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1
Alhassan, S. „Language alternation in the Ghanaian primary school clasroom“. Thesis, University of Edinburgh, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640370.
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Although UNESCO 1953 recommends the use of students' mother tongue in education especially during the formative years, educators by no means agree on the extent to which local and international languages should be employed in primary school teaching. In Ghana language in education policy requires the use of L1 medium in the first three years, but prohibits the simultaneous alternating use of the target language (L2) and the learners' mother tongue (L1) in classrooms. However, classroom practice presents a quite different picture. A major concern of this study is the examination of the classroom language of twelve primary school teachers with the aim of describing language alternation and its motivation in the classroom discourse of Ghanaian primary school teachers. Through an in-depth study using audio recordings the study provides evidence to show that most teachers disregard the policy restrictions and alternate two languages in class. Teachers' actual classroom language use in the first three years one of language alternation with a tendency to greater use of English. After the first three years (classes 4-6), where the policy requires the use of English, again the pattern is that of alternation between English and Ghanaian languages with emphasis on English irrespective of the status of locality of the school. A national survey of teachers' opinion about what language they use in classrooms, also confirms the use of language alternation with emphasis on the use of English at both levels. Interestingly, the alternation shows dual direction. Teachers alternate from English into L1 (L2→L1) and from L1 into English (L1-L2). The present study also provides some evidence that language alternation in Ghanaian primary classrooms may be educationally beneficial. In general terms, for example, it was found that the teacher's acceptance of pupils' use of the mother tongue in combination with loan words interestingly enabled some of the pupils to participate fully in classroom discussions and learning.
2
Chiang, Oi-kit Kezia. „Dictation in a local primary school“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.
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3
Zulaiha, Siti. „Primary school foreign language learning, teaching, and assessment : perceptions and challenges /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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4
Lau, Siu-ting. „A study of language attitude and language attainment with reference to primary school students in Hong Kong“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36855753.
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5
Abudarham, Samuel. „The receptive lexicon of dual language Gibraltarian primary school children“. Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.
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6
Chan, How-kei. „Academic achievement among secondary school students : the effects of language of instruction during primary school years /“. [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.
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7
Young, Ka-yi Deon. „Anxiety and language learning voices from primary six students in a primary school in Hong Kong /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.
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8
Kwan, Che-ying, und 關之英. „Syntactic development of primary school children in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244324.
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9
Lee, Hoi-lam Caroline. „Orthographic awareness in primary school children in Hong Kong“. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.
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Thesis (B.Sc)--University of Hong Kong, 2000."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
10
Cumming-Potvin, Wendy M. „A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /“. [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.
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11
Pluddemann, Peter R. „Response to multilingualism: Language support in a Western Cape primary school“. Thesis, University of the Western Cape, 1996. http://etd.uwc.ac.za/index.php?module=etd&.
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Multilingualism has always been a feature of South African Education. It is only in recent years that a particular form of linguistic diversity has become unmanageable for schools implementing the official English/Afrikaans bilingual model associated with the previous regime. The subject of this study is a remedial language enrichment or support programme instituted as a response to multilingualism in the junior primary section in a parallel medium primary school in the Western Cape.
12
Smith, Jennifer Ann. „Rethinking homework for foreign language teaching and learning in primary school“. Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
13
Young, Ka-yi Deon, und 楊嘉怡. „Anxiety and language learning: voices from primary six students in a primary school in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38762870.
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14
Chiang, Oi-kit Kezia, und 蔣愛潔. „Dictation in a local primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.
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15
Choy, Sai-hung, und 蔡世鴻. „Using multimedia packages to teach Chinese in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256600.
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16
Lockhart, Domeño Edward Alvar. „English as a Foreign Language through Whole Brain Teaching in Primary School“. Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401558.
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Aquesta tesi explora la utilització de la metodologia generalista denominada "Whole Brain Teaching" a l'àmbit de l'ensenyament de l'anglès com a llengua estrangera a l'educació primària.
La tesi mira de demostrar que les diverses tècniques i elements d'aquesta metodologia poden afavorir el procés d'adquisició de la llengua estrangera pel que fa al domini general de la llengua (comprensió oral, comprensió escrita, expressió oral i expressió escrita) i d'adquisició del vocabulari així com la motivació de l'alumnat (factor clau en el procés d'adquisició de llengües estrangeres).
