagogical practices based on their experiences in particular contexts. However, their perceptions, at the same time, reflected in various ways the larger culture. Red Class members tended to describe and interpret their pedagogical practices in positive ways and to consider English useful and important. Green Class members tended to talk more about their pedagogical practices with multiple voices.text
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Ergul, Aysegul. „The relationship between home and school literacies of a selection of Turkish immigrant children living in South Africa“. Thesis, 2013. http://hdl.handle.net/10210/8374.
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M.Ed. (Educational Linguistics)This research project has two primary focuses. The first focus explores home literacy practices of Turkish immigrant children in South Africa, who are learning the English language in the school context to be able to carry on their education in the country, and how congruent these home literacy practices are with the school literacy practices. To be able to discover this, I studied their experiences with family members in their homes, as well their experiences in the school setting. The second focus is the parental involvement of Turkish immigrant parents’ in the schooling of their children and how their being involved can be facilitated for more effective communication between parents and the school. To explore this area, my project is framed by two broad theories of literacy: literacy as social practice and immigrant literacies. In this study two sets of data were collected: the primary data were interviews conducted with immigrant children, their parents and the teachers, while observations made up the secondary component of my data. The data was analysed by using content analysis. This helped me code the data into six manageable themes, which produced a collection of findings regarding immigrant children’s home literacy practices which are different from the school literacy, their experiences at school in their process of adaptation, and parental involvement in the school activities. The acknowledged themes of this research are clearly interrelated: feelings of Turkish immigrant children before coming to South Africa, their experiences regarding language learning, home literacy practices, the school’s view on immigrant children, segregation between local and immigrant children and parental involvement. The results of this research project were stimulating and displayed that how the literacy practices of immigrant children differ in different contexts such as home and school and in what ways the school can build on them to facilitate adaptation and language learning for them, as well as the new ways to promote immigrant parents’ actively partaking in the school activities.
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KŘIKAVOVÁ, Alena. „Analýza cizojazyčných interakcí v kontextu rané imerze. Kvalitativní výzkum komunikačních strategií na základě videozáznamu“. Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-263257.
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This diploma thesis focuses on teaching German language to preschool children in Czech nursery schools. The theoretical section defines the conditions of early foreign language learning and opinions on it, and presents arguments for early German as a second language learning. Suitable methods for education of preschool children are discussed as well. The aim of this thesis is to determine and compare how early foreign language learning is realized in particular preschool institutions, based on the information from videos made within the project "Intercultural education of children, students and teachers". E.g. whether the children understand instructions given in foreign language and the teacher's speech, the extent to which the communication takes place in German within the group, which activities are most often used, the ways or forms of implementation of these activities and whether they meet the conditions of early foreign language learning. The diploma thesis summarizes the education methods of individual preschool institutions and identifies potential mistakes made, and it suggests more effective ways of teaching.
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Gomes, Cátia Alexandra Madrugo Leitão. „Aprender Inglês? Porquê?“ Master's thesis, 2016. http://hdl.handle.net/10400.26/19115.
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O presente estudo visa conhecer e compreender as representações de diferentes atores sobre a importância do ensino precoce de uma língua estrangeira na infância, neste caso a língua inglesa.
Este estudo surgiu no âmbito da importância do ensino de uma língua estrangeira pois, atualmente, a aprendizagem de uma segunda língua deverá ser considerada como um instrumento para a participação e a incorporação de um indivíduo na sociedade. Desta forma, a aprendizagem da língua inglesa na infância permitirá às crianças investirem e inserirem-se num espírito cooperativo, pavimentando o seu caminho e tendo um impacto positivo nas relações sociais e culturais que possa ter futuramente, possibilitando ainda um desenvolvimento pleno.
Decorrente do explicitado, definiram-se as seguintes questões de pesquisa: “Qual o contributo da aprendizagem precoce de uma língua estrangeira durante a infância?” e “Qual a importância da aprendizagem precoce de uma língua estrangeira para o desenvolvimento global da criança?”
Para responder a estas questões de pesquisa, foi definido um estudo de carácter qualitativo, ao longo do qual se realizaram três entrevistas a interlocutores-chave, que permitiram fazer emergir algumas considerações importantes nesta matéria.
