To see the other types of publications on this topic, follow the link: Bilingual education.
Dissertations / Theses on the topic 'Bilingual education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Bilingual education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Larson, Carrie Susan. "Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4412.
Full textAbstract:
Bilingual students are the fastest growing demographic group in U.S. P-12 public schools and offer promise and hope to our increasingly global workforce. However, many bilingual students are lagging behind in school, too many do not complete high school, and their schooling experiences are overshadowed by racial and linguistic segregation, low-academic tracking, and subtractive educational experiences. There is a growing body of literature that recognizes the importance of bilingual and bicultural teachers and leaders who can include students' linguistic, cultural, and community assets in school. This qualitative research study explores the experiences of a specialized group of elementary bilingual and bicultural teachers that learned English in U.S. P-12 public schools and currently teach bilingual students in Oregon public schools. Through in-depth interviews and classroom observations, this study amplifies the voices of three bilingual teachers as they offer valuable insight into teaching and learning and contribute to how we can create excellent educational experiences for bilingual students. The findings point to how the interconnected nature of language, culture, and identity impacted these bilingual teachers' approach to teaching, the power of culturally responsive practices in the classroom, and the promise of building positive relationships and community with students and families.
2
Kimutis, Michelle T. "Bilingual Education: A Resource for Teachers." Miami University Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1302698144.
Full text
3
Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
Full textAbstract:
This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
4
Ho, Wai-yie Monita. "Bilingual word recognition: a study of chinese-english bilinguals in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29782570.
Full text
5
Gorman, Jennifer A. "Prospects for Improving Bilingual Education: An Analysis of Conditions Surrounding Bilingual Education Programs in U.S. Public Schools." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1483.
Full textAbstract:
Bilingual education is a subject of debate in education. Some claim that bilingual education programs are detrimental to students, but decades of research supports the benefits of bilingualism and bilingual education for both English Language Learners and monolingual English speakers. The U.S. does not have bilingual education programs in proportion to the needs that these programs could meet for students in public schools. If bilingualism is beneficial, then why do we not have more bilingual education programs? Research extensively covers the internal components of bilingual education programs but only touches on the effect of the external conditions necessary for program success. In order to study one piece of this large question, this thesis considered the external conditions. In order to determine which conditions and which programs/cities/states to research, I compared the case studies of bilingual education programs to determine patterns in the conditions surrounding them. The case studies were selected because they addressed success factors of these programs. Demographics, university relationships, and legislation were three conditions that the research addressed. Minneapolis-St. Paul; San Francisco; Westminster, CA; New York City; and Detroit are the cities considered because they have large ELL populations but are different in their demographic composition and in how they approach bilingual education. I compared the state and number of bilingual programs to the demographics, university relationships, and legislation in each community and drew conclusions from the resulting patterns. The data showed that the existence of bilingual programs correlated positively to the demographics, university relationships, and legislation in each city, although not always to the degree expected. By analyzing the effects of the conditions on the chosen communities, I concluded that one, states and education leaders need to recognize student needs based on student demographics, two, universities need to conduct research for and advocate for local bilingual programs, and finally, legislation needs to support bilingual programs. The most important condition was individuals from universities advocating for bilingual programs by conducting research that provides a source of reliable information about bilingual education for the lawmakers who create educational policy.
6
Patrick, Andrew P. "Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation." Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.
Full textAbstract:
The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.
7
Lai, Kin Peng. "Bilingual education for secondary schools in Macao." Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636604.
Full text
8
Palozzi, Vincent John. "Bilingual education and voter intent Colorado 2002 /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229590.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006."Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2856. Adviser: Larry Mikulecky.
9
ORNELAS, ZUJAILA MIZAR. "PERSPECTIVES ON BILINGUAL EDUCATION IN TUCSON, ARIZONA." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613402.
Full textAbstract:
In 2000, Proposition 203 was passed by Arizona voters, dismantling bilingual education programs in public school, and requiring English-only instructional environments for English Language Learners. This study analyzes teacher and administrator perspectives on bilingual education and the implementation of Proposition 203 in Tucson, Arizona. Five experienced educators working in public schools within the Tucson Unified School District were recruited and interviewed for the purpose of this study. A total of seven open-ended questions were addressed, covering topics including, but not limited to bilingual education, the implementation and execution of Proposition 203, and methods of lecture delivery in the mainstream and segregated classroom. Testimonies revealed the ineffectiveness of English-only instructional methods and the need to restore bilingual education in Tucson, Arizona.
10
Karhu, A. M. (Anne-Marit). "Bilingual parents:experiences of being bilingual and aspirations and plans for their children’s language development." Master's thesis, University of Oulu, 2019. http://urn.fi/URN:NBN:fi:oulu-201901121046.