Per verificar aquestes hipòtesis, s'utilitza un disseny amb un grup control i un grup experimental, així com un mètode mixt de recerca combinant una part quantitativa que mesura les diferències entre els grups i les variacions dins d'aquests, amb una part qualitativa que intenta explicar perquè hi ha aquestes diferències i intenta explorar altres possibles variacions no trobades a la part quantitativa.
La tesi demostra que molts dels factors abans esmentats es veuen beneficiats per l'aplicació d'aquesta metodologia.Esta tesis explora la utilización de la metodología generalista denominada "Whole Brain Teaching" en el ámbito de la enseñanza del inglés como lengua extranjera en la educación primaria. La tesis intenta demostrar que las diversas técnicas y elementos en esta metodología pueden favorecer el proceso de adquisición de la lengua extranjera en lo que respecta al dominio general de la lengua (comprensión oral, comprensión escrita, expresión oral y expresión escrita) y de adquisicón del vocabulario así como la motivación del alumado (factor clave en el proceso de adquisición de lenguas extranjeras). Para verificar estas hipótesis se aplica un diseño con un grupo control y un grupo experimental, junto con un método mixto de investigación que combina una parte cuantitativa para medir las diferencias entre los grupos y las variaciones dentro de los mismos, con una parte cualitativa que intenta explicar porqué hay estas diferencias e intenta explorar otras posibles variaciones que no hayan aparecido en la parte cuantitativa. La tesis demuestra que muchos de los factores antes mencionados se ven beneficiados por la aplicación de esta metodología.
This thesis explores how the generalist methodology known as Whole Brain Teaching affects the teaching of English as a foreign language in primary education. It intends to prove that the several techniques and elements in this methodology can improve the process of acquisition of the foreign language regarding the general command of the language (oral and written comprehension and oral and written expresion) and the vocabulary acquisition, as well as the motivation of the learners (a key factor in the process of foreign language acquisition). To test these hypotheses, a design was applied with a control and an experimental group. This was combined with a mixed method that had a quantitative part to measure the differences between both groups and the variations within them, and a qualitative part to explore the reasons for those differences and to find other possible variations that the quantitative part might not show. The thesis proves that many of the previously mentioned factors were benefitted by the application of this methodology.
17
McPhee, Alastair D. „Policy, curriculum and the teaching of English language in the primary school“. Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/931/.
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This thesis sets out to examine the ways in which changes in political thinking affect policy in respect of the teaching of English language in the primary school. In particular, there is examination of the impact of liberal/progressive and New Right thinking in this area. It also examines how and to what extent these views appear in curricular documentation at national level in both Scotland and in England and Wales. In order to accomplish these tasks, the study is dependent on data and methods of investigation from a number of different disciplines. Firstly, there is the consideration of the historical dimension, in which there is examination of the ways in which curricular policy in primary English language (within the context of broader issues affecting primary education in general) has evolved in the two macrosystems under discussion. Secondly, there is investigation of the linguistic dimension - the ways in which changes and developments in language theory have permeated - or perhaps just as revealingly - have not permeated national guidelines. Thirdly, the ideologies and philosophies which have proven to be powerful drivers in the formulation of policy with respect to this field are examined. Lastly, there is the empirical dimension, in which key players in the formulation of the 5-14 national guidelines in English language in Scotland are interviewed, using an open ended interview format. (DXN 006, 358).
18
Erickson, Melissa. „Reading aloud: Preparing young children for school“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
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19
Finlayson, Helen M. „LOGO, mathematics and upper primary school children“. Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
20
Lee, Wing-yee Anna. „Orthographic awareness of Chinese primary school-aged poor readers“. Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
21
Leung, Ka-wing Winnie. „Formative use of summative tests a primary school case study /“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4004015X.
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22
Carrim, H. „The language is weak' language ideologies and learner positioning in a desegregated English-medium suburban primary school“. Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3883.
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23
Mawbey, Angela, und n/a. „The implementation of the Japanese language program at Macquarie Primary School : an evaluation“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.131034.
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The need for an increase in the learning of foreign languages in
primary schools in Australia was noted by the Senate Standing
Committee on Education and the Arts (Report on a National Language
Policy, 1984, Recommendation 78, p230). The introduction of the
Japanese language program at Macquarie Primary School, ACT, in 1984,
was a response to this need, combined with the expressed wish of the
local community. Within this program it was decided that an
unpublished curriculum developed and used in the ACT by a native
speaker of Japanese, would be trialled.
