Dissertations / Theses: 'Curriculum Studies: English Education'

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Kobo, Mamorapeli Justinah. "Communicative language teaching : a comparison of the Lesotho form E (English) and South African grade 12 FAL (English) curricula." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80370.

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Thesis (MEd)--Stellenbosch University, 2013.
Includes glossary of terms
ENGLISH ABSTRACT: In the study presented, two English curriculum documents were analysed, one from South Africa and the other from Lesotho. The analysis was focused on English first additional language curriculum documents for what is known as Grade 12 in South Africa and Form E in Lesotho. The two curricula are both informed by Communicative Language Teaching (CLT), with the concept of communicative competence, which is the ability to use the linguistic system effectively and appropriately, at its core. The two curricula are distinguished from each other as being locally developed (South Africa) and internationally developed (Lesotho) curriculum documents. Research contributions on the role that English plays in today‟s language learning and teaching context introduce the study . An overview is provided of the CLT appr oach and the essentials and difficulties perceived in CLT introduction in Africa and particularly Southern Africa. Jacobs and Farrell‟s (2003) evaluative framework for CLT is proposed as an indication of the extent to which CLT is evident in curricula. Ag ainst this background, the question arises of how CLT is realised in English first additional language curriculum documents for Grade 12 in South Africa and for Form E in Lesotho . In answering the question, a qualitative content analysis method that sets in interpretivist paradigm is employed for analysis of the curricula, and coding is applied using the evaluative framework proposed by Jacobs and Farrell (2003). The analysis attempts to evaluate the two English first additional language curriculum documents (curricula plans ). First, an exploration of the structures of the two curriculum documents was done. Second, the evaluation of the curricula against Jacobs and Farrell‟s (2003 :10 ) “ eight changes in language teaching and learning ” followed. Third, the comparison of the two curricula was carried out. Evaluation and comparison processes were carried out for the purpose of determining which of the two curricula best realises CLT. Reflecting on what is needed in the choice of English first additional language curricula, the conclusion is reached that (a) curricula need to be explicit in describing texts for language teaching, (b) they need to include oral and listening proficiency, and (c) a locally developed curriculum realises the CLT elements better than an internationally developed curriculum document. This means that learners‟ needs are be tter accommodated when local context and situations are in use. With this, learners bring their learning experiences as close as possible to their own real-life situations and thereby contribute towards language development.
AFRIKAANSE OPSOMMING: Hierdie studie analiseer twee kurrikulumdokumente vir die onderrig van Engels: een Suid-Afrikaans en die ander van Lesotho. Die analise fokus op Engels as eerste addisionele taal kurrikula vir wat as Graad 12 bekend staan in Suid-Afrika en as Vorm E in Lesotho. Beide kurrikula is in die Kommunikatiewe Taalonderrigtradisie ontwikkel; ʼn tradisie wat vereis dat die taalstruktuur effektief in realistiese situasies gebruik word. Die twee kurrikula word onderskei deur die feit dat die Suid-Afrikaanse een plaaslik ontwikkel is en die Lesotho onderwyssisteem gebruik ʼn internasionaal - ontwikkelde kurrikulum, die Cambridge Overseas English Certificate. Die studie word ingelei deur ʼn bespreking oor die r ol wat Engels speel in die huidige leer- en onderrigkonteks. ʼn Oorsig word gegee van Kommunikatiewe Taalonderrig (KTO), gevolg deur ʼn bespreking van die elemente en probleme wat ervaar word met KTO in Afrika en in Suider- Afrika in die besonder. ʼn Raamwerk, voorgestel deur Jacobs en Farrell (2003) vir die evaluering van KTO, word voorgestel as ʼn aanduiding van die mate waartoe kurrikula die beginsels en praktyke van KTO insluit. Die probleem wat hierdie studie bestudeer is die mate waartoe KTO manifesteer in die Graad 12 Engels Eerste Addisionele Taal kurrikulum in Suid-Afrika en in die Vorm E kurrikulum, die Cambridge Overseas English Certificate, in Lesotho. Die navorsingsbenadering is interpretatief en kwalitatiewe inhoudsanalise word gebruik om die kurrikula te analiseer. Deur die raamwerk van Jacobs en Farrell (2003) te gebruik, word dit moontlik om die twee kurrikulum dokumente te analiseer en te vergelyk . As ʼn eerste stap word die struktuur van beide dokumente bespreek, gevolg deur ʼn evaluering van elke kurrikulum in terme van die agt veranderings in onderrig en leer wat veronderstel is om KTO te karakteriseer (Jacobs en Farrell 2003:10). Hierdie twee stappe is nodig om die finale vergelyking van die twee kurrikula te kan doen sodat die mate waartoe hulle KTO manifesteer, aangedui kan word. Hierdie analise kom tot die gevolgtrekking dat die Engels eerste addisionele taalkurrikulum in Lesotho (a) duideliker riglyne moet verskaf vir die aard van tekste wat vir Engels taalonderrig gebruik kan word, (b) dat hierdie kurrikulum mondelinge- en luistervaardighede moet insluit en (c) dat die plaaslik-ontwerpte, Suid-Afrikaanse kurrikulum beter rekenskap gee van KTO as die Cambridge Overseas English Certificate, die internasionaal-ontwikkelde dokument wat in Lesotho gebruik word. As gevolg van die vergelyking met die Jacobs en Farrell raamwerk, blyk dit dat leerders se behoeftes beter ondervang kan word wanneer plaaslike kontekste en situasies gebruik word omdat leerders op hulle eie leerervarings kan staatmaak om hulle taalvermoë te ontwikkel.