Full textAbstract:
As a consequence of globalisation, bilingualism has become more common even in the Western world. It is likely that this will result in more families where one or both parents are bilingual. Much research has been done on bilingualism and bilingual families, but the focus of the studies tend to be on the bilingual development of the children, or on two parents who are monolingual in different languages and their strategies for bringing up their children bilingually. This thesis focuses on the bilingual parents: their experiences of being bilingual and their aspirations, plans and strategies for their own children’s language development. The goal of this thesis is not to find results that could be generalised for all bilingual parents. However, it provides an insight to the experiences, aspirations and plans of some bilingual parents. This is a qualitative study, focusing on the experiences and thoughts of the bilingual parents who have participated. All parents in the study were early bilinguals who had acquired two or more languages naturally. Most of the participants were young adults with very small children, but the study also included some persons who were a bit older and with adult children. The data was collected by asking the participants to write a narrative about their experiences of being bilingual and of their aspirations and plans for their own children’s language. One of the narratives was collected in the summer 2017 as a part of the pilot study for this thesis, and the rest during the summer and fall 2018. All the participants received a guideline paper to give them ideas of topics that could be addressed and to secure relevant data for the study. The analysis of the 10 narratives that were collected was inductive, which is characteristic in qualitative research. The analysis method used is inspired by thematic analysis and of the tradition of phenomenology. The findings from the data were organised into four main categories: Childhood and youth, Adulthood, Views, attitudes, beliefs and experiences of bilingualism and language and Own children and language, which again included several subcategories. The main findings of the study were that all the participants seemed to have a very positive attitude towards bilingualism despite the fact that some of them had met negative attitudes connected to being bilingual. There were huge variations in the schools’ attitudes towards and support of bilingualism. Several of the participants mentioned advantages of being bilingual. These were also mentioned as a reason for raising their own children to become bilingual. Most of the participants planned to raise their children bilingually, and the 1–2 participants who had not raised their children bilingually, regretted this. The strategies to carry out the plans and the aspirations for the children’s language development and language skills varied a lotGlobalisaation tuloksena, kaksikielisyys on yleistynyt myös länsimaissa. On todennäköistä, että tämän tuloksena yhä useammassa perheessä toinen tai molemmat vanhemmat ovat kaksikielisiä. Kaksikielisyyttä ja kaksikielisiä perheitä on tutkittu paljon, mutta tutkimusten fokus on yleensä lasten kaksikielisessä kehityksessä tai kahdessa yksikielisessä vanhemmassa ja heidän strategioissaan, joiden avulla tahtovat kasvattaa lapsista kaksikielisiä. Tämä tutkimus keskittyy kaksikielisiin vanhempiin: heidän kokemuksiinsa kaksikielisenä olemisesta sekä heidän tavoitteisiinsa, suunnitelmiinsa ja strategioihinsa omien lastensa kielellisen kehityksen suhteen. Tutkielman tavoitteena ei ole löytää tuloksia, jotka voitaisiin yleistää koskemaan kaikkia kaksikielisiä vanhempia. Tutkielma tarjoaa kuitenkin ymmärryksen muutamien kaksikielisten vanhempien kokemuksista sekä ajatuksista. Tämä on kvalitatiivinen tutkimus, joka keskittyy osallistuneiden vanhempien kokemuksiin. Kaikki tutkimukseen osallistuneet vanhemmat olivat aikaisia kaksikielisiä, jotka olivat omaksuneet kielensä luonnollisesti. Suurin osa osallistujista oli nuoria aikuisia, joilla oli hyvin nuoret lapset, mutta tutkimus sisälsi myös muutamia hieman vanhempia henkilöitä, joilla oli aikuisia lapsia. Tutkimusdata on kerätty pyytämällä osallistujia kirjoittamaan narratiivi omista kokemuksistaan kaksikielisenä olemisesta sekä tavoitteistaan ja suunnitelmistaan omien lastensa kielen suhteen. Yksi narratiivi kerättiin kesällä 2017 osana tutkielman piloottitutkimusta, ja loput kesällä ja syksyllä 2018. Kaikki osallistujat saivat ohjepaperin, jotta he saisivat ideoita aiheisiin, joita voisivat pohtia, ja jolla varmistettiin oleellisen datan saaminen tutkimukseen. Kymmenen kerätyn narratiivin analalyysi oli induktiivinen, mikä on tyypillistä laadulliselle tutkimukselle. Analyysimenetelmän inspiraationa oli teema-analyysi sekä fenomenologian traditio. Datasta nousevat tutkimustulokset organisoitiin neljään kategoriaan: Lapsuus ja nuoruus, Aikuisuus, Näkemykset, asenteet, uskomukset ja kokemukset kaksikielisyydestä ja kielstä sekä Omat lapset ja kieli, jotka taas sisälsivät useita alakategorioita. Tärkeimpiä tutkimustuloksia oli, että kaikilla osallistujilla vaikutti olevan positiivinen asenne kaksikielisyyttä kohtaan vaikka muutamat olivat kohdanneet negatiivisia asenteita kaksikielisyyteen liittyen. Koulujen asenteissa ja kaksikielisyyden tukemisessa oli suuria eroja. Useammat osallistujat kertoivat kaksikielisyyden eduista. Näiden mainittiin myös olevan yhtenä syynä kasvattaa omista lapsista kaksikielisiä. Useimmat osallistujat suunnittelivat kasvattavansa lapsistaan kaksikielisiä, ja ne 1–2, jotka eivät olleet kasvattaneet lapsista kaskikielisiä, katuivat tätä. Lasten kielelliseen kehitykseen liittyvien suunnitelmien ja tavoitteiden toteuttamista varten olevat strategiat vaihtelivat paljon
11
Martinez, Pedro Plaza. "Language, education and power in Bolivia : bilingual education classroom practices." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367008.
Full text
12
Nunez`, Stephanie. "Re-evaluating Bilingual Education Within the U.S. Public Education System." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1359.
Full textAbstract:
This thesis explores the potential of bilingual education for the future of American (U.S.) democratic society. It places an assessment of bilingualism in the larger history of the relationship between education and a vision of American democracy. The research focuses on the importance of being multilingual for a democratic society, and argues why bilingual education should be made available to students during the elementary years of their education. This study analyzes the state of California’s educational policies and concludes that viewing bilingual education through assimilationist lenses hinders students’ character and professional opportunity. It promotes acculturation and accommodation without assimilation as a strategy for approaching the incorporation of bilingual educational programs into public schools across the United States.
13
Suarez-Papp, Paola. "A case study of the literacy deveopment of a bilingual hispanic girl /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_suare_case.pdf.
Full text
14
Martinez, Alex. "Perceptions of teachers and parents towards bilingual education and relationship to academic performance of bilingual learners." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184757.