The purpose of this study, within a Master of Education degree, was to
evaluate Book 1 of this curriculum, and the process by which it was
implemented at the school, during the first year of operation of the
program. The framework around which the evaluation was organised was
Sanders and Cunningham's (1973) Structure for Formative
Evaluation in Product Development.
The evaluation sought to answer five questions which focussed on the
validity, appropriateness and consistency of the broad goals of the
program, and the extent of achievement of those goals by the students;
the effect of the implementation of the program on school
organisation; unexpected outcomes of the program; and revisions and
modifications which were necessary to the program as the curriculum
was trialled. A number of data gathering techniques was used to
obtain the information required to answer these questions.
The results of this study suggest that the curriculum being trialled
was based on an eclectic approach to the teaching of a foreign
language (Prator, 1980; Bell, 1981), selecting from various theories
and methodologies, components deemed appropriate for primary age
students in their first year of Japanese.
The study also provided evidence that, after one year's participation
in the Japanese program all children were, to an extent, achieving
both broad goals of the program. There was some evidence however,
that achievement of the goals was mediated by several learner
characteristics, the most influential of these falling into the broad
category of 'attitude'. It was discovered also, that the
introduction of such a program into an already crowded school
curriculum affected aspects of organisation within the school, and
that all the outcomes of the program were not necessarily planned, or
expected. Finally, certain changes, both organisational and to the
curriculum, were made and implemented during the 'formative interim
evaluation' stage.
The conclusions of this thesis are offered at two levels: conclusions
concerning the evaluation process itself, and those arising from the
teaching of Japanese to primary age students.
24
Wan, Shuk Wun Beatrice. „Analysis of speaking tasks in a Hong Kong primary school textbook“. HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/567.
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25
Fajardo, Castaneda Jose Alberto. „Teacher identity construction : exploring the nature of becoming a primary school language teacher“. Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1326.
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Central to this study is the question of how teachers construct their professional identity. This research explores the process of becoming a teacher and consequently of the construction of identity in terms of three specific components: belonging to a teacher community, the relationship between systems of knowledge and beliefs and classroom practice, and professional expectations for the future. A group of six Colombian preservice teachers in the final stage of their five-year teacher education programme were research participants. This case study used interviews, stimulated recall and on-line blogs as methods of data collection, and content analysis as the analytical approach. The findings reveal that while the process of learning to teach is individually constructed and experienced, it is socially negotiated. A teacher’s identity not only comprises personal knowledge and action, but is also influenced by the ideological, political and cultural interests and circumstances surrounding teachers’ lives and work. The research participants exhibited a permanent struggle between developing a personal professional style and coping with the restrictions imposed by living in a particular type of society that has already defined what teachers should do. Nevertheless, they manifested wellgrounded principles and theories of language teaching and learning and the purpose of education, and awareness of their potential as a new generation of teachers. This suggests that they had developed a sense of professional identity; a way to see themselves as teachers. This evolving identity sometimes conflicted with experience once they had faced the reality of classrooms, assumed institutional roles or negotiated modes of participation within a teacher community. The findings could be used as a point of departure in order to introduce changes into the curricula of teacher education programmes. The study has relevance for policymakers in planning action promoting professional development in pre-service and in-service teacher education.
26
Wong, Man-ying, und 黃敏瀅. „The effectiveness of using guided reading to enhance primary school students' language competency =“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3765049X.
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27
Bailey, Elizabeth G. „Teachers' attitudes towards implementing multilingual and home language pedagogies in primary school classrooms“. Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19381/.
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This study sought to explore UK primary teachers’ attitudes towards the implementation of activities which utilise and value EAL (English as an Additional Language) pupils’ linguistic and cultural knowledge. Whilst research has advocated such use of home languages, it has largely been conducted in highly multilingual classrooms, with researcher involvement and with a focus on outcomes for bilingual children (Kenner, Gregory, Ruby, & Al-Azami, 2008; Kenner, 2009; McGilp, 2014). However, utilising children’s linguistic and cultural knowledge could also enhance monolingual pupils’ awareness of languages and foster inter-cultural understanding. These are particularly important advantages for highly monolingual contexts that are often overlooked by research in this area. Conducted in a large UK county with predominantly low numbers of pupils who use EAL, societal divisions and poor representation of diversity in schools in the area have previously received national media attention. Data were collected from electronic questionnaires (N = 200) and focus groups (N = 6) with practising teachers as well as pre- and post-tests following a quasi-experimental intervention given to trainee teachers about how linguistic diversity can be utilised in their classrooms (N = 293). The data revealed numerous, often conflicting, attitudes held by the teachers that may influence their classroom practice regarding home languages. The role of English as the dominant language in schools and society overarched many other themes within the data, representing perhaps the most substantial obstacle to any future implementation of such practice. However, results from the intervention with trainee teachers demonstrated how even small amounts of input can provide teachers with practical classroom strategies for using home languages. In sum, the data suggest that without a top-down change, conflicting ideologies and subsequently, monolingual perspectives and practice may endure creating a cycle in which monolingual classrooms produce ‘monolingual-minded’ teachers and members of society.
