Dissertationen: „Sign language – Study and teaching – Bilingual method“

1

Arias, Robert Gabriel. „Antidote to marginalism: An alternative method of instruction for English language learners“. CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Pérez, Ana María. „Teaching literacy to first grade bilingual students“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

Der volle Inhalt der Quelle

Annotation:

This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

Huber, Jeanine L. „The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

Der volle Inhalt der Quelle

Annotation:

Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Lin, Angel, und 練美兒. „Teaching in two tongues: language alternationof bilingual teachers in English language lessons in Hong Kongsecondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31209348.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

Riches, Caroline. „The development of mother tongue and second language reading in two bilingual education contexts /“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.

Der volle Inhalt der Quelle

Annotation:

The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Adams, Natalie. „Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1011052.

Der volle Inhalt der Quelle

Annotation:

This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Woodman, Karen. „A study of linguistic, perceptual and pedagogical change in a short-term intensive language program“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

Boies, Robert 1955. „RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN“. Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

Der volle Inhalt der Quelle

Annotation:

The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Ballinger, Susan. „Oral language use in dual immersion classrooms“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

Der volle Inhalt der Quelle

Annotation:

This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Bastian, Toni Marie. „Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

Der volle Inhalt der Quelle

Annotation:

The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Su, Tzu-Chen. „Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

Der volle Inhalt der Quelle

Annotation:

Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

McGrath, Melanie Dawn. „An administrator's guide to implementing effective dual immersion programs“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

Der volle Inhalt der Quelle

Annotation:

This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Riddick, L. Alline Bagley. „A comparison of student performance in partial immersion and FLES programs“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39769.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Cevallos, Tatiana Margarita. „Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists“. PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

Der volle Inhalt der Quelle

Annotation:

Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Leung, Woon Ching Jane. „Language problems experienced by S.4 students during the change from CMI to EMI in a secondary school in Hong Kong“. HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/490.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Richards, Jeffrey Robert. „The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4696.

Der volle Inhalt der Quelle

Annotation:

The purpose of this study was to determine the difference in the short term and and long term second language (L2) gains of first year Spanish students exposed to the Audiolingual Method (ALM) and the Natural Approach. The experiment consisted of two randomly selected groups which were exposed to four presentations. Two of these presentations delivered content material following a Natural Approach lesson design while the other two delivered content material following an ALM lesson design in such a way that both groups were exposed to two ALM lessons and two Natural Approach lessons. All subjects were pre-tested prior to the delivery of these lessons and subsequently tested after the first lessons for short term L2 gains. They were then re-tested after several weeks to measure long term L2 gains. The number of subjects that participated in the experiment was 249 and included all enrolled first year Spanish students at Oregon State University for the 1992 fall term. The data were analyzed using the two-way analysis of variance. The results of the investigation indicated that teaching method was not a significant factor in students' short term and long term L2 aquisition gains. The study thus implies that neither the Natural Approach nor the ALM can be considered superior in terms of quantifiable student gains and retention. Recommendations for further study are presented.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

McQuarrie, Maureen Anne. „An empirical validity study of the Canada French individual achievement test“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28171.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Hernandez, Yvette. „Peer capital a network of support in dual language settings ; a case study approach /“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Mendoza, Cabral Raquel. „A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

Der volle Inhalt der Quelle

Annotation:

There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

Nicholls, Kristine Dianne. „A correlational study of reading comprehension in Spanish and English“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Machado-Casas, Margarita Esperanza. „Two-Way Immersion: Parental choice for a successful and culturally diverse future“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.

Der volle Inhalt der Quelle

Annotation:

This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Dibblee, Ivonne Karina. „Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4390.

Der volle Inhalt der Quelle

Annotation:

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs. The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement. The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups. As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Trout, Cheryl Lynn. „Assessing contextual factors for immersion programs“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Stear, Ezekiel Glenn. „Dual-language drama as a door to classic literature“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.

