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1
Suominen, Keiju, and n/a. "The migration experiences of non-English speaking background children." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.
Full textAbstract:
This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary
Introductory English Centre in the A.C.T. An ethnographic approach was
employed enabling the researcher to participate in the setting in order to
develop an in depth understanding of the children's experiences.
The data was collected using observation and key informant interviewing. The
participants were encouraged to freely reflect on their past and present
experiences to enable them to make a comparative analysis of their
experiences in Australia and in their country of origin. The data has been
faithfully recorded to represent the children's point of view.
The data was then organised into taxonomies. These were used as a basis for
the analysis of the data in relation to the pertinent literature. The three major
categories examined were culture, interaction and feelings. This analysis has
been used to draw implications for the education of migrant children in the
A.C.T.
2
Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.
Full textAbstract:
Limited English proficiency (LEP) amongst non-English-speaking background
(NESB) employees is a major concern for the Government, employers and unions in
Australia. Due to their low levels of English proficiency, NESB employees are often
unable to carry out effectively the required workplace tasks. In the current climate of
rapid change in workplaces, as a result of Award Restructuring, NESB employees
may also lack the communication skills necessary to undertake skill-based training
and, therefore, be further disadvantaged.
In light of these concerns, this study investigated the English learning needs of a
group of NESB non-academic staff at the University of Canberra (UC). It established
that there was a gap between their present levels of English proficiency and the levels
required in their current positions. As a result, these employees are unable to engage
effectively in all communication tasks required in the workplace.
Following a detailed analysis of the current literature on the provision of workplace
English training it is recommended that an English in the Workplace (EWP) program
be provided at the UC for NESB non-academic employees. Specific recommendations
are made regarding the design and implementation of the learning program.
3
Barnard, Roger Christopher Graham. "Non English speaking background learners in the mainstream classroom : a New Zealand case study." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/936/.
Full textAbstract:
The introductory chapter of this thesis presents the central premise of the study - that classroom learning is constructed through talk - and states the primary aims. These are to provide an ethnographic account of the process of learning in a mainstream classroom, and to apply to this account a specific theoretical framework with a view to refining its central constructs. The thesis proceeds with a discussion of the methodological basis of the investigation - ethnographic case study - and the procedures used for data collection and analysis. This is followed by a discussion of the theoretical orientation of the study, which explains the complexity of the learning context of isolated bilingual schoolchildren and the rationale for a sociocultural approach to explore it. The neo-Vygotskian constructs central to this study - the zone of proximal development, scaffolding and appropriation - are introduced and explained, as are supporting concepts. Each of the three following chapters of the thesis is divided into three parts. The first examines in detail one of these constructs, and also related concepts, with a view to their potential relevance to the specific context of learning. The second part in each chapter comprises a detailed ethnographic description, micro genetic analysis and interpretation of the context and continuity of the learning discourse. The third part in each chapter comments on the implications for the constructs at issue. These three chapters constitute a narrative of the way that classroom learning is constructed through talk over a school year. The thesis concludes with a review of the pedagogical and theoretical implications arising from the investigation, and considers the utility of a neo-Vygotskian framework for further research into classroom learning.
4
Ferdous, Tabassum, and t. ferdous@cqu edu au. "Using Formal Health Education Sessions to Increase Mammography use among women of Non-English Speaking Backgrounds in Rockhampton." Central Queensland University. Department of Nursing and Health Studies, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.142605.
Full textAbstract:
Although there has been an increasing incidence of breast cancer among Non-English
speaking background (NESB) women in many developed countries, existing screening
services are being underused by these women. Studies show that the barriers to the
accessibility of breast cancer screening by NESB women include their lack of awareness, low
level of education, low self-efficacy and lack of social interaction with other women. This
study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy
and barriers to mammography use among NESB women in an Australian regional
city before and after their attendance at a health education session. This health education
session aimed to increase the awareness and use of mammography among these NESB
women. Two widely used behaviour theories, Health belief model and Social Cognitive
Theory, were applied as the theoretical framework for this study.
A quasi-experimental study was conducted in which the health education session was
used as an intervention. Pre-test and post-test questionnaires were completed by study
participants before and after the health education session. Their knowledge of breast cancer
and mammography was assessed. In addition, their self-efficacy and barriers to the use of
mammography were also analysed.
Results indicated that informal recruitment strategies were more effective with these
NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the
health education session. As data showed tertiary educated and employed women who already
had mammogram/s were more likely to attend the session. After attending the health education
session, the womens knowledge relating to breast cancer and mammography was improved
and the perceived barriers to the use of mammography were reduced. During a three month
follow-up period, there was no change of mammogram use by the women. However, the
results showed a trend of increased intention to use the mammogram over a period of two
years (41.7%) compared to six months (25.0%). Based on these results, further studies are
recommended to explore the beneficial outcomes of health promotion programs targeting
NESB women who are not in the workforce or have a low level of education.
5
Burns, Robert. "Developing a test of premorbib fluid abilities for people from non-English-speaking backgrounds /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsb967.pdf.
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6
Pallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09armp168.pdf.