28
Merricks, Melanie Jane. „A screening study of primary speech and language disorders in pre-school children“. Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614920.
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29
Coffi, Lilly Romance Laure. „The hegemony of English in Primary school education : South Africa's language identity struggle“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60352.
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Contemporary society has seen the English language rise to great heights. It has
become the most important language in trade, industry and education. In South Africa,
speakers of Indigenous African Languages (IALs) consider English to be indispensable
for economic emancipation, despite only a small percentage of the population being
fully versed in the language. Moreover, the status of English as a global language and
its reputation as the language of opportunity has been reported by researchers as being
an enticing incentive for parents to opt for English for their children. However, the
hegemony of English has been reported to have adverse effects on IALs and,
importantly, on learners in term of their use of the language in the education sector.
Despite the many years of enquiry and the numerous policies drafted, mother-tongue
education remains an ideal that has not been achieved and English continues to
dominate. Therefore, it is important to investigate the current state of affairs and to
identify the definite the whys and wherefores of the English hegemony. This minidissertation
shows that South Africa?s language history impacts greatly on parents?
choices of language of learning and teaching (LoLT); it makes various
recommendations for creating a sound and successful education system.Mini Dissertation (MA)--University of Pretoria, 2017.
Modern European Languages
MA
Unrestricted
30
Araki-Metcalfe, Naoko. „The waterhole : using educational drama as a pedagogical tool in a foreign language class at a public primary school in Japan /“. Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003344.
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31
Eriksson, Amanda. „Target Language Use during English Lessons for Young Language Learners“. Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29799.
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One of the subjects in Swedish schools that has become increasingly important is the English subject. This study aimed to analyse what language teachers use in different situations in an English lesson. The study’s purpose was also to find out what reasons teachers gave for their choice of language use during English lessons. The method chosen for this study was a survey. The survey was published in Facebook groups intended for teachers. The results of the survey showed that when asking questions to pupils most teachers chose to use English whereas Swedish was mostly used when helping the students during exercises. The results also showed that teachers’ own experience was the main determining factor when teachers planned the lessons and what language to use.
32
Makoe, Pinky B. „'Black children in a white school' : language, ideology and identity in a desegregated South African primary school“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019886/.
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This thesis is an account of a qualitative study, which set out to investigate how black multilingual children in their first year of formal schooling are socialised into the cultural practices, particularly the English language practices, and ethos at a former white English medium school in South Africa. This study is interdisciplinary drawing on social theories and poststructuralist epistemology to explore the relationship between ideology, language/knowledge practices and identity. In particular, I consider the discursive construction of English as legitimate language, while other forms of representation are viewed as 'abnormal'. Set in the context of post-apartheid South Africa, the study was located in a desegregated primary school in a suburban area of Johannesburg. Data was collected using ethnographic methods and drawing on the traditions of school ethnography. Qualitative data collection methods included non-participant observation, video recordings of classroom interactions, audio recordings of interviews, and learners' tasks. Forms of discourse analysis, blending approaches from sociology, education and applied linguistics, are used to analyse social interaction as a discursive site where resources are validated and marginalised, and as a site of identity construction. Bourdieu's notions of linguistic capital, linguistic markets and linguistic habitus inform my analysis. The analysis will also be located in Foucault's work, which sets out the constitutive forces, and discursive practices by which identities are constructed and negotiated within institutional contexts. The study reveals that proficiency in English, and access to specific cultural practices associated with English, enables learners with those resources to claim certain identity positions while those who do not have access to them become disadvantaged and marginalised. Despite the linguistically diverse nature of the institution, the school practices, discourse and ethos work toward monolingualism. I argue that the value and legitimacy attached to English plays a significant role in how black multilingual children in year one of schooling imagine themselves as members of this community. Through making visible, the ideological practices and assimilationist activities, especially with regard to dominant language/knowledge, this study hopes to raise questions of inequality and social justice in a society in transformation.
33
Farmasari, Santi. „Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school“. Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205615/1/Santi_Farmasari_Thesis.pdf.
