Dissertations / Theses on the topic 'English language immersion'
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Bridges, Susan Margaret, and n/a. "English Language Immersion: Theorising from Stakeholders' Accounts." Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.
Full textBridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
Full textThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
Reed, Julian. "Promoting collaborative dialogue in the immersion classroom." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
Full textDavies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.
Full textSeventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.
Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.
Full textBallinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.
Full textAndrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.
Full textBacon, Chris K. "Monolingual Language Ideologies: Rethinking Equity and Language Policy in Sheltered English Immersion (SEI) Teacher Education." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108401.
Full textWith U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.
Full textYu, Weihua. "Teaching English in China's higher education system : a content-based immersion approach." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1227/.
Full textCardwell, Jacqueline Ann. "The English language skills of minority language children in French immersion programs : a follow-up investigation." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27403.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Dagenais, Diane. "Perceptions and processes of French and English writing in a French immersion program." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61909.
Full textArmstrong, Robert A. 1969. "The fifth competence : discovering the self through intensive second language immersion." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30142.
Full textKanekatsu, Nozomi. "Pragmatic performance of English immersion students in Japan : politeness in second language requests." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97823.
Full textCette étude s'intéresse à la performance pragmatique en langue seconde (L2) d'étudiants en anglais langue étrangère (ALE) dans un programme d'immersion anglaise au Japon. Plus spécifiquement, l'étude examine si les étudiants sont capables d'exprimer la politesse appropriée en faisant une demande en anglais. Les participants étaient 28 étudiants japonais de l'immersion anglais et quatre étudiants de langue maternelle anglaise de niveau lycée (niveaux 10, 11 et 12). La collecte de données a été accomplie en utilisant des jeux de rôle, qui nécessitaient l'utilisation de demandes polies à une personne d'un statut plus élevé, pour obtenir des échantillons de discours des dyades de participants. Des observations en salle de classe, des entrevues, et un questionnaire écrit, faisant participer dix professeurs et 42 étudiants, ont également été menés afin de mieux comprendre les données de production orales de L2.
McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.
Full textRosado, Felix A. "A historical case study of Bethlehem Area School District and the transition from the bilingual education program to the English-immersion program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
Full textBatt, Ellen G. "Lived socio-linguistic experiences in dual language immersion : a cross-case analysis of Matt and Mateo /." ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270461&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
Full textCourtright, Hilaria Teresa. "Lesson Planning in Different Instructional Contexts: Dual Language, Transitional Bilingual, and Structured English Immersion." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579260.
Full textHuo, Shuting. "Influence of language immersion and phonological-based instruction on literacy skills of English language learners in Xi’an, China." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/64228.
Full textEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Zhang, Vivian. "Cultural Studies in the Mandarin-English Dual Immersion Classroom: A Case Study." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.
Full textMkumbwa, Mariam M. "Using cultural immersion as an element in communicative approach to teach English to second language (ESL) learners." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371730246.
Full textSjöberg, Helén. "English Teachers´Views on the Use of the Target Language in the Classroom." Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1388.
Full textIn our ever more international world, the English language plays an important role. This is
also reflected in its prominent position as a core subject in the Swedish school system. It is
therefore important that English teachers offer students an environment in which they have
the best possible opportunities to be successful in reaching the goals specified in the
syllabuses. One variable in a successful foreign language classroom is the teacher's usage
ofthe target language.
This study is about English teachers' views on the issue of target language usage in the
classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the
interviews show that the teachers are, more or less, in agreement that the target language
should be used all the time in the classroom. There are, however, occasions in which the
interviewed teachers do not work according to their own beliefs and methods and revert to
using Swedish. The main such occasions can briefly be said to be: explanation of grammar,
non-subject related "mentor's issues" and classroom management issues. In addition, this
study argues that the governing documents, previous research, as well as well-known
theories on the subject support a high usage of the target language by the teacher.
Goldman, Sharon Raye. "Dual Language Two-Way Immersion Programs| Exploring Instructional Practices that Promote Literacy Proficiency for Spanish-Speaking English Language Learners." Thesis, The University of North Carolina at Chapel Hill, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787453.