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Tom-Lawyer, Oris Oritsebemigho. "An evaluation of the implementation of the English Language Nigeria Certificate in Education curriculum : a case study of three Colleges of Education." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/16727/.

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This thesis was conducted to examine the adequacy of the skills and preparation of the Nigeria Certificate in Education (NCE) English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014). The NCE is the basic qualification for teaching in Nigeria. The concern for the quality of teachers in Nigeria is crucial as the Nigerian government recognized a problem with the training of teachers at the NCE level in 2010 and proposed to abolish the colleges and phase out the NCE (Idoko, 2010). The Context, Input, Process and Product (CIPP) Evaluation model is used as a theoretical framework in the study. The research questions were: What is the context of the English language programme of the Nigeria Certificate in Education? How does the implementation of the curriculum equip students to develop the four language skills? What are the lecturers and students’ perceptions of the implementation of the curriculum and how have the objectives of the curriculum been achieved? In examining these issues, a mixed methods approach was adopted within the framework of the CIPP model, while utilizing a case study. The study showed the ineffective implementation of the curriculum as a factor for the failure of Nigerian students in external English language examinations. The research established the deficiency of the students in the basic skills of the language. The process and product evaluations noted failures in the procedural design of the curriculum and demonstrated a lack of achievement of the objectives of the curriculum. The recommendations arising from the research emphasized an immediate review of the admission policy and an extensive involvement of the lecturers in the future reform of the curriculum. Future research is concerned with an investigation of the measures that will curb systemic failures in the colleges.

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Henson, Roberta Jeanette. "Collaborative education through writing across the curriculum." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941579.

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Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques.
Department of English

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Hsiang, Yung-Lai Michelle. "Technology-Assisted-Reflection: A Study of Pre-service Teacher Education in Middle School Language Arts and Social Studies and Secondary English Education and Social Studies." NCSU, 1999. http://www.lib.ncsu.edu/theses/available/etd-19991001-144519.

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The purpose of this quasi-experimental research was to examine a new approach to information delivery and communication within Teacher Education courses. Advanced technologies in the Internet, Listserv, E-mail, NetForum and electronic forms were integrated, and the learning was guided by the clinical analysis/reflection and structured self-evaluation in a differentiated environment to promote individual development in both cognition and ethics.A cluster sample of sixty-eight pre-service teachers enrolled in the Introduction to Teaching Humanities and Social Sciences course in the Spring of 1999 at the North Carolina State University. Both pretest and posttest were conducted using Defining Issues Test by James Rest for the evaluation of moral growth of the students and Computing Concerns Questionnaire by Jean Martin for the concerns of the students in computing. The qualitative conclusion reached by the researcher suggested students have improved in both quantity and quality of their work more than previous semesters. The quantitative data showed a trend of decrease in students' concerns with regard to computing through Technology-Assisted-Reflection. Despite the statistically insignificant result, study indicated moral development of our pre-service teachers at the Stage 4 of moral development, which is within the norm of the national standard for undergraduate students.

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Wang, Wenfeng. "Teachers' beliefs and practices in the implementation of a new English curriculum in China case studies of four secondary school teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508609.

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Du, Plessis Joleen. "Guidelines for the development of an English learning programme for tourism workers in Taiwan." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4081.

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White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.

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Thesis (PhD)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.

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White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.

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Sowers, Sarah Jane. "A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.