Der volle Inhalt der Quelle

Annotation:

The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Powers, Brooke Leann. „Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports“. PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/337.

Der volle Inhalt der Quelle

Annotation:

Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Walbridge, Michael Norman. „Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Lee, Kwong-hung, und 李廣雄. „Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Silver, Melinda. „The Effect of The Book of Mormon Diglot Reader: A Study of the Vocabulary Acquisition, Reading Comprehension, and the Reduction of Negative Affective Variables in Missionaries“. Diss., CLICK HERE for online access, 1997. http://patriot.lib.byu.edu/u?/MTNZ,22812.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Ruiz, Martín Christopher. „Assisting Hispanoamericano parents to recognize children's literacy requirements by recontextualizing the academic language of social studies“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/818.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Golstein, Alice. „English-speaking Three-year-olds in a Spanish Language Immersion Program“. PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.

Der volle Inhalt der Quelle

Annotation:

Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was to determine the existence of and features of a silent period for these children. Secondary goals included analyzing the kinds of speech that emerged in the early stages of language acquisition, to whom it was directed, and the circumstances under which it was produced; discovering when and how the children manifest bilingual awareness; and ascertaining what strategies were used by them for comprehension. Using a qualitative case study approach, eight monolingual three-year-olds attending a Spanish-language immersion school were observed using participant observation methodology for a total of 98.35 hours between September 6, 1994 and March 17, 1995. Classroom observation was supplemented by questionnaires completed by the children's parents, and by interviews of parents. The data generated revealed that although there is wide variation in the amount of speech produced by the children and when it was produced, there was no silent period for most children. These results are inconsistent with the literature which generally assumes that such a period exists. The study also revealed that although language mixing occurred, it appeared to be a function of language dominance and did not reflect mixing in the input. Children used a variety of strategies to make sense of the Spanish surrounding them, the most important of which was attending to context clues. Finally, all the children manifested bilingual awareness at the same time they began to produce Spanish utterances.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Rosas, Pedro. „A process of using mini-shared and guided reading to transition fluent readers in Spanish to English“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2161.

Der volle Inhalt der Quelle

Annotation:

A descriptive study was conducted using a modified approach to Guided Reading and Mini-Shared Reading to improve the reading comprehension levels of bilingual second graders in their second language, English.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Wilson, Joan Elizabeth. „The effects of cross-age tutoring on the oral fluency of the language minority student“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/642.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Pierce, Beth Suzanne. „Art in a sheltered-English multicultural classroom“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Leung, Yan-kit Ingrid, und 梁恩結. „The acquisition of French as a third language in Hong Kong: interlanguage and typology“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31215567.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Chan, How-kei, und 陳考祺. „Academic achievement among secondary school students: the effects of language of instruction during primaryschool years“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31955988.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Qu, Tong Fu. „Language choice, language attitudes and identity of the Korean-Chinese ethnic minority in Qiqihar, Heilongjiang“. Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586633.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Garcia, Paula Riley. „Comparison of quiet and outgoing language minority students through journal writing“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.

Der volle Inhalt der Quelle

Annotation:

Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Baltazar, Sofia Yolanda. „The integration of Mexican culture in the development of Mexican student literacy“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/884.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Villagomez, Delia. „Mini shared reading: A mediational reading strategy“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.

Der volle Inhalt der Quelle

Annotation:

This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

O'Keefe, Rosemary Ann. „Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Pérez, Mercedes. „Patterns of invented spelling in Spanish“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.

Der volle Inhalt der Quelle

Annotation:

This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Sibanda, Patrick. „Sign bilingual education practice as a strategy for inclusion of deaf children in Zimbabwe“. Thesis, 2017. http://hdl.handle.net/10500/27419.

Der volle Inhalt der Quelle

Annotation:

Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe.
Inclusive Education

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

Makwala, Matlala Rivonia. „An analysis of divergence in selected Northern Sotho/ English bilingual dictionaries“. Thesis, 2020. http://hdl.handle.net/10386/3460.

