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Dissertations / Theses on the topic 'English language and multiculturalism'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Lo, Bianco Joseph, and joe lobianco@languageaustralia com au. "OFFICIALISING LANGUAGE: A DISCOURSE STUDY OF LANGUAGE POLITICS IN THE UNITED STATES." The Australian National University. Research School of Social Sciences, 2001. http://thesis.anu.edu.au./public/adt-ANU20020902.101758.

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This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ This examination utilised the Q methodology (inverted factor analysis) invented by William Stephensen. The data from this study provided a rich field of knowledge about the discursive parameters of the making of policy in synchronic and diachronic form. Direct interviews were also conducted with participants, and discourse analysis of ‘naturally occurring’ (unelicited texts) speeches and radio debates and other material of persuasion and disagreement was conducted. ¶ These data frame and produce a representation of the orders of discourse and their dynamic and shaping power. Against an analysis of language policy making and a document analysis of the politics of language in the United States the discourses are utilised to contribute to a richer understanding of the field and the broad conclusion that as far as language policy is concerned it is hardly possible to make a distinction with political action. ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of ‘disinterest’, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.
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2

Sutton, Candace. "A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/497/.

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3

Moe, Cailey Catherine. "Multilingualism and Multiculturalism: Opinions from Spanish-Speaking English Learners from Mexico, Central America, and South America." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4059.

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Within the population of adult English-language learners in the United States, the largest portion is comprised of Spanish speakers from Mexico and Central and South America. At the same time, Spanish is the second-most commonly spoken language in the U.S., and an increasing presence in U.S. media and culture. This puts English learners from this demographic in a unique position with respect to language and culture acquisition and the experience of working towards their goals within U.S. society at large. The purpose of this study is to explore motivations and beliefs about language and culture held by a small number English-language learners belonging to this huge, diverse community. Drawing on theory from the fields of second language acquisition and sociolinguistics, a survey eliciting opinions about cultural affiliation and language standards was created and versions in either English or Spanish were distributed to volunteers from this population living in Oregon. Fifty-two surveys were returned. The responses to the surveys were then compared with one another to examine any connections between participant beliefs about language value, cultural affiliation, and learning strategy preferences. Statistical comparisons were also carried out to determine whether certain orientations correlated with one another. Analysis of the survey responses showed that while affiliation to United States culture was variable, all participants maintained at least a moderate feeling of affiliation to their home countries, despite twenty-seven, or just over half, of them having lived in the U.S. for over ten years. However, all but one of the participants were also interested in learning about U.S. culture and thirty-nine believed in the possibility of being part of more than one culture at a time. Participants were more likely to prefer collaborative strategies for learning about culture, but for learning language they preferred individual strategies, and had a general low estimation of the utility of non-standard forms of language, including non-standard English and Spanglish. A moderate negative correlation (Spearman p=.521) that was statistically significant (p=.001) was found between the degree to which participants had a multicultural affiliation and their beliefs about the importance of knowing non-standard forms of English. While the participating sample is too small and opportunistic for the findings to be generalizable, from the results of the surveys it can be concluded that: multicultural affiliation is something that can be (and is) experienced to varying degrees by some language learners in this population sample; individual learning strategies seem preferred for learning language; and non-standard English is not considered as valuable as standard English. Additionally, a negative correlation between multicultural affiliation and the perceived importance of knowing non-standard English is suggested. These findings may have implications for language instructors and others who wish to investigate the motivations, priorities, and language beliefs of adult English students from this particular demographic.
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4

Santos, Katia Costa dos. "Construção multicultural: reflexões sobre políticas alternativas para o ensino de língua estrangeira." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-28042003-160345/.

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Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora.
This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.
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5

Figueroa, Daisy Mae. "Examining the Relationship Between Elementary School Teachers’ Multicultural Attitudes and Self-Efficacy for Teaching English Language Learners." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31870.