Full textAbstract:
The major focus of this study was to examine the consistency between the perception of teachers and parents toward the value of bilingual education for facilitating the academic growth of school-age children. Relationships of perceptions to the academic achievement of children was also evaluated. Three specific areas of the bilingual program were investigated: philosophy, functional value, and implementation. In order to obtain measures of perception of teachers and parents toward bilingualism and bilingual education, an instrument was developed. This instrument, named as the Attitudes Toward Bilingualism (ATB), contained 49 Likert-type items. The items of the ATB were divided into three categories: philosophy, functional values, and implementations. Items in each section were rated on a five-point scale ranging from a low to a high agreement scale. Teacher and parent volunteers filled out the ATB. The faculty of five targeted bilingual schools volunteered to participate in this study. Teachers included in the sample were drawn from all first, second, and third grade bilingual classrooms of the target schools. Thirty bilingual teachers and 107 parents participated in the study. The overall directions of the findings clearly suggested a great deal of similarity in the perceptions of parents and teachers toward various issues surrounding bilingual education practices. The specific issues examined in this study can be viewed in a broad sense of parent-school partnership issues, which need to be studied at greater depth. Issue concerning implications of the study and the general utility of obtained results were discussed.
15
Molyneux, Paul David. "Transportable literacies and transformative pedagogies : an investigation of the tensions and choices in the provision of education for bilingualism and biliteracy /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00002528.
Full text
16
Björk, Maria. "Bilingual Intercultural Education in Peru : Opportunities and Challenges." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1602.
Full textAbstract:
Offering basic education is the greatest investment the world can make in its future. Basic education improves live opportunity for people and also give them a chance to form a better life for them selves. Too many of Peru’s inhabitants live in extreme poverty and education could help the country improve this situation. In addition, in the rural areas of Peru a lot of people speak another language than Spanish as their mother tongue. The purpose of this thesis is to get a more profound knowledge about matters concerning Bilingual Intercultural Education in Peru.
The research question has been what issues can be found, involving EBI education in Peru; opportunities and challenges? I have researched this through interviews with people working in the rural areas combined with a literature study. I visited schools in the area of Cusco and Anchonga. In Cusco the school did not have EBI education and in Anchonga the visited school did have. Some of the findings made are that it is important for the people involved such as parents, principals and teachers to be supportive of EBI education to make it work. It is also a challenge to find teachers who know the method and are bilingual. Many schools are in addition dependent of support from non-governmental organizations, which are an opportunity and a challenge. Important is also to make some teachers and parents believe that EBI education is not against the social development of the country.
17
Percipalle, Delphine, and Naiyya Westberg. "Bilingual Education: the view of pupils and educators." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87642.
Full textAbstract:
This study is about how children of early school age, specifically children who have both English and Swedish at home, experience a bilingual school system in Sweden. The study on the early student’s viewpoint of a bilingual instruction was narrowed down to an elementary school in Stockholm which proposes an English-Swedish bilingual education. This research revolved around information obtained from interviews with children and educators. The “field-work” approach provided a set of data which were analyzed and summarized in bars diagrams to have a clearer idea about the student’s experience and perspective of an English-Swedish bilingual education from a very early age. We have also studied how adults- educators, experience this Bilingual education. Our results show that English-Swedish bilingual children even at a very young age, experience English as an international language and are proud to have English as one of their languages. Our results also show that educational pedagogues experience that English-Swedish bilingual children generally are more flexible with language development and are more open to the world. From the children’s point of view, these results altogether suggest that bilingualism is influenced at a very early stage by the institutional language spoken in school, by the social arena and by the input parents have provided prior to school. From the educator’s point of view, the findings reported in the present study indicate a requirement for extra competence needed by the school personnel to support children with a bilingual background. The findings were collectively placed in the context of known literature in the field of bilingualism. Based on the above, the main conclusion is that bilingualism is an asset for children and a major advantage that allows a higher degree of flexibility in the learning process but requires close guidance by the school system.
18
Jiang, Nan. "Understanding bilingual lexical organization: Evidence from masked cross-language priming in Chinese-English bilinguals." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282752.
Full textAbstract:
Cross-language priming has been found to be asymmetrical in that priming is found from L1 to L2, but not the reverse. In this project, I examined two issues raised by the asymmetry that are related to the organization of the bilingual lexicon. The first is what attributes to the asymmetry. Two approaches to the asymmetry are distinguished, one attributing it to the representational features of the bilingual lexicon and the other to the processing characteristics associated with the two languages of bilingual speakers. The five experiments in the first series first replicated the asymmetry and then examined three processing-related explanations. The results suggest that none of them provides a satisfactory explanation of the asymmetry. The second series of four experiments tested the hypothesis that lexical links from L2 to L1 are episodic in nature. The results of these experiments provide strong evidence for this hypothesis. It is proposed in the study that, due to the practical constraints imposed on SLA, lexical information in L2 may be represented in the episodic system. A model of vocabulary acquisition in L2 is proposed. In this model, vocabulary acquisition is seen in terms of how the structure and content of the lexical entry evolve in the learning process. Research and pedagogical implications of the model are discussed.
19
Pananaki, Maria Mersini. "Bilingual Theories and the Swedish Bilingual Profile Reflected in the Classroom : A Comparative Case-Study in two Swedish Bilingual Schools." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120936.
Full textAbstract:
Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are responsible to maintain a balance between both languages. The particular study has a two-fold aim; at first place, it analyzes theories of bilingualism that are directly related to pedagogical and teaching practices as well as the relation between bilingualism and brain functions. The purpose is to identify how these theories are reflected into everyday classrooms through teachers’ methods. The second part of the research is the examination of the contextual background of Sweden in terms of linguistic hierarchy, the aims of society to bilingual education and laws regarding languages and teacher training. The purpose is to outline the extent to which this background is applied into actual contexts. Therefore, the third part is the empirical study that is a comparative case-study through a qualitative approach into two bilingual schools in Sweden. The central focus is on teachers’ opinions about challenges, teaching methods and personal reflections and the identification of differences and similarities. The critical analysis of the three main parts enables the researcher to reach conclusions where certain points and issues are outlined along with possible solutions. The goal of the study is not the generalization of data but a focus on individuals and reflection of real situations that sets the basis for research in larger scales.