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The purpose of this study was to develop a theoretically-based social studies curriculum that incorporated research related to schema theory, reading to learn theory, and writing to learn theory. Learning principles and instructional principles were derived from each theory to serve as guidelines for selecting instructional strategies from the research to be included in the curriculum. The content of the Heath Social Studies text (1985) and the instructional strategies together constitute the curriculum for this study. A preparation phase, a guidance phase, and an independence phase was developed for each chapter of the curriculum based on Herber's (1978) instructional framework.
Ed. D.
incomplete_metadata

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Al, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.

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English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.

This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.

A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.

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Chalapati, Supaporn, and Supaporn chalapati@rmit edu au. "The Internationalisation of Higher Education in Thailand: Case Studies of Two English-Medium Business Graduate Programs." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.145018.

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This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.

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Romanko, Rick. "The Vocabulary Demands of Popular English Songs." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/477651.

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Language Arts
Ed.D.
Popular music is ever-present and widely available in students’ lives and the value of it as a factor in the language learning process has been a part of the pedagogical literature for many years. One of the often-discussed benefits is the potential for vocabulary learning through songs; however, few researchers have examined whether songs are a suitable source of input for vocabulary learning for English language learners. To address this need, this corpus-driven study investigated the vocabulary demands of popular English songs. A comprehensive corpus of popular English song lyrics was created for this study. Songs for the corpus were selected according to their impact and influence on culture. A song’s impact on culture was determined by its ranking from experts in the music industries in the United States and the United Kingdom and by its popularity based on radio airplay, sales data, and streaming data in the United States and sales and streaming data in the United Kingdom. The corpus contained 2,175 songs and 678,309 tokens. The total listening time was 135 hours and 22 minutes. The lyrics in the corpus were analyzed to determine the vocabulary size necessary to reach 95% and 98% coverage of the words in songs. The songs in the corpus were divided into two varieties of English—American and British, six decades—1950s to 2000s, and four genres—Urban Roots, Formative Rock, Progressive Rock, and Mainstream Listening. An analysis was first completed over the whole corpus and then over the songs from each variety of English, decade, and genre. This study also examined the potential to incidentally learn vocabulary from listening to songs and whether songs are more similar to spoken or written discourse. The results showed that knowledge of the most frequent 2,000 word families, proper nouns, and marginal words provided 96.05% coverage, and knowledge of the most frequent 5,000 word families, proper nouns, and marginal words provided 98% coverage of songs. Both American and British songs reached 95% coverage at the 2,000 word frequency level. However, the British songs reached 98% coverage at the 5,000 word frequency level, while the American songs reached 98% coverage at the 6,000 word frequency level. A vocabulary of the most frequent 2,000 word families, proper nouns, and marginal words was sufficient to reach 95% coverage in all six decades. However, the vocabulary size needed to reach 98% coverage in the six decades ranged from the most frequent 4,000 to 8,000 word families plus proper nouns and marginal words. A vocabulary of the most frequent 2,000 word families, proper nouns, and marginal words was adequate to reach 95% coverage in all four genre categories. However, the vocabulary size necessary to reach 98% coverage in the different genres ranged from the most frequent 5,000 to 6,000 word families plus proper nouns and marginal words. The results indicated that there would be a relatively low number of meetings of the same low-frequency word families if learners listened to a small or large number of popular songs. However, there would be a relatively high number of encounters of the same mid-frequency and high-frequency word families if learners listened to a large number of popular songs. This result suggests that there is a greater potential for incidental vocabulary learning of mid-frequency and high-frequency vocabulary through songs. Lastly, in terms of vocabulary, songs are more similar to unscripted spoken discourse than written discourse. Overall, the findings indicate that songs have the potential to be an appropriate source of input for English language learners and might be beneficial for incidental vocabulary learning, especially when listening to a large number of songs. This study provides insights into the kinds of vocabulary used in popular songs and suggests implications for teaching and learning with songs.
Temple University--Theses

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Shandor-Bruce, Deborah S. "Make Magic: The nexus of select curriculum studies projects in critical theory and Bakhtin’s literary theory of carnival as theoretical lenses to examine intertextuality, the interplay of text and lived experiences, in a ten year study of one child&." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351187596.

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Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.

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Hong, Huili, Karin Keith, and Renee Rice Moran. "Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5575.

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Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

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Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.