Full textThe Spanish-speaking population in North Carolina has grown exponentially, and education professionals are implementing dual language strategies to promote greater academic proficiency for these English language learners (ELLs) in their schools. Focusing on two-way immersion (TWI) programs in public schools across the state with noted success (Thomas & Collier, 2011), specific practices and strategies being used to accomplish increased literacy proficiency for Spanish-speaking limited-English proficient students (SSLEPs) were identified. This mixed-method study focused on ‘how’ and ‘what’ these programs were doing to promote students’ literacy proficiency. A conceptual framework was used to analyze data focused on socially just education and Latino Critical theory. Four practices for dual language education found in current literature and two emergent instructional strategies were reported to have a high impact on promoting SSLEPs' success in literacy proficiency for this subgroup. Comparisons of Reading EOG assessment scores were conducted for SSLEPs enrolled in TWI to those not enrolled in TWI, and statistically significant increases in score means and proficiency were discovered for the dual language students in two out of three districts. Exit rates for LEP students were likewise higher in one district and significantly higher in the second district. A strong, positive relationship was found between the use of TWI pedagogy and increased literacy proficiency for SSLEPs.
Sutherland, Mei Ling. "English language study abroad program : an investigation of Hong Kong pre-service teachers’ experiences of a language immersion program." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/41774/1/Mei_Ling_Sutherland_Thesis.pdf.
Full textSievert, Jessica. "Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /." View online, 2007. http://ecommons.txstate.edu/arp/262/.
Full textO'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.
Full textBeliles, Emily. "The effect of attitude toward the target language and culture, and of input on English second language proficiency in a study-abroad immersion setting." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98089.
Full textENGLISH ABSTRACT: As the number of Asian students studying English abroad continues to increase, there is a growing need for language learning programs that help students to increase their English proficiency in the most effective way possible. Studies have shown that exposure alone is not sufficient for improving proficiency. The question is: “Can a second language (L2) learner truly learn the target language if they do not like the people who speak it?” Schumman’s (1978) acculturation theory proposes that the degree to which a learner integrates into the target culture through decreasing their social and psychological distance from it will determine the degree to which they learn the target language. Central to this process is the learner’s attitude toward the target language and the target culture. By fostering positive attitudes toward the target language and culture, can we aid L2 students in transforming the L2 input that they receive while studying abroad into meaningful intake through which they can, in turn, achieve greater proficiency in the L2? This thesis explores the above questions through a research study investigating the relationship between attitude toward the target language and target culture, and L2 proficiency; amount of L2 input and L2 proficiency; and amount of L2 input and attitude toward the target language and target culture. A small-scale study was conducted with Korean L2 English students studying abroad in the USA. Ten participants completed a language background questionnaire, an attitude questionnaire, and an English proficiency test. The data collected via these instruments were analysed to determine if any correlations exist between the above-mentioned three sets of variables. Results showed no correlations between attitude and L2 proficiency. However, descriptive analysis showed a clear positive correlation to exist between several L2 input variables and L2 proficiency, and between L2 input and attitudes toward the target language.
AFRIKAANSE OPSOMMING: Namate die aantal Asiese studente wat Engels oorsee studeer toeneem, styg die behoefte aan taalonderrig-programme wat studente help om hulle Engelse vaardigheid op die mees effektiewe wyse moontlik te ontwikkel. Studies toon dat blootstelling op sigself nie voldoende is vir die bevordering van taalvaardigheid nie. Die vraag is: “Kan tweedetaal- (T2-) leerders werklik ’n teikentaal aanleer indien hulle nie hou van die sprekers van daardie taal nie?” Schumman (1978) se akkulturasie-teorie stel voor dat die mate waartoe leerders hulself in die teikenkultuur integreer deur hulle sosiale en psigologiese afstand daarvan te verminder, bepalend is van die mate waartoe hulle die teikentaal sal aanleer. Sentraal tot hierdie proses is die leerders se houding teenoor die teikentaal en die teikenkultuur. Deur positiewe houdings teenoor die teikentaal en -kultuur onder T2-studente te bevorder, kan ons hulle help om die T2-toevoer wat hulle tydens oorsese studies ontvang te omskep in sinvolle T2-inname wat verhoogde T2-vaardigheid tot gevolg kan hê? Hierdie tesis verken die bostaande vrae op grond van ’n navorsingstudie wat ondersoek doen na die verhouding tussen T2-vaardigheid en houding teenoor die teikentaal en -kultuur; hoeveelheid T2-toevoer en T2-vaardigheid; en hoeveelheid T2-toevoer en houding teenoor die teikentaal en -kultuur. ’n Kleinskaal-studie is uitgevoer met Koreaanse T2-Engelssprekers aan’t studeer in Amerika. Tien deelnemers het elk ’n taalagtergrond-vraelys, ’n houding-vraelys en ’n Engels-vaardigheidstoets voltooi. Die data wat deur middel van hierdie instrumente ingesamel is, is geanaliseer ten einde vas te stel of daar enige korrelasies bestaan tussen die bogenoemde drie stelle veranderlikes. Resultate toon geen korrelasies tussen houdings en T2-vaardigheid nie, maar beskrywende analise dui wel op ’n duidelike positiewe korrelasie tussen verskeie T2-toevoer-veranderlikes en T2-vaardigheid, asook tussen T2- toevoer en houdings teenoor die teikentaal.
