Dissertations / Theses on the topic 'English literacy learning'
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Mmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.
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Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.
Full textMafandala, Mbembi Joel. "Towards an affective pedagogical model for teaching English language and literacy to migrant learners." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32515.
Full textRobertson, Leena. "Early literacy in parallel literacy classes : young bilingual children learning to read in English, Urdu and classical Arabic." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413719.
Full textde, Groot Freek Olaf. "Integrating out-of-class digital literacy development and English literacy practices with classroom language learning and teaching in Thailand." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78468/.
Full textRamos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
Full textBekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.
Full textGamman, Richard. "English is more than just literacy : pupils' experiences of learning English at transition from primary to secondary school." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289651.
Full textReed, Rachel Elizabeth Roozen Kevin Roger. "Re-envisioning the giants a longitudinal case study of one ESL learner /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1644.
Full textPeterson, Amanda Marie. "Motivation for learning through authentic print literacy practices a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Peterson_AMITThesis2009.pdf.
Full textNielsen, Dea. "Cognitive, linguistic, and literacy development in young children learning English as an Additional Language." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16470/.
Full textSilvester, Katherine. "LITERACIES IN MOTION: TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/555859.
Full textChurchill, Natalia. "Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1774.
Full textHong, Huili, Karin Keith, and Chih-Che Tai. "Exploring Young English as an Additional Language Children’s Content Area Literacy Learning: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1025.
Full textFacun-Granadozo, Ruth. "The Heart of the Matter: Facilitating the Magic of Literacy Among English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5963.
Full textMantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.
Full textRahim, 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.
Full textThis 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.
Ntshuntshe, Nososi Anastina. "Literacy practices and English as the language of learning and teaching in a grade nine classroom." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1964.
Full textThis research was prompted by the discrepancy between levels of achievement in Grade 9 in a township school and the expectations at Further Education and Training (FET) Grades 10-12 levels. The literacy practices of Grade 9 learners were investigated to establish whether these practices prepared them adequately for Grade10. This research then sought to describe practices that were carried out in reading and writing in a Grade 9 classroom, with a specific focus on a township school in which the language of teaching and learning was English, which was not the learners’ mother-tongue. This research looked at the literacy gaps in reading and writing between the General Education and Training (GET) Phase and the FET Phase that impact on their preparation for the final phase of schooling and entry to tertiary level. Statistics show that in South Africa learners still perform poorly in reading and writing compared to their counterparts in Africa, especially in English. This is an empirical study using qualitative methods that include personal narratives, interviews and learner portfolios. The purpose was to establish how societal and pedagogical factors impact on literacy practices for effective learning and teaching in order for learners to acquire academic proficiency in English as a First Additional Language. The findings from this study revealed that the literacy practices that were investigated and the use of English as LoLT did not fully facilitate their preparedness for Grade10. Learners in this study still face challenges of acquiring basic reading and writing skills. Although they view English as an emancipatory and economic tool, it is still a difficult language to learn. Therefore their readiness to proceed to the FET level is minimal.
Jaffer, Kayzuran. "Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape." University of Western Cape, 1996. http://hdl.handle.net/11394/7457.
Full textThis dissertation explores the apparent mismatch between the expectations of first year students in the English department at the University of the Western Cape, and those who teach them. By exploring the perceptions of some of the students, lecturers and tutors in the department, I investigate how meaning within the discipline of English studies is negotiated and to what extent the learning experiences in the department contribute to the facilitation of "epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the redefining and rethinking of concepts such as "academic literacy" and "critical literacy
Rautiainen, I. (Iira). "The actualisation of the learning objective of information literacy in university studies:the case of English Philology at the University of Oulu." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201702231220.
Full textInformaatiolukutaito, jolla tarkoitetaan kykyä tunnistaa, paikantaa, arvioida ja käyttää informaatiota tehokkaasti (ALA, 1989), on keskeinen oppimistavoite kaikilla koulutusasteilla. Nämä kyvyt ovat varsin tärkeitä myös jatko-opinnoissa ja työelämässä. Informaatiolukutaidon arvo kasvaa, kun informaation määrän lisääntyessä sen laatu muuttuu entistä epävarmemmaksi. Yliopistokoulutuksen tavoitteena on tukea elinikäistä oppimista ja tarjota opiskelijoille monipuoliset työkalut joilla rakentaa tulevaisuutta. Tämä pro gradu -tutkielma tutustuu informaatiolukutaidon oppimistavoitteeseen ja siihen, näkyykö oppimistavoite englantilaisen filologian oppiaineessa Oulun yliopistossa. Tutkimus pyrkii myös selvittämään, miten opiskelijat näkevät oppimistavoitteen ja miten he kokevat opinnoissaan saaneensa ohjausta saavuttaakseen tämän tavoitteen. Pyrkimyksenä on ymmärtää miten opiskelijat näkevät informaatiolukutaidon, ja selvittää minkälaisia ongelmia he kohtaavat informaatiolukutaitoon liittyen ja tämän tiedon ja ymmärryksen avulla tukea niin opiskelijoita kuin henkilökuntaakin oppimistavoitteen saavuttamisessa. Kyseessä on tapaustutkimus ja tutkimusmetodeina käytettiin opetusohjelman sisällönanalyysia ja opiskelijaryhmän, kahden opettajan sekä informaatikon haastatteluita. Lisäksi