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Thesis (MEd )--University of Stellenbosch, 2009.
This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey was conducted thrice over a three month period. It was aimed at determining what processing skills and strategies the learners use and if traditional teaching combined with Outcomes Based Education (OBE) enabled learners to acquire strategies for learning. Simultaneously it was determined if code switching, code mixing and mother tongue (Afrikaans) use facilitated learning. The data indicated the language problems, preference and proficiency of the learners. This research necessitated the use of both quantitative and qualitative data. Using a case study design, a qualitative tool with quantitative elements was used to collect data. Further data was collected at parent meetings with the learners in the study as well as from written correspondence from parents. This data gave insight to the learner’s ethnographic background and the language proficiency of the parents. The findings of this study indicate the need for ongoing support and in-service training for educators in the ever changing curriculum. In conclusion it was determined that various factors contribute to the literacy development of learners. In order for them to stay abreast with the curriculum further research and support is imperative for educators.

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Kurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.

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This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.

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Moon, Do-Sik. "Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience /." Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.

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Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.

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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems. Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems. The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included. Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.

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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.

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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.

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Greene, Richard Anthony. "Promoting Success in Developmental English: Student Life Skills Courses A Mixed-Methods Case Study." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/589.

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The purpose of this study was threefold: (a) to describe the impact the SLS courses had on the retention and success rates of students who were taking developmental English courses at FSCJ-Kent Campus, (b) to explain how students taking developmental English felt the SLS courses impacted them, and (c) to find out what elements of the SLS program were most and least valued by students. In order to understand how the SLS program impacted students in the developmental English program at FSCJ-Kent Campus, I conducted a mixed methods case study using FSCJ–Kent Campus as the research site. The case study included a quantitative stage, during which I examined archival data from fall 2008 to summer 2010 to determine the impact of the SLS program on student success and retention, and a qualitative stage, during which I conducted a survey and two focus groups to get an understanding of participants’ perspectives. The evidence that the SLS program affected the success and retention rates of students in the developmental English classes at FSCJ-Kent Campus was not conclusive. However, students reported that the program was extremely beneficial to them and provided insight into why they thought the program contributed to their success. The study was significant because I was able to get a deeper understanding of students’ perspectives and provide a framework for understanding those perspectives. I concluded that the SLS program was a mechanism to transition and integrate students into the institution. This study may affect the way leaders in educational institutions approach developmental English, the SLS program, and all other developmental programs.

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Wang, Wenfeng, and 王文峰. "Teachers' beliefs and practices in the implementation of a new Englishcurriculum in China: case studies of foursecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41508609.

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Hauptmann, Paul Andrew. "Evaluating the Use of Course Pairing to Increase Academic Success of Undergraduates." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/35.

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This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.