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An increase in English Language Learners (ELLs) in public schools across the nation is forcing stakeholders to reexamine how teachers are being prepared to effectively teach culturally and linguistically diverse students. It is unclear to what extent inservice teachers feel prepared to work with ELLs and what factors impact their feelings of preparedness. The purpose of this study was to examine the relationships between teachers’ self-efficacy for teaching ELLs, general teaching self-efficacy, and multicultural attitudes. The study also explored whether teachers’ self-efficacy for teaching ELLs could be explained by variables that include years of teaching experience, highest degree earned, perception of preparedness for teaching ELLs, and actual preparation for teaching ELLs. Two hundred twenty-three elementary teachers working in the Clark County School District in Las Vegas, Nevada, participated in this study. Data was collected using an online survey, which included two validated surveys, the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Teacher Multicultural Attitude Survey (TMAS; Ponterotto, Baluch, Greig, & Rivera, 1998). A modified version of the TSES was included to measure teachers’ self-efficacy for teaching ELLs. Factor analysis was performed on the modified instrument. Three factors emerged from the factor analysis: self-efficacy in ELL classroom management, self-efficacy in ELL student motivation, and self-efficacy in ELL methods and strategies. Factor analysis, structural equation modeling, and path analysis were used in data analysis. Teachers’ self-efficacy for teaching ELLs and general teaching self-efficacy were found to be strongly correlated. However, multicultural attitude was not found to moderate this correlation. Of the four demographic and background variables, only perception of preparedness for teaching ELLs was found to be a statistically significant predictor. This study highlights important factors that need to be considered when preparing teachers to teach ELLs. The results of this study may help administrators understand how to prepare and support both preservice and inservice teachers to improve the learning outcomes for ELLs and, in turn, close the achievement gap between ELLs and their non-ELL counterparts.
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6

Muñoz, María Eugenia. "Expanding the televisual borders the emergence of Latino-themed programming in contemporary English-language television /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973583891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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7

Vermaak, Coralié Elizabeth. "Phonological awareness skills of a group of grade 4 learners, in a multi-cultural, multi-lingual education context with English as language of learning and teaching (ELoLT)." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10302007-075056.

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8

Dodici, Adria Danielle. "The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/141.

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Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.
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9

Vollaro, Daniel Richard. "Origins and Orthodoxy: Anthologies of American Literature and American History." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/36.

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This dissertation examines how the new “multicultural phase” anthologies of American literature treat American history. Anthologies of American literature are more historical, more diverse, and more multidisciplinary than ever before, but they have over-extended themselves in both their historical and representational reach. They are not, despite their diversity and historicism, effective vehicles for promoting critical discussions of American history in the classroom. Chapter One outlines a brief history of anthologies of American literature, while also introducing the terminology and methodology used in this study. Chapter Two explores the role of the headnote as a vehicle for American history in anthologies by focusing on headnotes to Abraham Lincoln in multiple anthologies. Chapter Three examines how anthologies frame Native American origin stories for their readers. Chapter Four focuses on the issues raised by anthologizing texts originally composed in Spanish, and Chapter Five argues for a transnational broadening of the “slavery theme” in anthologies to include Barbary captivity narratives and texts that reference Indian slavery.
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10

Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.

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11

Jones, Theo. "Multiculturalism and teacher training in Montreal English universities." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59877.

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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms.
The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher.
The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.
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12

Girishkumar, Divya. "Diaspora and multiculturalism : British South Asian women's writing." Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/73381/.

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This thesis analyses how the British South Asian diaspora is conceptualized, understood and reflected in a selection of female-authored literary texts which engage with the multicultural policies of the British state from the 1950s to the present. The primary sources include Attia Hosain’s Phoenix Fled (1953) and Sunlight on a Broken Column (1961), Kamala Markandaya’s Possession (1963) and The Nowhere Man (1972), Ravinder Randhawa’s A Wicked Old Woman (1987), Meera Syal’s Anita and Me (1996), Monica Ali’s Brick Lane (2003), Shelina Zahra Janmohamed’s Love in a Headscarf: Muslim Woman seeks the One (2009) and Rosie Dastgir’s A Small Fortune (2012). I conceive of British multicultural state policies as unfolding in three major phases: Assimilation (1950- 1979), Integration (1980-2001), Social Cohesion/Interculturalism (2001- present). The thesis examines these policy changes and illustrates how these shifts are mirrored in and shape the character of British South Asian women’s writings. In the light of this I argue that British South Asian women writers’ engagement with a sense of exile, dislocation or a ‘teleology of return’ along with a symbolic longing to create imaginary homelands has produced new alliances which exist outside what has been called the national time/space in order ‘to live inside, with a difference’. Through the selected writers’ individual attempts to configure new fictional home spaces, a new architecture for the diasporic imagination is constructed around the poetics of home and the multicultural politics of identity. Such cross-cultural literary interventions exist both within and outside colonial and postcolonial genealogies, reconfiguring the critical geographies by which they have been mostly defined. The first two chapters of the thesis attempt to define the complex configurations of the concept of multiculturalism and its interconnections with the terminology of diaspora. I have adopted a reading strategy tracing the South Asian migration history to Britain and the early literary representations which powerfully illuminate the fragmented imagination of the South Asian diaspora in terms of contemporary theoretical paradigms. The next three chapters analyse literary representations by Attia Hosain, Kamala Markandaya, Ravinder Randhawa, Meera Syal, Monica Ali, Shelina Zahra Janmohamed and Rosie Dastgir, who highlight and complicate the issues of race, ethnicity and gender in relation to the rhetoric of multiculturalism and multicultural policies. The writers use various strategies that testify to the innate relation between the political ‘real’ and the literary ‘imaginary’ and explain how real life experiences provide fuel to the ‘diasporic imaginary’ and affirm the transnational potency of literature.
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13