20
King, Jennifer. "Language acquisition among bilingual and monolingual preschoolers : a descriptive study with suggestions for teaching /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_king_langu.pdf.
Full text
21
Dixon, Kathryn V. "Framing Bilingual Education Policy: Articulation and Implementation in Texas." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699899/.
Full textAbstract:
Language education policy and its implementation have been controversial and ongoing issues throughout the United States, especially in the border state of Texas, with its large population of students who are learning English. This dissertation reports two studies, the first of which was a frame analysis of problems and solutions as represented by the five bills amending the Texas Education Code with regard to bilingual education and English as a second language programs. These laws, passed in 1969, 1973, 1975, 1981, and 2001, have been enacted since 1968, the year the Bilingual Education Act (BEA) was passed. The problem framed consistently by these state policy documents was inadequate instruction for children who come to school speaking languages other than English. More variability was seen in the framing of solutions, with approaches changing from the authorization of instruction in languages other than English, to the establishment of mandated bilingual programs, to the extension of special language programs, and to the establishment of dual language immersion programs. The primary ideology influencing the policy documents was the monolingual English ideology; however, alternative ideologies are apparent in the policies that allow for dual language immersion programs. Geographic information systems (GIS) analysis was used in the second study to investigate the geographic locations of particular programs and the demographics of students they served. Choropleth maps showed variability in program distribution across the state with distinct patterns apparent in only two programs. The maps indicated that districts with high percentages of student enrollment in one-way dual language programs tended to be located in and near the major metropolitan areas, whereas many districts offering early exit transitional bilingual programs tended to be located along the Texas-Mexico border. Despite the literature on bilingual/ESL program effectiveness, the predominant program in the border region of Texas is among those considered least beneficial to students learning English. This pair of studies illustrates the influence of monolingual English ideology on educational practice and policy through the implementation of programs by districts as well as the framing of bilingual education in legislation.
22
Berger, Kimberly E. "Deaf Bilingual Education: A Return to Our ASL Roots." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967911761&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
23
Skrypiczajko, Gregory John. "The effect of bilingual education on L1 morphological knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22674.pdf.
Full text
24
Tarnpichprasert, Maneerat. "Inside bilingual education in Thailand : staffroom and classroom perspectives." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2797/.
Full textAbstract:
This research investigates the professional backgrounds, experiences and working conditions of teachers on the bilingual programme (English Programme) in Thailand. Its main purposes are to provide an insight into the professional lives and working situations of these teachers and to contribute to a better understanding of the current state of bilingual teaching in the country. The study adopts a qualitative approach to data collection and analysis. The data set comprises thirty-eight in-depth interviews with a group of Thai and foreign teachers involved in bilingual teaching in Thailand, fieldnotes from school and classroom observation conducted in a leading bilingual school in Bangkok, and an analysis of documentary evidence relevant to bilingual education and bilingual teachers in Thailand. Data analysis uses a grounded approach, employing open, axial and selective coding. The research results reveal a number of fundamental problems for bilingual teachers in Thailand and highlight several factors that undermine the implementation of bilingual education in this context. The overall picture of bilingual teaching and teachers emerging from this study reveals considerable fragmentation and an overall lack of coherence, producing a situation that falls far short of the ideal representation of bilingual education to be found in official Ministry of Education documents. The research reveals that, although bilingual teachers are regarded as a homogeneous group, considerable differences are to be found between different categories of teacher and this gives rise to a range of different problems, including the absence of a shared vision of what bilingual education actually involves, a lack of effective communication between groups and, in some groups, a feeling of not belonging to the school community. The study also reveals problems that affect the quality of educational provision, such as inefficient recruitment procedures and related problems of retention, a failure to appreciate fully the contribution made by foreign non-native speaker teachers, and tensions arising from the relationship between subject and language teaching. The thesis concludes with recommendations for responding to these problems and suggestions for further research.
25
Fisk, Paul. "Non-Traditional Bilingual Education: An Ethnography of Hillcrest Elementary." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/755.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Liberal Studies
26
Aaron, Maria Johanna. "The feasibility of sustainable Obolo bilingual education in Nigeria." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/82043/.
Full textAbstract:
Persuaded by research that mother tongue-based bilingual education would offer a more effective and meaningful education for most Nigerian children than is possible with the current mainly English model, and therefore a better basis for human as well as economic development, this case study investigates the feasibility of using Obolo, a minority language of the Niger-Delta area of Nigeria, as a medium of instruction (in addition to English) for education, and seeks for ways to promote it. The theoretical underpinnings for this study are Bourdieu's Linguistic Capital and Ethnolinguistic vitality theory. This study is constructivist and critical in orientation, and uses focus group interviews with Obolo parents, semi-structured interviews with officials in the State Ministries of Education over education in the area, and participant observation, to arrive at an emic point of view about the value of Obolo/mother tongue and English, especially in relation to education. It was found that education is highly important for Obolo people, and perceived as worthy of great effort and expense on the part of the parents. It is seen as the key to progress, both for individuals and their families, but also for the entire Obolo community. My focus group interviews (with 54 participants) demonstrated that the welfare of the community, identified as a feature of "traditional African communalism", is very much in the forefront of their thinking, but also that it becomes less prominent with higher levels of education, evidence that Nigerian curriculum and pedagogies are missing this authentically African orientation to life. Findings of this case study confirm the negative attitudes to African indigenous languages, and the rising hegemony of English, the language of economic and social upward mobility, employment and education. Ambivalently, Obolo is also cherished for identity purposes, and for communication within the family and community, though children in cities are increasingly speaking English (only). Applying Ethnolinguistic Vitality theory to the findings on attitudes, it was found that Obolo has medium ethnolinguistic vitality, the result of micro language planning at the grassroots level, and the support of a community-owned language development organisation. Ethnolinguistic Vitality theory also helped to explain an observed sudden increase in Obolo interest in the use of their language after grand public occasions celebrating achievements in the development of the language. The researcher informed the research participants of alternative models of education in developed countries, for them to be able to form an informed opinion about Obolo bilingual education. In contrast to most other minority language groups in the Niger-Delta, who prefer English only, over two thirds of the participants discussing this point expressed interest in a continued use of Obolo as medium of instruction up to Primary 6, or even beyond. There is also a desire for the teaching of Obolo as a subject in urban areas. Finally, exploring the importance of these findings, recommendations for the introduction and promotion of bilingual education in the region are offered. Several templates for extensive 'marketing' both to Obolo parents and to policy makers are identified, and high profile celebrations of achievements in language development, and tools for the use of the language in IT are recommended. Further, arguments are made for model Obolo bilingual schools, which use and teach Obolo all through Primary and Junior Secondary education education.