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Matthews, Mona Magda. "Xhosa-speaking learners reading comprehension in English first additional language : a reading intervention at a township high school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86284.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study focuses on the effect of a reading strategy instruction research intervention on Grade 8 isiXhosa-speaking learners‘ comprehension of English reading texts at a township high school. Throughout the years, South Africans have become increasingly aware of the poor literacy levels of the learners. Results from National Assessment Studies e.g., Annual National Assessments and Systemic Evaluation Assessment, performed annually by the Department of Education, as well as International Assessment Studies e.g., Southern African Consortium for Monitoring Educational Quality (SACMEQ III, 2007 and Progress in International Reading Literacy Study (PIRLS 2006), confirm that our learners cannot read for meaning and therefore reading comprehension, is a severe concern. The Curriculum and Assessment Policy Statement (CAPS, 2011) places reading under three phases (pre-reading, reading and post-reading), however, it fails to place explicit focus on training teachers to instruct reading comprehension. With English becoming increasingly the language of instruction for non-English first language speakers (as in the case of the isiXhosa-speaking learners at the research school), there is a growing need to provide learners with techniques that will equip them to construct meaning from texts. This study, therefore, addresses the need for reading comprehension through the use of pre-selected, research-based reading strategies, that can be taught to the learners to improve their meaning-making efforts during the reading process. The reading strategies together with selected reading instruction activities aim to provide learners and teachers alike with sufficient guidance for implementing reading strategies and in the case of teachers, to encourage a sustained change in their comprehension instruction. This study applies a mixed-method methodology for gathering both quantitative and qualitative data. The purpose of the quantitative data is firstly to provide baseline data of reading-related abilities for learners before the implementation of the intervention, and secondly, to provide comparative data of strategy transfer after the intervention. The qualitative data is gathered through observations of the implementation of the reading strategies during the intervention, participants‘ journals and through samples of participants‘ work. The data aim to provide rich, in-depth data about how the participants in the research took on reading strategy instruction and the factors that influenced them. This study identified a number of issues: [1] participants‘ understanding of the content of the presented English reading texts during the intervention, [2] participants‘ low literacy levels, [3] participants‘ uptake of the concept of dealing with the different strategies while engaging with a text and [4] the school as a research site that affect reading strategy instruction to Grade 8 isiXhosa-speaking learners in a multilingual environment, but also highlighted the importance of continued implementation of reading instruction as crucial to its success. The findings of this study created a platform for teachers to instruct reading comprehension in different content subjects and provide learners with a selection of reading strategies that they can apply in making meaning of texts they encounter in different subject areas.
AFRIKAANSE OPSOMMING: Die studie fokus op die uitwerking van 'n leesstrategie onderrigintervensie wat onderrig word aan Graad 8 isiXhosa-sprekende leerders ter verbetering van hulle begrip van Engelse tekste by 'n plaaslike hoërskool. Deur die jare het Suid Afrikaners al hoe meer bewus geword van die kommerwekkende lae geletterdheidsvlakke van die leerders. Resultate van nasionale evaluering studies, byvoorbeeld, die Jaarlikse Nasionale Assessering en Sistemiese Evalueringtoetse, wat jaarliks uitgevoer word deur die Departement van Onderwys, asook internasionale evaluering studies, byvoorbeeld, Suidelike Afrikaanse Konsortium vir Monitering Opvoedkundige Kwaliteit (SACMEQ III, 2007) en Progressie in Internasionale Lees Geletterdheidstudie (PIRLS, 2006), bevestig dat ons leerders nie sinvol kan lees nie en derhalwe het hulle bevind dat leesbegrip 'n ernstige bron van kommer is. Die Kurrikulum en Assessering Beleidsverklaring (KABV, 2011), plaas lees onder drie fases (voor-lees, lees en na-lees), maar dit laat na om eksplisiete fokus te plaas op die opleiding van onderwysers om leesbegrip te onderrig. Met Engels wat toenemend die taal van onderrig vir nie-Engelssprekende eerstetaalleerders word (soos in die geval van isiXhosa-sprekende leerders by die navorsingskool), is daar 'n toenemende behoefte om leerders toe te rus met tegnieke om betekenis uit tekste te skep. Hierdie studie maak gebruik van voorafgeselekteerde, navorsingsgebaseerde leesstrategieë waarin leerders onderrig kan word ter verbetering van hulle pogings om betekenis te maak tydens die leesproses. Beide die leesstrategieë en geselekteerde leesonderrigaktiwiteite poog daarin om voldoende leiding te verskaf aan leerders sowel as onderwysers om die leesstrategieë te implementeer. Dit poog ook verder om volgehoue verandering in leesbegrip onderrig by onderwysers aan te moedig. Die studie maak gebruik van 'n gemengde-metode metodologie vir die insameling van kwantitatiewe en kwalitatiewe data. Die doel van die kwantitatiewe data is eerstens om basisdata oor leesverwante vermoëns van leerders vóór die implementering van die intervensie te verskaf, en tweedens dien dit as vergelykbare data van strategie metingsoordrag ná die intervensie. Die kwalitatiewe data is versamel deur waarnemings gedurende die implementering van leesstrategieë tydens die intervensie, dagboek- inskrywings van navorsingsleerders asook voorbeelde van leerders se werk. Die data verskaf ryk, diepgaande data oor die manier waarop die deelnemers die onderrig van leesstrategieë aangeneem het en die faktore wat hulle beïnvloed het. Die studie het 'n aantal kwessies: [1] deelnemers se begrip van die inhoud van Engelse leestekste gedurende die intervensie, [2] deelnemers se lae geletterheidsvlakke, [3] aanvaarding van leesstrategie-onderrig deur die leerders en [4] die skool as navorsingsplek identifiseer wat leesstrategieonderrig aan Graad 8 isiXhosa-sprekende leerders in 'n meertalige omgewing beïnvloed, maar terselfdertyd het dit die belangrikheid van volgehoue implementering van leesonderrig beklemtoon as onontbeerlik vir die sukses daarvan. Die bevindings van die studie het 'n platform daargestel vir onderwysers om leesbegrip in verskillende inhoudsvakke te onderrig, asook 'n seleksie van leesstrategieë wat leerders kan toepas in hulle poging om betekenis te maak van tekste waarmee hulle in verskillende vakinhoude te doen kry.

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Smit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.

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Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009.
ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.

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Schey, Ryan Andrew. "Youth's queer-focused activism in a secondary classroom: Pedagogy, (un)sanctioned literacy practices, and accountability." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1521558506221929.