Pei, Miao. "Scaffolding and participation in classroom interaction perspectives from English immersion teaching in the People's Republic of China /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37391471.
Full textLiang, Xiaohua, and 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.
Full textRustom, Anahita Afrin. "Examining the French and English language proficiency of grade 11 French immersion students in British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55888.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Bejarano, Marie Naomi. "Adult Second Language Learners' Social Network Development and Perceived Fluency Gain in an Immersion Environment." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4160.
Full textAlcaraz, Molly Marie. "Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202757.
Full textPei, Miao, and 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.
Full textArias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.
Full textQin, Yuan. "Becoming an early partial English immersion teacher in Chinese context : a case study in Macao." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180964.
Full textOlaya, Leon Alba. "Listening to Learners’ Voices about their Experiences in a Sheltered Immersion/Newcomers Program." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1712.
Full textDuncombe, K. Peter. "How successful is the 'immersion' of children whose 'mother tongue' is not English into the English language section of one European School?" Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30909.
Full textO'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
Full textDepartment of English
Charbonneau-Gowdy, Paula. "May I come in? : social identity and investment issues for a group of Ukrainian military officers in a NATO-sponsored immersion program." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31095.
Full textI argue that for the group of learners in this study, second language acquisition theories have not provided an adequate explanation for the reason why they did or did not participate in communicative events both inside and outside the classroom. Drawing on Vygotsky's (1962, 1978) language learning theories and Peirce's (1989, 1993, 1995, 1997) notions of social identity and investment to support my findings, I identify elements that served to marginalize these learners and disempower them, and which were responsible for their apparent lack of investment in language learning. I also suggest how, for some of these officers, changes in their social identities led to more opportunities to practice English and eventually to feel empowered both during the language course and once they returned home.
Brewis, Cynthia Katharine. "A qualitative and quantitative analysis of transitional year English language arts in early French immersion in British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24095.pdf.
Full textGonzalez, Katelynn N. "The Empathy of Immersion: An Exploration of Battlefield 1 Through the Lense of Empathetic Virtual Reality." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3677.
Full textSalgado, Herlinda Arlene Galve. "Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.
Full textElementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to impact the understanding of academic concepts.
This study explores teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievement and educational growth in a Spanish language immersion program. Ultimately, the study aimed to identify processes that educational leaders could incorporate into instructional models to improve as many Hispanic students’ experiences and outcomes as possible. Research questions explored include: 1) What are teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievements in a Spanish language immersion program? 2) What are the trends, such as social, behavioral, and cultural, that teachers perceive about the academic growth of U.S.-born ELL Hispanic students in a Spanish language immersion program? and 3) What do teachers perceive to be the processes that educators can incorporate in the Spanish language immersion program to improve the academic achievement of U.S.-born ELL Hispanic students?
A semi-structured interview and focus groups were used to approach the participating teachers (n=10) from one elementary school, identified as the pseudonym a Midwestern Spanish Language Immersion Program (MSLIP), that provides 80% of instruction in Spanish and about 20% in English for ELLs. Data analyzed for this study included secondary sources composed of information such as standardized test scores, behavior incident reports, attendance, age, parents’ ethnicity and school background, and years of schooling at MSLIP.
Major findings from this study showed that teachers at MSLIP perceive that U.S.-born ELL Hispanic students benefit from learning academics in their home language as students had better comprehension of content. However, MSLIP teachers recognized that having a 50/50 bilingual immersion model would facilitate a balanced program to succeed academically in the United States. Recommendations for further research includes among others: developing strategies to overcome the educational trends to perform in the subject content in both languages, English and Spanish; and research how the “deficit perspective” is affecting the teachers’ practices in urban settings since this is a distractor for teachers improving their professional practices.
Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.