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This qualitative instrumental case study analyzed the manifestations of teacher agency through one complete cycle of a School-Based Assessment (SBA) practice of English in a primary school in Indonesia. Through an ecological approach, this study indicates that agency is influenced by teachers’ past experiences, perspectives and beliefs, and the school’s cultural, structural, and material conditions; some of which are enabling and constraining teacher agency. A problematic relationship between agency and sound language assessment in terms of validity, reliability and fairness was revealed. Actions to be taken by national policy makers, the school, the SBA practitioners, and teacher educators are recommended.
34
Wong, Pui-man Jennie. „Learning English as a second language the strategies of primary six students in Hong Kong /“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958321.
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35
Wolfaardt, Francois. „Hong Kong primary school children's second language acquisition: the impact of Filipina domestic workers“. HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/148.
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Foreign Domestic Workers (FDWs) in Hong Kong are a marginalised group, with many being subjected to various kinds of abuse. Numerous empirical studies documented the nature and extent of the abuse FDWs suffer. This study, with the aim of enhancing the prestige of FDWs, investigated the impact that Filipino Domestic Workers (FilDWs) in Hong Kong have on children's L2 English listening comprehension and spoken fluency. It was the first research that explored the impact of FilDWs on both a productive and receptive skill. A total of 20 children from Chinese Medium oflnstruction (CMI) schools between eight and 12 years old were used as research subjects. The experimental group consisted of 10 children from households with FilDWs, while the control group was composed of 10 children from households without FilDWs. Each group consisted of six boys and four girls. Prior to doing the study a pilot study was launched at a CMI school where five children of the target age group were tested. Based on the results of the pilot study, a test was designed to assess both listening comprehension and spoken fluency. Each participant listened to a children's story and was asked 25 fixed questions about it. All answers were recorded and transcribed for analysis. Results showed that those in the experimental group consistently outperformed those in the control group by substantial margins, even after controlling for age and gender. These results serve as evidence against the popular assertion in Hong Kong that FDWs have a bad influence on children's English.
36
Häggblom, Charlotta. „Young EFL-pupils reading multicultural children's fiction : an ethnographic case study in a Swedish language primary school in Finland /“. Åbo : Pargas : Åbo Akademi University Press ; distribution, Tibo-Trading, 2006. http://www.loc.gov/catdir/summary/eng0801/2007358492.html.
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37
Daddario, Michael J. „A Program Evaluation of the Reading Mastery Initiative in a Rural Primary School“. W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582641523.
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Educational success and attainment, and individual sustainability depend on reading ability. School leaders, especially at the elementary and primary level, have great responsibility ensuring student success in learning to read. In this era of standards-based curriculum and high stakes testing and accountability, school leaders must be certain the programs employed to grow student reading ability are successful. This program evaluation analyzes the effects implementing a scripted, direct instruction reading program has had at a rural, primary school. Specifically, this study investigated the correlation between the Scholastic Reading Inventory and the Virginia Third Grade Reading Standards of Learning Assessment, analyzed the extent student achievement changed on the two assessments from implementing the Reading Mastery initiative, and determined the extent the practice of regrouping students for instructional alignment was utilized and the effect it had on student achievement. Findings indicate a moderate correlation between the Scholastic Reading Inventory and the Third Grade Reading Standards of Learning Assessment, a significant increase in Lexile when comparing beginning and end of year scores, a significant decline in Standards of Learning Assessment scores when comparing three years pre-Reading Mastery implementation to three years post implementation, and found that students remaining in their original program placement demonstrated greater Lexile and grade level equivalency growth than students regrouped to a lower level or accelerated. If program goals, increasing reading ability and increasing Standards of Learning pass rates are to be obtained, Reading Mastery initiative implementation will require modifications. Recommendations for policy, practice, and future studies are included.
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Daddario, Michael J. „A Program Evaluation Of The Reading Mastery Initiative In A Rural Primary School“. W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091575.