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Scott, Ann. "eTwinning in relation to the Swedish national curriculum : A study of three eTwinning projects in Swedish upper secondary schools." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4526.

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With the introduction of computers and Internet access at many schools, a whole new world of opportunities has opened up within the area of education. In 2005 the European Union eLearning programme introduced an action called eTwinning, which provides an opportunity for schools in the Member States of the European Union to register international partnerships and engage in ICT-based projects. The object of eTwinning is to promote school collaboration across the borders. The introduction of eTwinning provides many educational opportunities for teachers and students, but the inclusion of ICT-based projects also brings pedagogical challenges for teachers. This paper looks at how three Swedish upper secondary schools have used eTwinning as a teaching tool in their classroom to enhance the students’ English skills and include multicultural awareness studies as part of the curriculum, and also how they have incorporated course criteria from the national curriculum in these international projects. The analysis of the qualitative data will take into account pedagogical approaches that the teachers have used in the projects. The final discussion focuses on best practice ideas for eTwinning projects, based on the national course criteria in combination with pedagogical theory. One intention is with this paper is to encourage further studies on how eTwinning can be used as an integrated part of classroom activities based on the participating countries’ national curricula.

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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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Zhou, Joe Y. Kennedy Larry DeWitt Davidson Raymond. "Teaching revision in the writing curriculum of postsecondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507290.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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Tse, Oi-yu Eileen. "The vocational English curriculum : a case study of the implementation of a new curriculum /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227778X.

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Lopez, Jose Luis. "General Education Teachers' Perceptions of Supporting English Language Learners in Regular Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6057.

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The number of culturally and linguistically diverse students at an urban elementary school in a southern state has greatly increased since the 2014-2016 school year. Corresponding low state achievement test scores have also been observed for English language learners (ELLs). The purpose of this study was to investigate the instructional strategies that general education teachers implement in their classrooms to support the academic needs of ELLs and teachers perceptions of their own abilities to instruct ELLs. The conceptual framework for this study was Bandura's theory of self-efficacy. The case study research design included interviews and observations with a sample of 10 general education teachers at the school in grades 1-5 who had ELL students in their general education classrooms. The data were transcribed, coded, and analyzed for emerging themes which included the following; teachers' beliefs in their abilities to support ELLs, their educational background, their professional development (PD) and training, their perceptions of English as a language barrier, their lack of ESL instructional resources, and their beliefs about an appropriate education and positive classroom environment. Based on the findings of this doctoral project study, a PD program was created to increase teachers' knowledge, skills and perceived competence for teaching ELLs. The study has implications for positive social change which includes a PD program for general education teachers to increase their knowledge, skills and confidence about teaching ELLs that might enhance students' learning and achievement

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Brauer, Lydia K. "Contemporary constructions of English texts: a departmental case study of secondary English domains." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1151259726.

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Jallad, Majid Zaki. "The Islamic studies curriculum in Jordan." Thesis, University of Manchester, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676530.

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Klaassen, Renate Gerarda. "The international university curriculum : challenges in english-medium engineering education /." Delft, 2001. http://www.zhaw.ch/fileadmin/user_upload/zhaw/bibliothek/nutzung.html.

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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.

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Burke, Michael Terence. "Religious education as a multi-process curriculum." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/19685.

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Annexure to thesis: CORD : a curriculum for Catholic high school religious education : 15 intertwined process-strands : a book for teachers / composed and compiled by Michael Burke. Pietermaritzburg : Centaur publications, 1991. ISBN 0 947472 68 1.
Bibliography: pages 181-187.
Finding a satisfying approach to Religious Education is a problem even to schools with a specifically religious character; it is even more of a problem to multi-faith public schools. The root of the problem may lie in the monolithic way that "religion" and "religious education" are perceived. Everyone develops ways of making sense of life, however inadequate, and everyone possesses the same range of faculties for doing so. In a broad sense, this is religion - even if only some are conditioned to call it this - and any assistance given to awakening the faculties concerned is religious education - even if only some recognise it as such. Agnostics often possess highly developed faculties that in believers are seen as belonging to the fabric of their faith. In devising a programme of Religious Education for Catholic Schools, my starting point was to examine the range of faculties involved and how learning and growth happen in practice. It became apparent that, just as a language is approached by many routes (such as learning to understand, speak, read, write, and appreciate it) so too a number of processes operate in parallel to produce the effect called Religious Education. The analysis crystallised fifteen distinct learning processes. Some are immediately recognisable as "religious"; others are partly motivated and orientated by religion; still others are religious only in implicit ways.