Koc, Serdar Engin. "English Language Teachers." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.
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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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15

Toivanen, Juhani H. "Perspectives on intonation English, Finnish, and English spoken by Finns /." Frankfurt am Main ; New York : Peter Lang, 2001. http://catalog.hathitrust.org/api/volumes/oclc/47142055.html.

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16

Rioux, Robyn. "English language learners and the development of the English language learner curriculum." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:160.

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17

Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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18

Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
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19

Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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20

Kataoka, Naoko Carleton University Dissertation Canadian Studies. "Language education as a cultural policy; Canadian multiculturalism and official language training for adult immigrants." Ottawa, 1996.

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21

Blum-Smith, Laura. "The Language of Nation: Multiculturalism, Nationalism and Language Policy in the United States and Canada." Oberlin College Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin154463011114732.

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22

Fong, Wai-lin Yvonne. "Written English errors of eighth graders in an Anglo-Chinese school in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949022.

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23

Ackles, Nancy M. "Historical syntax of the English articles in relation to the count/non-count distinction /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/8405.

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24

Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.
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25

Ahmed, Rashad Ali. "ONLINE SOCIAL NETWORKING AND ENGLISH LANGUAGE LEARNING: A STUDY OF YEMENI ENGLISH LANGUAGE LEARNERS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1692.

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Online Social Networking Sites (OSNSs) have become an essential part of human communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their use and perceived benefits of using OSNSs in English. The data were collected through an online survey distributed to undergraduate Yemeni learners of English at two universities in Yemen. The final sample included 60 participants (37 female and 23 male), between the ages of 19 and 33. The survey consisted of 31 questions, 28 of which were Likert scale questions and 3 were open-ended questions. The data were analyzed using descriptive statistics and multiple t-tests for independent samples to examine potential gender differences. The open-ended responses were subjected to content analysis to identify common themes and categories of responses. These were grouped, tabulated in tables, and illustrated with quotes from the data. The main conclusion of the study is that Yemeni college students are actively participating in OSNSs and are aware of the language benefits these online sites carry for developing their English skills. Moreover, the participants reported that OSNSs are helpful for building various aspects of their English proficiency, but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, Google Plus, Twitter, and LinkedIn. Additionally, the results reveal that both men and women have equal access to OSNSs and perceive OSNSs as equally beneficial for their English skills. There was only one statistically significant difference concerning the frequency of using Facebook as men reported higher frequency of use than their female counterparts. The study offers insights into the potential of using OSNSs in the language classroom. The majority of the participants believed that OSNSs can be a valuable teaching resource if used effectively by their English teachers. They saw the role of OSNSs as supplementary to the usual classroom procedures, mainly in providing authentic contexts for learning, assessment, and facilitating the communication between students and teachers. The findings also suggest that to take advantage of these new opportunities, Yemeni teachers need to have adequate training and regular access to resources, which appeared to be lacking at the time this study was carried out.
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Clay, Casey James. "Assessing Preference for Home Language or English Praise in English Language Learners with Disabilities." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4612.

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Assessing preference for stimuli has been shown to be of value when determining potential reinforcers for individuals with disabilities. Researchers have found that preference for forms of social interaction can be identified for persons with disabilities. Furthermore, these same social interactions can be used as reinforcers for these same persons. This study conceptualized different languages as different types of social interactions. Assessing preference for languages may be of use to identify forms of social reinforcement that can be used with English Language Learners (ELLs) with disabilities. Identifying reinforcers may be of value for this population to inform how to structure language supports in their environment. Five ELLs with disabilities between the ages of 10 and 17 years old participated in the study. We conducted a paired-stimulus preference assessment for specific language praise statements in English and Spanish to determine the language in which the participants preferred praise. Following the preference assessment, we conducted a concurrent-chains reinforcer assessment to determine reinforcing efficacy of praise in each language. We found two of five participants preferred Spanish praise to English praise. Three of five participants’ preference was undifferentiated between Spanish and English praise. For four of the five participants praise in different languages functioned as a reinforcer. All participants’ preference assessments predicted, to a degree, the results of their reinforcer assessments. From these results we concluded our paired stimulus preference assessment was effective for evaluating preference for different types of praise. Preference was also indicative of reinforcing efficacy of praise.
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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.