27
Lind, Ashley Rose. "Effects of bilingual and ESL education on academic achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Lind_AMITthesis2009.pdf.
Full text
28
Kenfield, Kathleen. "An examination of sense of story in proficient bilingual, partial bilingual, and monolingual children as evidenced in stories told in English." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3185.
Full textAbstract:
The purpose of the study was to determine what differences, if any, existed among monolingual (English) children, partial bilingual (English-Spanish) children, and proficient bilingual (English-Spanish) children in the level of sophistication of their sense of story. Sense of story was defined as the degree to which one has internalized the features, conventions, and structures of the story genre. Sense of story was analyzed in three areas: structural complexity (number of words, number of T-units, mean length of T-units, number of characters, number of incidents), story convention usage (use of past tense, formal beginning, formal ending, use of quoted and described dialogue), and story scheme analysis (the degree to which the subjects manifested knowledge of the parts or categories of story and the relationship of said categories).
Ninety subjects from grades four, five, and six participated in the study. They were grouped into three linguistic categories, Monolingual, Partial Bilingual, and Proficient Bilingual. Subjects were asked to tell a story in English. It was predicted that the Proficient Bilinguals would outperform the other linguistic groups on all variables. Small hut significant associations were found on two of the criteria. Proficient Bilinguals were found to use past tense to a slightly greater degree than the other two groups, and Partial Bilinguals were seen to fall behind the other two groups in the use of quoted dialogue. No significant differences or associations were revealed in any other criteria.
29
Galantini, Nicolò. "Language policies and early bilingual education in Sweden : An ethnographic study of two bilingual preschools in Stockholm." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104793.
Full textAbstract:
This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. More specifically, it analyzes the language policies and guidelines related to bilingual education created by the Council of Europe and afterwards applies the same procedure to the Swedish ones. Furthermore, this study investigates the language practices of children and teachers in two bilingual/multilingual settings. In order to do this, the research was framed as a sociolinguistic ethnography and was carried out using observations, interviews and audio-recordings in order to achieve triangulation wherever possible. Interview and observational data were analyzed thematically while interactional data was analyzed to establish the purposes for which different languages were used by participants. In conclusion, this study might give an idea of how appropriate the Swedish language policies are while stressing the need to revise and implement those policies that might affect the success of early bilingual/multilingual preschool education in Sweden.Denna studie ämnar belysa språkpolitik och tidig tvåspråkig utbildning i Sverige. Ett av målen är att titta närmare på rådande språkpolitik i Sverige ur ett Europeiskt perspektiv, genom at jämföra ”nationell” och ”internationell” språkpolitik och belysa likheter och skillnader. Detta innebär, mer specifikt, att analysera språkpolitik och riktlinjer för tvåspråkig utbildning som är utarbetad av Europarådet och sedan ställa dem mot de riktlinjer som är utarbetade i Sverige. Dessutom är målet att undersöka olika lingvistiska praktiker hos elever och lärare i en tvåspråkig kontext. Studien har utförts med sociolingvistisk, etnografisk metod och metodologisk triangulering som inkluderat olika tillvägagångssätt såsom observationer, intervjuer och inspelade ljudupptagningar. Insamlad data har undersökts med syfte att klassificera olika språkliga beteenden för att söka förstå de olika strategier och vanor som utgör själva kärnan i interaktionen mellan tvåspråkiga elever och lärare. Slutligen är syftet med studien att ge en inblick i hur lämplig svensk språkpolitik är i fråga om tvåspråkig utbildning och samtidigt belysa vad som kan behövas reviderasoch införas för att påverka framtida tvåspråkig/flerspråkig utbildning i Sverige.
30
Do, Thi My Ha. "Bilingual curriculum enactment in Vietnam in an era of economic and social reform." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208014/1/Thi%20My%20Ha_Do_Thesis.pdf.
Full textAbstract:
This thesis reports on a case study of two Vietnamese primary schools’ implementation of English language bilingual education to support economic and social reform in Vietnam. The study found that bilingual curricula are adopted differently depending on whether the schools are public or private; the former adopt a nationally-based curriculum while the latter use imported curricula, often in the form of textbooks. The respective curricula influence staff recruitment and parental expectations, and pedagogical issues including misalignments between students’ proficiency levels and curriculum objectives. To be more effective, future bilingual education programs need to engage more closely with Vietnamese contextual conditions.
31
Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
Full textAbstract:
In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
32
Chun, Chen-Cheng. "Language-in-Education Planning and Bilingual Education at the Elementary School in Taiwan." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195505.