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Cotto, Luz. "Getting "Unstuck"| Supporting Long-Term English Learners' Access to Challenging Curriculum." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824230.

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The achievement gap and educational equity have been major concerns in the United States for many years. While many groups are impacted by educational inequities, one population of growing concern is Long-Term English Learners (LTEL). LTELs continue to be “stuck” at the intermediate level of English proficiency limiting their access to rigorous curriculum. One program developed to specifically address the linguistic and academic needs of middle school LTEL students is AVID Excel.

This qualitative case study explored the ways in which the implementation of AVID Excel at the middle school level, in a single district, sought to provide linguistic, academic and cultural supports for LTEL students. The study approaches this issue from an implementation perspective, based on the practices and perspectives of the adults who are enacting the program. Utilizing multiple data sources, the results included four key findings: intrinsic motivation, parental support and Basic Interpersonal Communication Skills are strengths the adult participants perceived LTEL students have that help them succeed in school; academic language, navigating American schooling expectations and redesignation are perceived challenges keeping LTEL students from achieving academic success; a combination of specific AVID Excel strategies and external ELD strategies were used to address language acquisition; despite citing parental support as a strength, participants identified family-connections and American school cultural development as LTEL students’ needs.

There are implications as to the importance of providing continued explicit focus on English Language Development skills as well as academic language. In addition, ? Implications for further research, policy and practice should focus on the role of culture and promoting teacher’s cultural competencies in supporting LTEL students’ academic success. As well as supporting teachers in implementing the cultural funds of knowledge students (and parents) bring from their homes in order to bridge students’ culture with the American schooling context and focused language development found in programs like AVID Excel.

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Warren, Amber N., and Natalia Ward. "Equitable Education for English Learners Through a Pedagogy of Multiliteracies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5938.

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Harkin, Joseph Charles. "The development of English and communication in further education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316787.

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Tsai, Ching-Tien. "Approaches to curriculum development : case studies of innovation in the social studies curriculum in the UK and Taiwan." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309938.

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There are ten chapters in this thesis. Chapter One introduces the context of the research, with particular reference to national spirit education and the social studies curriculum in Taiwan and raises the general research questions on the basis of a preliminary study of the field. Chapter Two deals with methodological issues in a contemporary historical inquiry into cases of curriculum development in social studies in the UK and Taiwan. This involves a discussion of contemporary history, of case study of curriculum development, of cross-site analysis, of curriculum scholarship, and of the process of cross-cultural understanding. Chapters Three to Eight present six cases of social studies curriculum development in Taiwan and UK: the Chou-shan Model, Pan-chiao Model, and Nan-hai Model in Taiwan; the Humanities Curriculum Project, the dissemination of Man:A Course of Study in the UK, and the subject of History in the National Curriculum in England. They describe the background of the individual projects and their approaches to curriculum planning, change, processes of curriculum development, dissemination and evaluation. Chapter Nine is a cross-site analysis based on the six cases. This focuses on issues to do with the notion of cultural selection, curriculum control, social values, curriculum material, pedagogical method, the role of teachers in the process of curriculum development, the professional culture of teachers, teachers as subverters, the involvement of teacher training in dissemination, and the contribution of evaluation. Chapter Ten sets out a number of conclusions, in which it is recognised that curriculum projects in social studies, as cultural developments located in particular historical, social cultural settings, need to be understood in their contexts. Nevertheless, the cross-site analysis of these six cases appears to support certain retrospectively derived principles for curriculum development which appear to cross the cultural borders of the UK and Taiwan.

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Leung, Lai-yung. "Value orientations in junior secondary social studies curriculum." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304178.

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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Jayalakshmi, G. D. "Video in the English curriculum of an Indian secondary school." Thesis, Open University, 1993. http://oro.open.ac.uk/57418/.