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Educational success and attainment, and individual sustainability depend on reading ability. School leaders, especially at the elementary and primary level, have great responsibility ensuring student success in learning to read. In this era of standards-based curriculum and high stakes testing and accountability, school leaders must be certain the programs employed to grow student reading ability are successful. This program evaluation analyzes the effects implementing a scripted, direct instruction reading program has had at a rural, primary school. Specifically, this study investigated the correlation between the Scholastic Reading Inventory and the Virginia Third Grade Reading Standards of Learning Assessment, analyzed the extent student achievement changed on the two assessments from implementing the Reading Mastery initiative, and determined the extent the practice of regrouping students for instructional alignment was utilized and the effect it had on student achievement. Findings indicate a moderate correlation between the Scholastic Reading Inventory and the Third Grade Reading Standards of Learning Assessment, a significant increase in Lexile when comparing beginning and end of year scores, a significant decline in Standards of Learning Assessment scores when comparing three years pre-Reading Mastery implementation to three years post implementation, and found that students remaining in their original program placement demonstrated greater Lexile and grade level equivalency growth than students regrouped to a lower level or accelerated. If program goals, increasing reading ability and increasing Standards of Learning pass rates are to be obtained, Reading Mastery initiative implementation will require modifications. Recommendations for policy, practice, and future studies are included.
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Jennessen, Vanja. „A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19870.
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This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.
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Fong, Sze-nga Natalie. „An analysis of the use of information and communication technologies in Hong Kong primary school English lessons“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42664470.
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O'Hanlon, Fiona Malcolm. „Lost in transition? : Celtic language revitalization in Scotland and Wales : the primary to secondary school stage“. Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7548.
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The development of education through the medium of Celtic languages (here specifically Welsh and Scottish Gaelic) is often placed within a language planning framework in which Celtic-medium education is viewed as a means of sustaining a threatened language in the context of levels of intergenerational transmission which are insufficient to maintain speaker numbers. The primary to secondary school stage is a critical juncture from such a perspective, as language revitalization requires the language competencies, patterns of Celtic language use and positive attitudes towards the Celtic language fostered at the primary school stage to be maintained and developed at the secondary school stage. However, the secondary school stage has often been associated with a reduction in the uptake and availability of Celticmedium education and with a decline both in Celtic language use and in positive attitudes towards the language. Such a policy and research context raises two sets of research questions, the first relating to choice of medium of instruction of education, and the second to aspects of pupil language relevant to language planning and maintenance: (1)Research Questions: Choice What factors influence parental decisions for Celtic-medium education at the primary school level? What factors influence Celtic-medium pupil decisions regarding language of education for the first year of secondary school? Do the responses and patterns of response regarding choice differ between (i) the primary and secondary school stages and/or (ii) the Scottish and Welsh contexts? (2)Research Questions: Language Planning What are Celtic-medium pupils’ patterns of (a) language use (b) perceptions of their linguistic ability (c) identification with the Celtic language and (d) perceptions of the usefulness of the Celtic language for their future at the primary and early secondary school stages? Do the responses and patterns of response differ between the Scottish and Welsh contexts at the primary school stage? Do the responses and patterns of response shift between the primary and secondary school stages in either the Scottish or the Welsh contexts? This thesis presents the results of a longitudinal study of 28 Gaelic-medium and 57 Welsh-medium final year primary and first year secondary pupils, their parents and teachers, conducted in 2007-2008. English-medium pupils from dual stream schools were also incorporated, primarily as a control group for the experiences of their Celtic-medium counterparts (17 English-medium Scotland and 34 English-medium Wales pupils, their parents and teachers). The research questions are investigated using multiple research methods in a longitudinal design. Pupils took part in semi-structured interviews in the final year of primary school and in the first year of secondary school concerning their experience of learning a Celtic language, the reasons for their decisions regarding the medium of instruction of secondary school subjects, their identification with their Celtic language and their perceptions of its usefulness. At each of these two school stages, pupils also completed standardized questionnaires (which yielded statistical data) on their language use and their perceived language competence in their Celtic language and in English. The pupil interviews were supplemented by interviews with their teachers at primary and secondary school, and with their parents at the primary school stage; thus a total of 383 interviews were conducted. Comparison was made not only longitudinally but also between the Gaelic and Welsh groups and, where relevant, between each of them and their English-medium counterparts. The results are discussed in relation to contextual factors (for example national and local authority policies, the linguistic demographics of Scotland and Wales and the level of Celtic-language institutionalization in the two countries), in relation to previous research on choice, language use, language ability and language attitudes in the Scottish and Welsh contexts, and in relation to theories of language maintenance.
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Qi, Yue (Grace). „Primary School English Language Education in China: Exploring the Attitudes and Perceptions of Key Stakeholders“. Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365269.