Der volle Inhalt der Quelle

Annotation:

Thesis ( M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2020
Bilingual dictionaries often do not meet the needs of dictionary users because they contain information that is not well presented. This poses as a challenge to the users because they end up retrieving the wrong information. Divergence is one of the most important equivalent relation in bilingual dictionaries and lexicographers often take it for granted. This study analyses the presentation of divergence in selected Northern Sotho/English bilingual dictionaries with reference to Pharos Popular Northern Sotho Dictionary and Oxford Northern Sotho/English Bilingual Dictionary. This study further analyses the use of structural markers in bilingual dictionaries because the correct/incorrect use of structural markers also have an impact on the presentation of divergence. This study reveal that bilingual dictionaries can become user-friendly and meet the needs of the users if lexicographers can apply appropriate strategies when compiling dictionaries as this will lead to communicative success

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Wong, Alice S. P. „Bilingualism in a functional perspective : the language and content learning of immigrant entrepreneurs“. Thesis, 1993. http://hdl.handle.net/2429/2086.

Der volle Inhalt der Quelle

Annotation:

This is a case study of the academic and occupational discourse of immigrant entrepreneurs in a bilingual (Cantonese and English) business and language program which aims to relate the linguistic and managerial knowledge acquired in class to the business operations. This case study raises problematic questions for both LSP (Language for Specific Purposes) research and bilingual code-switching research. There were two purposes: (1) to study the functional variation of discourse in the educational program and the operation of small business; and (2) to investigate the importance of the functional variation of discourse in code-switching. Pursuing purpose one, part one of the study explores two models: an LSP approach based on "genre" and learning tasks(Swales, 1990); and the Language Socialization approach (Halliday,1975; Mohan, 1986; Ochs, 1988) viewing language learning and sociocultural learning as occurring simultaneously in "activities"(social practices or situations). Two issues are raised: (1) Data indicate that the LSP approach does not illuminate the relation between academic discourse and occupational discourse; (2) It does not account for specific connections between tasks in classroom discourse and genres in business practices. The Language Socialisation approach, however, points to important dynamic theory/practice relations which appear in contrasts between business rules and examples, language rules and examples, seminar discourse and workshop discourse, and the English class and service encounter discourse. Pursuing purpose two, part two of the study compares the Language Socialization model with two models of code-switching as it relates to functional variation of discourse: (1) Guthrie (1983), and (2) Faerch (1985). Model (1) misses a large proportion of second language examples while model (2) fails to account for data labelled as "business rules" and "business examples" in the sample. The Language Socialization approach, however, recognises in discourse both theory (e.g., language and business rules) and practice (e.g., language and business examples). Rules are mostly handled in the first language while examples are mostly handled in the second language. A log-linear analysis indicates that, in all cases, "rules/ examples" is the strongest predictor of language choice.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

Makaure, Zvinaiye Patricia. „Phonological processing and reading development in Northern Sotho-English bilingual children“. Thesis, 2016. http://hdl.handle.net/10500/22246.

Der volle Inhalt der Quelle

Annotation:

South Africa is a multilingual country and this has certain implications on the development of cognitive-linguistic skills such as phonological processing (amongst others), which are essential for reading development. Research has, in the past, not adequately addressed the development of, and relationship between, a broad range of phonological processing and reading skills in South Africa. The study investigates the relationship between phonological processing skills and reading development in Northern Sotho-English bilingual children. Ninety-eight participants, divided into group 1 (n=48) and group 2 (n=50) based on their Language of Learning Language of Teaching were sampled. Group 1 received literacy instruction in Northern Sotho, whilst group 2 in English. Participants were assessed using a battery of phonological processing tests and on reading abilities in English and Northern Sotho. Correlations, multiple regressions and multivariate analyses of variance were conducted. Findings revealed that phonological processing skills are essential in reading development in both the first and second language of the participants.
African Languages
M.A. (Linguistics)

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

Venzke, Shirley. „The relationship between proficiency in English, Grade 12 English results and the academic success of first year students“. Diss., 2002. http://hdl.handle.net/10500/1019.