Com efeito, este estudo permitiu observar que a aprendizagem de uma segunda língua tem um grande impacto na vida de uma criança, pois possibilitará com que a mesma se torne num cidadão consciente de que existem diferentes culturas. Este conhecimento fará ainda com que a criança aprenda a respeitá-las.The present study aims to acknowledge and understand the representations of different actors on the importance of learning a foreign language in early childhood, in this case English language. This study arose in the context of the importance of learning a foreign language as currently learning a second language should be considered as a tool for participation and incorporation of an individual in society. Therefore, learning English language in early childhood education will allow children to be invested and inserted in a cooperative spirit, paving their way and having a positive impact on both social and cultural relations they might have in the future, allowing a full development. Therefore, we defined the following research questions: What’s the contribution of early learning a foreign language during childhood? and What’s the importance of early learning a foreign language for the child’s full development? To answer these research questions, a study of qualitative nature was conducted, along which three interviews were held to key-actors, which allowed to bring out some important considerations on this regard. Therefore, this study allowed to observe that the learning of a second language has a huge impact on the child’s life, because it will allow her to become a full citizen and become aware of the existence of different cultures. This knowledge will also make the child respect them.
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Snelgar, Elizabeth Claire Gien. „Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language“. Thesis, 2015. http://hdl.handle.net/10500/20165.
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Prevailing research presents evidence that links language proficiency to fundamental literacy
acquisition. However, when language and literacy acquisition are simultaneous, as is the case with
young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at
home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the
language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as
elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s
sociocultural model and the Critical Theory (CT) model informed the comparative framework. In
addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky,
Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model
research design and a complementary mixed methods approach is applied to the study. The study
interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically
significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her
parent - whose home language is other than English during first time literacy acquisition - and 25
monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy)
when English is the language medium used in the inclusive classroom. The qualitative findings
delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the
quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their
limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The
identification of the at risk educationally vulnerable minority, informed the proposed theoretical
framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and
the attendant curriculum. Findings are discussed comparatively with the classic and current
theoretical frameworks pertaining to child development, language acquisition for both first and
second language acquisition (SLA) in addition to globalisation, inclusive education and social justice.
The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms,
parents and the learners are discussed. Opportunities for further research are noted.Psychology of Education
D. Ed. (Psychology of Education)
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Saneka, Nora. „Barriers and bridges : child participation, second-language learning and the cognitive development of the young child“. Diss., 2014. http://hdl.handle.net/10500/13891.
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The purpose of the research was to look critically at the language development of the
young second-language learner within their social context, in relation to theory and
practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General
Comment No 12, 2009). Language and communication were seen by the researcher
as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General
Comment No 7, 2005) as they engage in meaning-making with others, both at home
and at school. The research was conducted as a Case Study within a Pre-Primary
School over a three month period, with the lead-researcher involving the teachers as
co-researchers. A Participatory Action Research methodology was used, within a
praxeological conceptual framework. Parents and their young children (between the
ages of 2 – 6 years) were participants in the research. Ways were explored to build
‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data
collection techniques were used, including the Persona Doll approach, the Mosaic
Approach, Documentation of Learning and Learning Story Books.
The results of the research were increased awareness of the value of inclusive
practices that place a value on diversity and which actively support and promote the
use of the mother tongue, as well as the learning of English as a second language. In
the course of the research, it was seen as important for adults (parents or teachers) to
support the learning of concepts in the mother tongue or in English by verbalizing for
the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the
research methodology was seen as an important way to develop ‘critical, reflective
practice’ amongst the teachers and to create partnerships with the parents. The aim
was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection,
the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009).Psychology of Education
M. Ed. (Educational Psychology)
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Chytilová, Anna. „Program EATS jako alternativa ve výuce anglického jazyka na 1. stupni ZŠ“. Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328849.
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This thesis is about an inovative program in teaching English language called EATS. The goal was to find out the effectivness of this program on the basis of repeated observations, didactic testing and interview. In the theoretical part the position of English language in the curricular documents is discussed. Then there is the description of the communicative approach to the language learning which is very useful in nowadays globalised society.The important role of the native speaker is emphasized because he brings the authentic element into the education process and gives pupils good language model. Also the early education in foreign languages is part of this work. Integrated language learning is described on the ilustration of CLIL and its alternative which could be called "language preparation". The aim was to show an example of a good practice which could inspire someone.
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Cassidy, Bernice Teresa. „Parent support of learning in an international reception class in Copenhagen, Denmark“. Diss., 2006. http://hdl.handle.net/10500/1491.
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Parents play an integral role in the support of early learning. This study focuses on parent support of learning in an international reception class in Copenhagen, Denmark. This study includes a literature review of parent support of early learning and school facilitation of parent involvement in early learning. A qualitative investigation of parental support of early learning, within the context of global mobility and multi-culturalism, was undertaken in Rygaards School, in particular in its Reception Class. It was established that very little support exists on a global, social and local level, for the globally mobile families whose children attend this particular international school. Furthermore, the school itself does not fully meet the needs of its globally mobile families. Based on the findings of this study, recommendations for introducing comprehensive parent involvement were proposed, amongst others the introduction of an Induction Programme for newcomers to Rygaards, strategies for compensating for the absence of a middle management amongst its teaching staff and the extension of parent participation in curriculum provision.Educational Studies
M.Ed.