Full textAbstract:
Language issues, often linked with ideas of history, sentiment, identity, ideology, maintenance, revitalization, minority, and indigenous peoples, are raised constantly in Taiwan. This study focused on examining issues related to language planning and bilingual education at the elementary school level in Taiwan. The research purposes were: 1) to examine the current language education practices in the elementary school by employing perspectives of language planning and bilingual education in Taiwan; and 2) to make recommendations about the current language planning and policy of Taiwan with respect to elementary school language education. There were 123 participants involved in this study. They were elementary school language teachers, language professionals, and parents. Data collection began in the winter of 2004 and continued through the summer of 2005. The research context was elementary school language education. Transcripts and questionnaires were the primary sources for data analysis. Five major phenomena with respect to elementary school language education in Taiwan were found. First, there was no systematic language planning for the present elementary school language education in Taiwan. Second, the three language subjects, Mandarin, English, and Dialects, within the Language Arts area were seen as independent courses without any interdisciplinary integration. Third, parental decisions about the prior order of language learning were structured upon a profound process related to language ideology and instrumentalism. Fourth, the elementary school language curriculum was guided by the concept of Han-centrism. Fifth, because of the phenomenon of language shift, Mandarin has become most children's mother tongue rather than the local languages. Based on the five findings, I suggest that first, team teaching is helpful for elementary school language teachers to integrate children's learning of different languages. Second, parents, language professionals, and language teachers should have more opportunities to communicate with each other about children's language learning. Third, language planners should bear the Han-centric phenomenon in mind, especially when considering issues of educational resources and opportunities and social justice. Fourth, the definition of mother tongues needs to be redefined. Fifth, it is important for every elementary school to develop its own school-based language policy.
33
Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.
Full textAbstract:
The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.
34
Brewer, Kirsten. "Educación Ambiental Bilingüe." Scholarship @ Claremont, 2008. http://scholarship.claremont.edu/pitzer_theses/8.
Full textAbstract:
El enfoque de esta tesis es un proyecto de servicio-aprendizaje en una clase bilingüe de kinder en el área metropolitana de Los Ángeles. Los estudiantes recibieron un temario de educación ambiental por dos horas a la semana durante la primavera de 2008. Un estudio de la educación ambiental y la educación bilingüe da un contexto social y historico a este trabajo práctico. Describe las lecciones y su significado dentro del contexto. Hay recommendaciones a seguir para proyectos similares en el sitio de estudio.
35
Jarraud, Cendrine. "The evolution of written bislama." Thesis, Nouvelle Calédonie, 2013. http://www.theses.fr/2013NCAL0051/document.
Full textAbstract:
Le Vanuatu (anciennement Condominium franco-britannique des Nouvelles-Hébrides) est une république indépendante depuis 1980. Située dans le Pacifique Sud, c'est sans doute la nation qui possède la plus grande diversité linguistique au monde per capita, avec environ une centaine de langues mélanésiennes, la lingua franca appelée bislama, et le français et l'anglais, langues d'éducation. Le bislama est un créole lexifié à partir de l'anglais mais dont la grammaire est influencée par le substrat mélanésien. Longtemps langue orale, le bislama joue un rôle prépondérant dans les années 70 pour mener le pays à l'indépendance, ainsi que dans le domaine religieux avec la traduction des évangiles, puis de la bible. Depuis quelques années, le bislama occupe de plus en plus de place et se créolise, en particulier dans les zones urbaines en pleine expansion. Mon travail porte sur l'évolution du bislama écrit à partie de l'analyse d'un corpus qui couvre une période d'environ quarante ans afin d'observer si la langue écrite est en voie d'anglicisation (donc de décréolisation en se rapprochant de la langue source). Mon étude sera donc à la fois diachronique et synchronique et couvrira des documents écrits de la presse, religieux et politiques, ainsi que du matériel éducatif publié en bislama. Plus récemment, la langue écrite est également utilisée pour les SMS, forums de discussions sur sites internet et mails. Bien qu'inscrite dans la constitution comme unique langue nationale du Vanuatu, ainsi que langue officielle avec le français et l'anglais, le bislama n'a pas de place dans le système éducatif officiel ,où seules les deux langues européennes du gouvernement colonial sont utilisées comme langues d'instruction. Le Vanuatu réfléchit à une nouvelle politique linguistique éducative dont le pays va se doter très prochainement, projet qui fait la part belle au bilinguisme anglais/français. Mon travail examinera aussi les raisons de cet état de fait ainsi que les conséquences à la fois sur la langue elle-même et ses répercussions sur le statut du bislama écrit au VanuatuVanuatu, formerly the Anglo-French Condominium of the New Hebrides, became independent in 1980. Located in the South Pacific region, it is probably the nation with the highest proportion of languages per capita, with more than one hundred indigenous languages, the lingua franca named Bislama, and English and French, the languages of instruction. Bislama is a creole whose lexifier is English but with the grammar of the Melanesian substrate languages. For a long time used orally, it became the language of political fight towards independence in the 1970, along with the language of religion with the translation of the Gospels. Bislama has become more and more widely used in the last forty years, and is now a creole, particularly in the ever expanding urban areas.My study deals with a corpus of written Bislama over a period of roughly fort years so as to find out whether Bislama is decreolising, that is to say getting closer to its lexifier, namely English. My research is both diachronic and synchronic, based on written documents from all the genre: press, religion, political life, poetry, and also taking into account the newer forms of writing such as email or SMS. It also looks at educational material and posters. Event though Bislama is the only national language of the country, is is not given any place-or hardly any- in the official educational system of Vanuatu. Indeed, the two languages of instruction are still French and English. The Government of Vanuatu is thinking of a new Education Language Policy, with a few changes such as the introduction of indigenous languages in the very first years of education, for instance. However, the aim of the policy is to achieve English/French bilingualism by the end of High School, without giving Bislama any role apart from being an instrument to facilitate the learning of other subjects. My research also deals with this aspect of the situation, as well as its consequences on written Bislama in Vanuatu
36
McEntire, Celina Angelica. "Equitable Early Childhood Education for Young Bilingual Learners in North Texas: Examining Kindergarten Entry Assessments for Bilingual Children." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703323/.