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The phenomenon of English as an international language has impacted on China in a wide range of ways across educational systems and society. English is seen as an extremely important language; therefore, the Chinese Government has promoted the acquisition of English by their citizens by making it a compulsory subject from Primary Three (Year Three), believing the notion of “the earlier the better” for language learning. Previous studies regarding English language education in China have focused on language-in-education policies and curriculum implementation, and the problems of teaching and learning in tertiary settings, but few studies have been conducted in primary or secondary schools. Although some theoretical concerns about the involvement of micro-level agents, who are also key stakeholders, have been considered, difficulties and challenges faced at a micro-level within communities, in particular the voices of key stakeholders on real needs of English and status of English, have not been studied. Through exploring the attitudes and perceptions of five key stakeholders (parents, students, teachers, principals, and government officials), this present study provides an in-depth understanding of primary school English education in China and considers pedagogical implications for the teaching of English.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
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Segal, Denise Erica. „The development of the meaning of non-ostensive words in a group of primary school children“. Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004917.
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The purpose of the present study was to investigate word meaning and its development in primary school children (6-12 years) . It was argued that the learning and development of the meanings of words such as pain cannot be primarily explained by means of ostensive definition. Furthermore, existing theories of word meaning which deal predominantly with substantive words fail to account for the learning of non-ostensive words. The pertinent psychological, linguistic and developmental psycholinguistic approaches to word meaning are reviewed briefly. The prototype approaches to word meaning are modified to apply to non-ostensive words . The focus is on conceptual meaning, that is, the way in which the senses of a word alter in different contexts. It is argued that the meaning of the word is its use in a diversity of linguistic contexts. The term "grammar" is applied in a unique way to encompass the meaning of the word (which stems in part from the words with which it co-occurs) as well as its selective use with other words in the language. Ninety-five metalinguistically-phrased tasks comprising short questions and picture-story sequences were analyzed in depth. The tasks were administered individually. A flexible interview afforded additional probing for each question. The analysis comprised percentage scores of responses at different age levels together with verbatim transcripts and qualitative descriptions: Uniformity, variation and developmental trends were found on different tasks for any particular word. Developmental trends were noted in children's understanding of particular words (for example, same), thereby extending the findings of previous researchers. There was evidence for a progression in children's ability to take into consideration that a word alters its sense according to the linguistic context in which it occurs (for example, same as it relates to chair versus dress versus pain). A comprehensive account of the words meaning could be established when a diversity of tasks was applied for each word. Children of different age levels employed different strategies in answering the questions posed. A model is proposed to describe the development of the meaning of non-ostensive words during the primary school years. It is suggested that psycholinguistic studies on word meaning be re-evaluated and that language and reading programmes incorporate the notion of "grammar". Application of this approach to the study of substantive word meaning in preschool children has important implications for theories of word meaning and for therapeutic intervention.
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Soemartono, Endang Sutartinah. „A study of subject omission in the spoken language of Indonesian primary school children aged 6 to 12 in Jakarta“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1337.
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This study investigates the occurrence of subject omission in spoken Indonesian spoken as a first language by primary school children in grades one to six and aged between six and twelve years in Jakarta. It also investigates the developmental stages of subject omission, and the effects of age, gender and degree of formality on the occurrence of empty or null subjects. Since the acquisition of language is ongoing during the students' primary schooling, this study also considers how null subjects in Indonesian may have an impact on learning and teaching at school. The omission of subjects occurs independent or matrix and in main clauses, and in coordinating and subordinating clauses in four types of sentences of basic, compound, complex, and compound-complex sentences. Developmental stages in subject omission, the setting or with whom the students are speaking, age and gender have a statistically significant impact on omission of subjects especially in independent, matrix and in the main clauses. Age and gender have no impact on the omission of subjects in the coordinating clauses of the compound sentences, in the subordinating clauses of complex sentences, and in the coordinating and subordinating clauses of the compound-complex sentences. Clauses where subject omission occurs here include indeendent basic sentences, the first or matrix clause in a compound sentence, the main clause in a complex sentence, and in the first clause of coordinate or subordinate clause in a compound-complex sentence. The similarities in the omission of subjects are that students omit subjects more when they speak with the researcher than with their peers, except for coordinating clause subjects in the compound-complex sentences. Overall subject omission decreased in independent basic clauses, in the first or matrix clauses of compound sentences, and in the main clauses of complex sentences as the students become older. However, subject omission in the coordinating and subordinating clauses in the compound-complex sentences increases. The main focus of the present study is the omission of subjects in main clauses since in the formal adult written Indonesian there is no omission of the subject in this position. This fact may have an impact on learning and teaching in that there is a decrease in their omission of independent, matrix or main clause subjects as they become older and use more formal language in writing.