Der volle Inhalt der Quelle

Annotation:

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1.
Psychology of Education
M. Ed. (Psychology of Education)

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Vuma, Mbhazima Jismon. „Nkoka wa tindziminyingi eku humeleleni ka swatidyondzo ta machudeni ya lembe ro sungula Eyunivhesiti ya Vhenda hi ku kungomisa eka Vatsonga“. Diss., 2017. http://hdl.handle.net/11602/1094.

Der volle Inhalt der Quelle

Annotation:

MA (Xitsonga)
Ehansi ka Senthara ya M. E. R. Mathivha ya Tindimu ta Afrika, Vutshila ni Ndhlavuko
Xikongomelonkulu xa ndzavisiso lowu i ku lava ku andlala ntirho lowu wu tirhiwaka hi vutivi bya tindziminyingi hi ku kongomisa eka Vatsonga va lembe ro sungula eYunivhesiti ya Vhenda. Xikongomelo xin’wana xa ndzavisiso lowu i ku lava ku kumisisa ndlela leyi mhaka ya vutivi bya tindziminyingi yi vuyerisaka machudeni ha kona loko va ri karhi va ti nghenelerisa eka minhjekanjhekisano ya swa tidyondzo. Theme leri ra tindziminyingi ri tumbulukile khale hi nkarhi wa ku akiwa ka xihondzo ya Babel. Theme leri ri kongomisa eka xiyimo laha munhu a nga ni vuswikoti bya ku tirhisa tindzimi timbirhi kumbe ku tlula. Dyondzo ya tindziminyingi yi tanihi tidyondzo letin’wana hikuva nayona yi va yi simekiwile eka rimba ra dyondzo yoyoleyo. Ndzavisiso lowu wu simekiwile eka Thiyori ya Affordances. Xikongomelo xa ku va hi hlawuriwile thiyori i mhaka ya leswaku eYunivhesiti ya Vhenda ku kumeka vanhu vo hlaya laha swi nyikaka nkarhi eka machudeni ku va va dyondza tindzimi ta van’wana machudeni leswaku va oloveriwa hi swa tidyondzo ta vona. Dyondzo kumbe ndzavisiso lowu wu tirhisa tindlela timbirhi to hlengeleta mahungu, ku nga endlelo ra nkoka ni endlelo ra ntalo laha swi nga ta endliwa eYunivhesiti ya Vhenda. Machudeni lawa ya ta hlawuriwa hi ku tirhisa endlelo ra sampula ya xikongomelo laha ku nga ta hlawuriwa machudeni ya khumetsevu ku suka eka swikolo swo hambanahambana swa le yunivhesiti leyi. Vuxokoxoko byi ta hlengeletiwa hi ku tirhisa maendlelo ya vuxiyaxiya ni maendlelo ya Nongonoko wa swivutiso laha machudeni ya nga ta vutisiwa swi vutiso swo karhi. Hambiloko swi ti komba onge ririmi ra Xinghezi hi rona ririmi ra matimba eka swa tidyondzo kambe tindzimi ta Xintima na tona ta tirhisiwa swinene eka swa tidyondzo ta vona. Vulavisisi byi komba leswaku mhaka ya tindziminyingi yi ni xiave xikulu swinene eka ku pfuna machudeni loko ya ri karhi ya burisana hi mhaka ya swa tidyondzo ta vona. Ndzavisiso lowu wu ni nkoka swinene eka vanhu lava vatsakelaka ku hlaya ni ku hluvukisa tindzimi ta Xintima.
NRF

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dissertationen zum Thema „Sign language – Study and teaching – Bilingual method“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an