Full textAbstract:
A considerable amount of research has been done surrounding education in classrooms from kindergarten to Grade 12, but little research has been done surrounding early childhood education (ECE) beginning with birth to age 4. As a result, research is needed that examines interventions aimed to improve the quality of early childhood education for young bilingual learners at the earliest stages of schooling. The present study examines current efforts to serve the specific population of young bilingual children entering classrooms in an urban school district in North Texas. The focus of this study includes the access and examination of quality ECE programs (defined by the extent to which bilingual children have access to bilingual education programming). The present study also observes the visibility of young bilingual children who receive services that are responsive to their characteristics, experiences, and specific needs. Lastly, this study used a multiple regression analysis to examine the Kindergarten Early Assessment test that has been put in place to measure the school readiness performance of bilingual children in this urban district. Specifically, the analysis included program type, language of assessment, socio-economic status and gender variables.
37
Roberts, Catrin. "Teaching and learning commitment in bilingual schools." Thesis, Bangor University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333283.
Full text
38
Khati, T. G. "Some morpho-syntactic aspects of bilingual code switching strategy in Lesotho : A sociolinguistic approach to bilingualism and bilingual education." Thesis, University of Essex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384572.
Full text
39
Ibáñez, Victoria Marie. "DESCRIPTIVE REPRESENTATION, REPRESENTATIVE BUREAUCRACY AND BILINGUAL EDUCATION POLICY: EXAMINING IMPLEMENTATION." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/161.
Full textAbstract:
In this study, I examine the factors that influence school districts’ commitment to implement ESL (English as a Second Language) education in compliance with the federal Bilingual Education Act of 1968. To explain variation in implementation effort, I focus on several features of the local implementation environment, including the role of Latino descriptive representation. Utilizing data on all public school districts in Texas, I employ a Heckman two-stage estimation procedure that accounts for factors that influence school districts’ decisions to implement bilingual education programs as well as factors that affect the amount of resources school districts are willing to allocate towards bilingual education. The results indicate that Latino school board and teacher representation play a positive and statistically significant role in determining: 1) whether school districts implement bilingual education programs; and 2) the level of expenditures and teacher positions allocated towards bilingual education. Thus, policy implementation outcomes translate into substantive representation.
40
Munklinde, Markus. "Practical Bilingual Education - A case study of teachers and students." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32845.
Full textAbstract:
Content-based learning using English as a target language is a method which has been used for decades in Sweden. This thesis focuses on three practical subjects of and how they are taught through the medium of English. The intention was to highlight both benefits and problems using bilingual teaching and to look at language patterns in- and outside of the classroom between teacher and student. This was done using interviews and observations as research methods. Both teachers’ and students’ perceptions have been investigated and analyzed. The research showed that teachers find the teaching rewarding and worthwhile but there are some student issues regarding vocabulary and terminology. Furthermore instructional teaching patterns and code-switching was investigated. This thesis also contains students’ views on their bilingual education.
41
Blackhorse, Berniece A. "Bilingual Education: What It Could Mean on the Navajo Reservation." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/6361.
Full textAbstract:
The educational system in the United States is meant for the native speakers of English. As a result, students who are limited English proficient do not succeed academically in this educational system.
42
Lauto, Michelle. "Impact of bilingual versus english only settings on students' social and literacy skills in the early elementary grades: /." Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_lauto_impac.pdf.
Full text
43
Sarr, Brianna Jenesse. "Comparing bilingual and monolingual students' response to intervention." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1216783388.
Full text
44
Blum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.
Full textAbstract:
This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.
45
Anhalt, Cynthia Oropesa 1965. "First grade bilingual children's Spanish and English oral story retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278207.
Full textAbstract:
This study addressed four questions about bilingual first graders' Spanish and English retellings. First, how do their retellings change over the period of one school year? Second, how do their own Spanish and English retellings of the same story compare and contrast? Third, do English retellings influence Spanish retellings? Fourth, do Spanish retellings influence English retellings? The retellings were scored using a holistic measure. Nine bilingual first grade students were placed in two experimental groups based on teacher observation. The groups were comprised of a heterogenous mix of students and were similar to each other. The first graders' Spanish and English retellings improved over the school year. Their Spanish retellings consistently scored higher than their English retellings. The findings did not indicate an influence of Spanish retellings on English retellings. There was no influence of English retellings on Spanish retellings, except in one domain of the measure used.
46
Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.
Full textAbstract:
The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.
47
Brittain, Fe Carol Pittman. "Fully English proficient students in a maintenance bilingual bicultural education program." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184344.
Full textAbstract:
The purpose of the study was to investigate fully English proficient (FEP) students in an elementary maintenance bilingual bicultural program. Specifically the study examined oral language proficiency in Spanish, academic achievement levels, and attitudes of FEP students who attended a bilingual education program over a period of five or six consecutive years. Levels or oral acquisition in Spanish were measured on the Student Oral Language Observation Matrix (SOLOM); levels of student academic achievement were measured by the Iowa Test of Basic Skills; and student attitudes were measured by an attitude inventory designed by the researcher. A questionnaire for parents of FEP students provided additional information about students and influential factors affecting the parental decisions to enroll FEP children in a bilingual education program. The research design was a descriptive case study involving twenty-seven FEP students in two fifth grade bilingual classes and the parents of these students. Proficiency ratings on the SOLOM, stanines on the ITBS, and attitudes expressed on the inventory were examined to determine if FEP students developed L2 proficiency (or bilingualism) in this program, if the academic achievement of the FEP students was affected by the development of bilingualism, and student attitudes toward Spanish and the minority culture or community. Parents of the FEP students responded to a written questionnaire inquiring about their children's development in speaking Spanish, in scholastic achievement, and in attitudes. Parent interviews were conducted to confirm and expand the written responses. Results indicated that FEP students developed oral proficiency in Spanish along with positive attitudes toward learning to communicate in Spanish. Attitudes toward Mexican culture and the Mexican-American community were also positive. There was no evidence of negative or positive correlation between the development of bilingualism and academic achievement. The information obtained from the parent questionnaires and interviews reinforced the data collected on site about the students, and indicated that the most influential factors for enrolling their children in this bilingual educational program were: (1) to encourage the development of bilingualism and biculturalism in the students; and (2) to provide the children with an excellent curriculum. In conclusion, the findings suggested that maintenance bilingual bicultural programs can result in majority language student development of bilingualism and positive attitudes toward minority languages and cultures, with no detrimental effects on L1 or on academic achievement in English.