opiskelijaryhmää havainnoitiin Master’s Seminar -kurssin ajan, syyslukukaudella 2016. Opetusohjelmaa tarkasteltiin ALA:n ja ACRL:n (2015) kehittämää Informaatiolukutaito korkeakouluopinnoissa -viitekehystä vasten, pyrkimyksenä selvittää näkyvätkö viitekehyksen osa-alueet käytänteineen ja dispositioineen opetusohjelmassa. Informaatiolukutaidon arviointi ei ole yhtenäistä korkeakouluissa mutta ilman arviointia on vaikea tehdä päätelmiä tavoitteiden toteutumisesta. Suomen yliopistoissa päävastuu informaatiolukutaidon opetuksesta on yliopistokirjastoilla. Tämän tutkimuksen tulokset osoittivat, että informaatiolukutaidon oppimistavoite näkyy englantilaisen filologian oppiaineessa, vaikkei sitä sellaisenaan opetusohjelmassa mainitakaan. Tavoite näkyy sen sijaan käytänteinä sekä kykyinä ja taitoina, jotka käyvät ilmi kurssikuvauksista. Opiskelijahaastattelut osoittivat, että kaikki opiskelijat osasivat määritellä informaatiolukutaito-käsitteen ja itsearvioinnissa arvioivat informaatiolukutaitonsa olevan keskitasolla tai sen yläpuolella muihin opiskelijoihin verrattuna. Opiskelijat arvioivan saaneensa ohjausta ja vaikuttivat tyytyväisiltä ohjaukseen. Kuitenkin kun opiskelijoita pyydettiin yksilöimään minkälaisia ongelmia he olivat kohdanneet tiedonhaussa, ongelmat vaikuttivat olevan varsin perustavanlaatuisia, kuten hakulausekkeiden määrittely ja oikeiden tietokantojen valinta. Opiskelijat eivät myöskään tunteneet korkeakoulujen yleisiä oppimistavoitteita tai Humanistisen tiedekunnan määrittämiä yleisiä oppimistavoitteita. Laajemman skaalan jatkotutkimukselle olisi tarvetta ja tutkimuksesta olisi hyötyä myös informaatiolukutaidon opetukselle ja sen kehittämiselle
Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
Full textRichardson, Lisa Kathryn. "The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312498.
Full textPorter, Alison. "An early start to French literacy : learning the spoken and written word simultaneously in English primary schools." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374731/.
Full textRandolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
Full textMarum, Ed. "Narrative in the curriculum : perceptions of and provision for literary experience in learning in relation to the national curriculum in English." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343869.
Full textMcKenna, Sioux. "A critical investigation into discourses that construct academic literacy at the Durban Institute of Technology." Thesis, Link to this resource, 2004. http://eprints.ru.ac.za/771/.
Full textBrown, Cherri Louise. "Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.
Full textBuescher, Eileen Maura. "Learning to Teach English Language Arts in Urban Middle Schools:A Cultural and Interactional Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691799114938.
Full textTsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.
Full textCurtin, Jolinda Kae. "Family reading circles (circulos literarios de familia): Supporting literacy development among English learners." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/676.
Full textMacauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
Full textFouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Full textDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.
Full textNylin, Kristina. "Why Read Fiction in the English Language Classroom? : Toni Morrison's The Bluest Eye." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12828.
Full textDixon, Christopher. "Language and literacy development in children learning English as an Additional Language : a longitudinal cohort and vocabulary intervention study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20802/.
Full textFacun-Granadozo, Ruth. "Teaching Strategies and Learning Experiences That Worked for English/dual Language Learners." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4334.
Full textFife, Megan Melissa. "A Meaning-Based Instruction to Enhance Literacy Learning in a Dual-Language Kindergarten Classroom." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1192.pdf.
Full textWesierska, Marta. "The language and literacy profile of young Polish children learning English as an additional language in the UK school system." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22672/.
Full textKwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.
Full textVargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.
Full textMogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.
Full textPoor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are: Do Physical Sciences teachers integrate language literacy skills in teaching the subject?; If yes, to what extent is the integration of language literacy skills practiced in Physical Sciences classroom? In an attempt to answer the above questions, a quantitative survey was carried out in Riba Cross District of Sekhukhune Region of Limpopo Province in South Africa. 211 learners and five teachers from selected nine schools took part in the study and questionnaires were used to collect data. Data were analysed using descriptive and inferential statistics and the Statistical Package for the Social Sciences (SPSS) version 22 was used. The results indicate that Language Literacy skills are integrated into the teaching of Physical Sciences in Riba Cross District, despite concerns raised by the teachers. The areas of concern include letting learners to argue using evidences and writing reports. Furthermore, schools with large classes have challenges in integrating Language Literacy Skills in the teaching of Physical Sciences. Therefore, further studies are recommended which should integrate both qualitative and quantitative approaches in school contexts.
Saternus, Julie A. "Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295.
Full textAnguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
Full textHadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
Full textThis study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
Cales, Ryan. "Rethinking Success: A Person-Based Approach to Service Learning." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2421.
Full textArchibald, Robin. "Teaching basic writing in the midst of the great literacy debate." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1945.
Full textIvanyuk, Lyudmyla. "LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/26.
Full textClancy, Charlotte M. "Reading recovery : investigating differential effects on the literacy development of young children for whom English is an additional language in comparison with their native speaking peers." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cad85100-4bfc-4348-91d0-9a0fa7d3a216.
Full textGoff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.
Full textKirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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