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This case study explores the potential of video in helping teachers and pupils to break out of entrenched but arguably unfruitful methods of English language teaching in Indian secondary schools, provides evidence that it can have a substantial impact, and analyses the conditions in which this is possible. The study could be described as action research drawing on ethnographic methods. I introduced a 'package' of video-based English lessons to the Core English Curriculum of an Indian Central School, and observed the consequences. The package was prepared by me, but taught by the students' regular teachers. First I observed for a month the nonnal, textbook-based teaching in the English classroom. Then the teacher was trained to use the video package, which was based on the contents of one of the chapters in the text-book they used. Finally, I observed the introduction of this package in the classroom. My data came from audio-recordings of the classes, diaries kept for me by the students, interviews and informal discussions with teachers and students, and my own observations of the classes and the school generally. In addition, I was able to draw on my own experiences of having been a student and a teacher in India. Chapter 1 outlines the background It discusses the unique position of English in India - its history and current social status - and describes schooling in India, placing Central Schools and their Core English Curriculum in context. It sets my research agenda as the study of the introduction of video in a 'real life' setting, as opposed to the 'artificial' experimental or quasi-experimental situations of much previous work. Chapter 2 surveys the literature I draw upon. As there is very little previous research bearing directly on this topic, I have had to refer to a wider body of partially relevant literature on: (i) use of television for education in India; (ii) second language classroom studies with an emphasis on the development of communicative competence; (iii) classroom studies with special reference to group work; (iv) bilingualism. Chapter 3 explains the advantages of a case study based on ethnographic methods, and considers some of the potential problems and limitations, notably the risks in generalising from one study. Chapter 4 deals with theoretical issues and practical methods in developing teaching materials for the project. I discuss research into the use of video in second language teaching, and explain how I drew on it to develop the video material itself, task sheets for students to work on in groups after watching video extracts, and a teacher-training package. Group work is not essential in introducing video, but I argue that it is the best way of using the medium. The next three chapters deal with the introduction of the video package, and the context in which it was introduced. Chapter 5 describes the school. Chapter 6 is a chronology of the various stages in the introduction of video into the English classroom. Chapter 7 then analyses this introduction in terms of the various participants involved - the problems faced by each, and the conflicts that arose between them. Chapters 8 and 9 concentrate on the classroom. Chapter 8 examines the traditional English classes, analysing the teacher-fronted, transmission mode of teaching that prevails, and identifying twin roots of this pedagogy. First, there is the indigenous Harikatha tradition (in which the written word is treated as a sacred text for reverent, uncritical commentary); and secondly, there is the imperial tradition, arising directly from the introduction of En~lish as the medium of educational instruction in India. The manner in which these traditions affect classroom pedagogy today is critically evaluated. Chapter 9 analyses the classes after the video package had been introduced. It focuses on talk, now the students' rather than the teacher's language, for with the introduction of video in the classroom, the students had to learn to work in groups on the task-sheets. The television screen did not inspire the same uncritical reverence as the written word. The chapter reveals how the ritualised routine of the transmission mode broke down with the introduction of video; and how it encouraged the students to take more control of their own learning environment. Chapter 10 discusses what the research can claim to have discovered. Video does seem to have considerable potential in helping teachers and students to break out of the traditional methods of language teaching in Indian schools, moving the students further on the path of developing communicative competence in English. But more research is needed, and I make concrete suggestions for such studies. With due caution because of the dangers of generalising from one case-study, I draw implications for teachers, schools and government if best use is to be made of the potential of video in English teaching.

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馬天民 and Tian-min Maggie Ma. "Teacher education curriculum and social transition: English teacher training in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960376.

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Poulson, Louise. "Education policy, curriculum and pedagogy in English and literacy, 1991-2005." Thesis, University of Bath, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438612.

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Ma, Tian-min Maggie. "Teacher education curriculum and social transition : English teacher training in Shanghai /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20136705.

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Cheng, Sze-chiu, and 鄭士超. "The school-based curriculum tailoring scheme: a case study of curriculum formation and transformation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960728.

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Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However, because very little research has been done on ASL/English instruction and methodology, Fernandes (1997, p. 2) states, "There is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and competence." Although several research studies have investigated the relationship between ASL and English literacy acquisition and have provided strong theoretical support for educating Deaf children bilingually, there is still a lack of study on practical strategies or "how-to's." Furthermore, the teacher-training programs in Deaf Education historically have not attracted potential applicants with fluent ASL skills and knowledge of bilingualism and literacy. Most of the programs strongly emphasize medical-pathological views rather than appropriate pedagogies that access and build upon deaf students' linguistic and cultural knowledge. Hence, this dissertation addresses practical strategies for teaching deaf students by analyzing teachers' retrospective stories on their experiences with implementing a new bilingual model in their classrooms. As adapted from Livingston's claim in her book, Rethinking the Education of Deaf Students (1996), in light of our goals, we wish to address the dire need for prospective teachers and teacher educators to rethink their views of us, Deaf people, and in doing so, rethink the theoretical underpinnings of their teaching methodologies in teacher education programs and schools.

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Simpson, Allison. "A Curriculum Design for Emergent English Language Learners in Middle School Science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888.

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Dissertations / Theses on the topic 'Curriculum Studies: English Education'

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