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Kwan, Che-ying. „A school-based case study an evaluation of the implementation of the "British National Writing Project" in Chinese writing programme = Yi ge xiao ben de ge an yan jiu : Yingguo "Guo jia xie zuo ji hua" zai Zhong wen xie zuo jiao xue shi jian de cheng xiao ping gu /“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31957900.
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Yim, Su Yon. „Reading in a foreign language : a miscue-based study of Korean primary school students“. Thesis, University of Leeds, 2008. http://etheses.whiterose.ac.uk/21102/.
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Using a range of complementary methods (miscue analysis, interviews, and questionnaires), this thesis aims to explore the reading processes of some Korean primary school students in English. The questionnaire was collected from 78 Korean primary school students in Seoul. Of those students, 12 were selected to provide miscue data. Interview data was collected from the miscue participants as well as six adult participants (three state school teachers, one private lesson teacher, one parent, one member of staff at a children's bookshop). Established miscue analysis techniques were adapted to accommodate the research context of Korean primary school students; participants were asked to read the same text twice without any significant pause, and, after the second oral reading, were asked to translate what they read in English into Korean. Data analysis was carried out quantitatively as well as qualitatively. The number of miscues were counted and categorised into five types: substitutions, insertions, omissions, repetitions, and reformulations. In the qualitative analysis, translation and interview data were used to provide more information about reading processes. The analysis shows that more than thirty percent of miscues, mostly substitution miscues, were repeated across the two oral readings. They also show that a lot of non-word substitutions were produced and that most of the real-word substitutions produced were based on graphophonic cues, rather than syntactic or semantic cues. The translation data suggest that many students experience difficulty in using syntactic cues. The mismatches between miscue and translation data show that the students' difficulties in decoding do not necessarily reflect difficulties in reading comprehension, or vice versa. The analysis of the interview transcripts show that many students consider reading to be an oral activity and associate reading difficulties mainly with pronunciation and vocabulary. The results suggest that they approach reading in English in a disconnected way, failing to integrate cues from different levels. The discussion suggests that miscue analysis can perform a helpful role in allowing researchers to gain a greater understanding of readers' expectations of reading. It is also suggested, however, that Goodman's 'window' metaphor for miscue analysis may be misleading and that miscue data should be used with a degree of caution, without the assumption that it can serve as a transparency that will reveal all aspects of reading processes.
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Mafandala, Mbembi Joel. „Congolese migrant learners' language, literacy and learning in a primary school in Cape Town“. Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13719.
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When children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority language for varying purposes, including the requirement that they be assessed in school through the medium of a recognised national language. For immigrant children and for children of immigrants, learning through the medium of a national language is part of their assimilation in to the society they are growing up in. However, often these children are taught only in this second or foreign language, and little support is offered to help them to gain sufficient competence in that language.This research studies how Congolese migrant learners in primary school encounter language, literacy and learning in poor schools in Cape Town, with what sorts of implications for their chances of schooling success? I conducted a qualitative case study observing three Congolese learners, who are still learning to read and write: Maboko and Mabele (in grade three) and Goya (in grade two), over a period of four weeks in a low status but functioning inner-city school. I draw on a sociocultural approach to literacy as contextualised social practice. This implies that children learn language and literacy through everyday interaction, therefore language and literacy should be studied as it happens in social life. I also look at the theoretical approaches to understanding language and literacy learning, such as reading theories, emergent literacy, as well as emergent biliteracy to understand the experiences of Congolese learners in South African primary schools.
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Li, Sau-fun Ocean, und 李秀芬. „The implementation of ICT in teaching English in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
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Hung, Wan-shan Bertha. „Orthographic memory of signific and phonetic components in Hong Kong primary school children“. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207500.
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Thesis (B.Sc)--University of Hong Kong, 2000."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 2000." Also available in print.
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Proctor, Elspeth. „Talking democracy in Grade 7 : a discourse analysis of SRC practice in a primary school“. Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7882.
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Bibliography: leaves 111-117.My research set out to clarify to what extent democracy education is an identifiable and teachable concept in Curriculum 2005 and to find pedagogically useful ways of conceptualising and teaching active democratic participation. I chose a two-staged explorative qualitative research framework, informed by the New Literacy Studies and Critical Discourse Analysis, with Grade 7 learners in a primary school. I identified school Student Representative Councils (SRC's) as a potential site for 'democracy education-in-action'.