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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
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Wong, Yuk-ling Denise. "On evaluating errors produced by some L2 speakers of English." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/hkuto/record/B42128225.

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Kwok, Hong-lok. "Developing an error analysis and error correction strategy for form 6 English composition classes in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949071.

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Alvring, Simon. "Laptops in English language teaching." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-80200.

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The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.
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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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Andersson, Malena. "The Controversial "Language Choice English"." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32846.

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Examensarbetet handar om språkval Engelska. Mitt intresse väcktes när jag erfor detta kontroversiella ämne som lärarstuderande. Meningen med ämnet är att det är en hjälp för elever som inte klarar av att studera ytterligare ett språk och för elever som behöver extra stöd i engelska. Ämnet har dock misskötts då många elever väljer ämnet utav lathet eller utav taktiska skäl. Iden med att endast låta de elever som som verkligen behöver extra stöd i engelska har förlorats. Jag har utfört intervjuermed sex olika lärare på fyra olika skolor angående hur språkval engelska är organiserat. Alla skolor har olika organisationer. Jag använde mig av formella intervjuer. Resultatet av dessa var att organisationen fungerar olika bra på de olika skolorna. Orsakerna till detta är många. På de skolor där det inte fungerar lika bra anges orsaker så som att ämnet har låg status, stora heterogena grupper och lärare och elever som är omotiverade.
This dissertation deals with what in Swedish schools is called ”Språkval Engelska”. It will be refered to as Language Choice English in the ongoing text. My interest was aroused after having experienced this controversial subject as a student teacher. I found that different schools work with the subject in different ways. There is no clear syllabus for the subject since the grading is a part of the ordinary English grade. Language Choice English is an option for those who do not want to choose French, German or Spanish as Language Choice. The idea is that the subject is meant for those who cannot cope with yet another language and who need extra support in English. This study shows that not only the so-called weak pupils choose to study Language Choice English. There has been a mismanagement of the subject since so many pupils who are good at English choose it out of convenience and for tactical reasons. The idea of only letting those pupils, who actually need more support choose it, has been lost. Four different secondary schools have been investigated concerning how Language Choice English is organized. I learned that all of these schools have different organizations. The method I used was formal interviews with six different teachers at four different schools. The results of the interviews show that at some schools the subject works well. At other schools it does not. The reasons for this seem to be many. Reasons such as low status of the subject, large and heterogeneous groups and pupils and teachers who are unmotivated can be mentioned.
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Fagerlund, Lina, and Helena Persson. "Communicative Language Learning in English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.

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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.
This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.
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Zhan, Ying. "Washback and possible selves Chinese non-English-major undergraduates' English learning experiences /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43943779.

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Smartschan, Carl Ernest. "The effect of bilingual word lists on test scores of ESOL science students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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Gramegna, Lorenza. "Problems of coherence in EFL students' compositions." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1432770671&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216228802&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: K. Aaron Smith, Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 253-265) and abstract. Also available in print.
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Leung, Lai-kum. "A study of the use of connectives in students' writing in AL classes." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1355430X.

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Chu, Lina. "Towards understanding learners' perception of assessment : an investigation of ESL students' perception of timed writing assessment in an EAP context /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883778.

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Wong, Chau-yee Lucilla. "A case study of the process of writing of Form Six students." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570481.

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Yu, Siu-hung. "The teaching of English : a sociological perspective /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709685.

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Lin, Angel. "Teaching in two tongues : language alternation of bilingual teachers in English language lessons in Hong Kong secondary schools /." [Hong Kong] : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12923126.

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Park, Tae Hyon. "Korean EFL writers' difficulties with sentence cohesion and vocabulary use /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7724.

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Jayadeva, Sazana. "Overcoming the English handicap : seeking English in Bangalore, India." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708998.

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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Pen, Ibrahem Rotha. "Integrating technology into the English as a second language curriculum: Computer-assisted English language learning." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.
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Arnesen, Karen T. "Understanding Adult English Language Learners' Experience with Self-Regulation in a Blended English Language Course." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7607.

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Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn English into persistent motivation, effective goals, and management of time and physical environment so they could prepare for class and complete the online modules. They were more proficient in proactively using language learning strategies and creating a social network to which they could turn for help. However, in both of those areas, they did not evaluate their activities to see where they could improve. The results suggest that embedding self-regulation instruction into a language course could increase learner retention and academic success. When designing such instruction for these adult learners, designers should adapt their instruction to the type of access the students have, their culture and values, and the context of their lives.
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Son, Sun Ah. "The acquisition of English obstruents by Korean speakers of English as a second language /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.04Mb, 235 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3182629.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.
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