48
Kraig, Glen M. "A Study Comparing the Self-concept Scores Between Anglo and Chicano Children in the Canutillo, Texas School District." Digital Commons @ East Tennessee State University, 1985. https://dc.etsu.edu/etd/2713.
Full textAbstract:
The problem of this study was to determine if differences exist in the self-concept scores between Anglo children and Chicano children. A secondary problem was to determine the level of correlation between self concept scores and academic averages. The Martinek-Zaichkowsky Self Concept Scale for Children was used to determine self concept scores and grade point averages reported by the students' classroom teachers were used for the academic averages. The findings of the study warranted the following conclusions: (1) Anglo, first grade children have a significantly higher total self concept than do Chicano, first grade children. (2) Chicano, third grade children have a significantly higher total self concept than do Anglo, third grade children. (3) No significant differences exist between total self concept scores of Anglo, sixth grade children as compared to those of Chicano, sixth grade children. (4) No significant differences exist between total self concept scores of Anglo, first grade children as compared to those of Anglo, sixth grade children. (5) No significant differences exist between total self concept scores of Chicano, first grade children as compared to those of Chicano, sixth grade children. (6) Significant, positive correlations between total self concept and total academic average were found only at the first and sixth grade levels for Chicano children.
49
Iossi, Laura Hillerbrand. "The Mathematics Anxiety of Bilingual Community College Students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/198.
Full textAbstract:
Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument. Bilingual and monolingual students reported comparable mean AMAS scores (20.6 and 20.7, respectively) and comparable proportions of math anxious individuals (50% and 48%, respectively). Factor analysis of AMAS scores, using principal component analysis by varimax rotation, yielded similar two-factor structures for both populations -- assessment and learning content -- accounting for 65.6% of the trace for bilingual AMAS scores. Statistically significant predictor variables for levels of math anxiety for the bilingual participants included (a) preparatory course enrollment (β = .236, p = .041) with those enrolled in prior preparatory courses scoring higher, (b) education major (β = .285, p = .018) with education majors scoring higher, and (c) business major (β = .252, p = .032) with business majors scoring higher. One statistically significant predictor variable emerged for monolingual students, gender (β = -.085, p = .001) with females ranking higher. Age, income, race, ethnicity, U.S. origin, science or health science majors did not emerge as statistically significant predictor variables for either group. Similarities between monolingual and bilingual participants included statistically significant negative linear correlations between AMAS scores and course grades for both bilingual (r = -.178, p = .017) and monolingual participants (r = -.203, p = .001). Differences included a statistically significant linear correlation between AMAS scores and final exam grades for monolingual participants only (r = -.253, p < .0009) despite no statistically significant difference in the strength the linear relationship of the AMAS scores and the final exam scores between groups, z = 1.35, p = .1756. The findings show that bilingual and monolingual students report math anxiety similarly and that math anxiety has similar associations with performance measures, despite differences between predictor variables. One of the first studies on the math anxiety of bilingual community college students, the results suggest recommendations for researchers and practitioners.
50
Ross, Kylie. "Exploring Preservice Teachers’ Perspectives on Dual Language Education." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7912.
Full textAbstract:
This dissertation investigates preservice teachers’ perspectives towards dual language education (DLE) through a mixed methods approach. This study investigates preservice teachers enrolled in an English for Speakers of Other Languages (ESOL) certification course concerning the following research questions: 1. What impact does taking an ESOL course have on preservice teachers’ attitudes and perspectives towards DLE? 2. Is there a significant difference in change in attitude between students taking the course online versus face to face (F2F)? 3. How are preservice teachers informed about what schools have dual language programs in their area? 4.What relationship may exist between attitudes, perspectives, and preservice teachers own personal experiences with bilingualism and experiences with diversity, and/or place of origin? The study follows a sequential explanatory research design which included a pre and post survey at the beginning and end of the semester, and interviews with participants in between the two surveys. The participants included 24 preservice teachers enrolled in an online and F2F section of an ESOL course. Findings from the research encompassed discovering an overall positive shift in preservice teachers’ perspectives towards DLE and English learner (EL) students, a difference between the F2F and online groups’ survey responses, and relationships between preservice teachers’ attitudes and perspectives towards DLE and their past experiences and place of origin. Participants showed positive increases in perspective from the total mean scores increasing from the pre to post survey, and in interviews. Participants in the F2F group showed higher increases from the pre to post survey than the online group, however neither group yielded statistically significant findings. Interviews provided a wealth of detailed examples of how these groups of preservice teachers reflected throughout the ESOL course and developed more positive attitudes towards ELs and DLE, and optimistic mindsets towards working with ELs and/or in a DLE setting in the future. Overall, this research seeks to underscore that the more knowledge, awareness, and empathy that preservice teachers are able to gain from courses that prepare them to work with linguistically diverse populations of students, the better equipped they will be to guide future generations of EL learners into educational success and beyond.