Full textMuntean, Brooke. "Academic and Social Experiences of Spanish Native Speakers in an Immersion Program." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1333.
Full textErdos, Caroline. "Predicting language and literacy outcomes of typically-developing and at-risk English-speaking elementary students in French immersion programs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103492.
Full textDes études ont démontré l'efficacité des programmes d'immersion dans une langue seconde, tant pour les élèves qui se développent normalement que pour ceux qui sont désavantagés au plan académique soit à cause d'un rendement académique faible, soit en raison de l'appartenance à un milieu socio-économique défavorisé ou encore à un groupe ethnique minoritaire (voir Genesee, 2006, pour un résumé). Par contre, bien qu'il y ait une tendance à croire que la nature de la première langue (L1) ainsi que le niveau de développement dans cette langue avant l'entrée à l'école soient un prédicteur important du rendement académique surtout dans le domaine de la littératie, il y a peu d'études au sujet des différences individuelles notées au plan de la littératie et du langage oral dans une deuxième langue (L2) chez les élèves en immersion et surtout chez les élèves qui sont à risque de présenter des difficultés au plan de la littératie ou du langage oral (Genesee, 2006). Quatre-vingt-six (86) élèves scolarisés dans un programme d'immersion française (IF) précoce et ayant l'anglais comme langue dominante ont été évalués à trois moments distincts, soit à l'automne de la maternelle, au printemps de la maternelle et au printemps de la première année. Notre échantillon comprenait des enfants qui se développaient normalement ainsi que des enfants à risque de présenter des difficultés au plan du langage écrit ou du langage oral. Notre batterie de tests était formée d'un grand éventail d'épreuves de langage oral et de langage écrit. En accord avec la vaste littérature existant déjà au sujet de L1 (e.g. NICHD, 2000), les résultats de notre première étude ont démontré que les meilleurs prédicteurs à la maternelle pour le décodage en L2 étaient la connaissance du principe alphabétique en anglais et la conscience phonologique en anglais. Contrairement à ce que d'autres chercheurs ont trouvé (Jared, Cormier, Levy, & Wade-Woolley, 2006), la connaissance du français lors de l'entrée à la maternelle est apparue comme un troisième prédicteur significatif. Les mêmes variables ont été des prédicteurs significatifs de la compréhension en lecture, avec la contribution additionnelle des scores reliés au langage oral en L1, ce qui suggérait que les habiletés de langage oral jouent un rôle important en ce qui a trait à la compréhension en lecture. De plus, nous avons pu évaluer une théorie populaire qui porte sur la lecture, la théorie 'Simple View of Reading' (Gough & Tunmer, 1986). Nos résultats indiquaient que cette théorie était applicable de façon intralinguistique, mais pas de façon interlinguistique. Dans une deuxième étude, nous avons examiné le développement du langage oral et de la littératie chez des élèves se développant normalement ou à risque de présenter des difficultés au plan du langage oral ou du langage écrit. Cette étude a mis en évidence le caractère distinct des déficits notés soit au plan du langage oral, soit au plan du langage écrit, et ce, à trois niveaux. Même si les épreuves ont été administrées à un moment où les élèves n'avaient pas encore reçu d'enseignement en langage écrit, leur performance en anglais, langue maternelle, au début de la maternelle ainsi que celle observée à la fin de la maternelle étaient toutes les deux un prédicteur significatif de leur performance en première année. Toutefois, la performance à la fin de la maternelle est apparue comme un prédicteur plus précis. Globalement, nos résultats suggèrent l'existence de profils de risque distincts pour les difficultés au plan du langage écrit et pour celles notées au plan du langage oral. Ces résultats indiquent également qu'il est possible d'identifier très tôt les enfants qui ont de fortes chances d'avoir des difficultés de langage oral ou de langage écrit, et ce, même s'ils sont scolarisés dans une L2. Finalement, nos résultats suggèrent qu'il est possible de prédire le domaine spécifique qui pourrait être une source de difficulté pour ces enfants.
Smithee, Allen. "Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7074.
Full textÓ, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.
Full textFoger, Tani. "The effects of partial Hebrew language immersion in pre-school on English (L1) and Hebrew (L2) reading skills in first grade /." Ann Arbor, MI : University Microfilms, 2006. http://proquest.umi.com/dissertations/preview/3222421.
Full textBérubé, Daniel. "Acquisition of English and French language proficiency and reading comprehension of multilingual students in French immersion programs : a 3-year longitudinal study." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44582.
Full text