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7
Cornish, Audrey, and n/a. "NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomes." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060629.163744.
Full textAbstract:
The increasing number of non-English speaking background (NESB) students
(from both Australia and overseas) has led to concerns about the appropriateness
of English as a Second Language (ESL) courses at upper secondary level as a
preparation for tertiary study. These concerns have been voiced at both upper
secondary and tertiary levels. It appears that NESB students' English language
levels at Year 12 are a critical factor in determining whether or not they will
succeed at tertiary study. On the other hand, they at times achieve high levels of
competence in mainstream subject areas which are not reflected in their ESL
results. Several other factors may also affect NESB students' tertiary success
rates e.g. language and cultural background, and length of time in Australia. In
addition, the responses of tertiary institutions to such students and their needs
may be of importance.
This study surveys the backgrounds and success rates of NESB students from
an ACT secondary college who moved into tertiary study programs. It
investigates their results in their Year 12 Certificates and traces them through
three years of tertiary study. In doing so, the study identifies certain factors
which appear to impact upon the students' success rates.
Results obtained may prove beneficial to ESL service providers at upper
secondary level. Furthermore, tertiary institutions may find such an analysis
helpful in assisting them to develop appropriate approaches to meet the needs of
this particular group of students.
8
Nielson, Pam, and n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.
Full textAbstract:
The study investigates the nature and extent of provision
of English as a Second Language (ESL) programs and
services for students of non-English speaking background
(NESB) in government school systems in the six Australian
states and two territories and the interrelationship of
state/territorial education authority provision and levels
of commonwealth funding. The study further examines
perceptions of state/territorial service providers of
where the onus of responsibility for ESL provision lies.
The study is limited to examination of ESL provision at
the school level in government education systems only and
does not address services for adult NESB learners or
provision in the non-government sector.
The study is set in the context of the impact of
commonwealth immigration policies on the nature of
Australia's multicultural society and on the evolution of
provision of appropriate programs and services for NESB
students in Australian government schools.
The major findings to emerge from this study which bear on
the issues identified in the literature and which are of
significance for the future of ESL service delivery are:
· the existence of overall commonality of definition of
NESB students and identification of such students for
ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial
systems which falls short of standard practice and
renders comparative measurement of perceived shortfalls
in provision difficult;
· variation in definition of intensive programs which
renders comparison of provision difficult;
· strong commonality in overall provision of both
programs and services across all schooling sectors,
with limited local variation in service delivery;
an increasing commitment in all systems to the
mainstreaming of ESL provision through language across
the curriculum programs aimed at complementing
specialist ESL provision by enabling mainstream
teachers to accept responsibility for the language
needs of NESB learners;
· variation in degrees of dependence on commonwealth
funding for provision of programs and services ranging
from almost total dependence on commonwealth funding in
two systems to significant local education authority
provision in four systems;
· commonality of opinion among local service providers of
the commonwealth's responsibility for some degree of
funding of ESL provision, but variations in perceptions
of the extent of the commonwealth's responsibility in
this area;
· commonality of experience of initial identification of
need at the local level, but dependence on commonwealth
intervention to approach adequate provision to meet
identified need;
· a degree of tension between on the one hand,
recognition of individual differences among systems and
the concomitant need, or desire, for state/territorial
autonomy in service delivery; and on the other hand,
recognition of commonality of purpose and provision and
the concomitant need for some standardisation of
practice in the interests of efficiency and
accountability of service delivery.
The study concludes with an examination of the
implications of these findings for policy for future ESL
service delivery.
9
McFedries, Terri Hu. "Non-English-Speaking-Background secondary school fee-paying Asian students living in a host family environment in Christchurch : a research report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/2868.
Full textAbstract:
The dramatic increase of foreign fee-paying students benefits our community on one
hand, but on the other visible problems of teenage pregnancy, racism, drugs , abuse,
indifference as well as invisible problems of loneliness and helplessness arise. The
researcher noticed many sad cases through her work experience as a language teacher
and as an interpreter for government agencies such as the courts, police, immigration
and health over the last 20 years in Christchurch. Local residents lack a realistic
understanding of the difficulties encountered by foreign students in adjusting to a new
environment, a different culture and a new language. This study is an investigation of living situations of Non-English-Speaking Background
(NESB) Asian secondary full fee-paying students (SFFPS) boarding with
host families in Christchurch. Research was conducted by interviews and
questionnaires with secondary school students in Christchurch. Aspects of Asian
SFFPS living situations with host families that were investigated include the students'
country of origin, age, size of host families, age group of host families' children,
attitudes of the host families, host families' leisure life with students, students' social
life, meals with host families and host families level of support.
On the whole, the research suggests that Asian SFFPS boarding with host families lack
supervision and support. Interactions between Asian SFFPS and their host families,
local students and the local-community are infrequent. Many international students
lack a congenial learning environment, a decent living environment, a proper provision
of welfare support and a good relationship with the host culture and its people.
Interactions are important to develop greater communicative competence and more
confidence in the use of the English language in order to achieve wellbeing and multicultural linkage with New Zealand society as a foundation for later friendships.
The study concludes with a list of recommendations that might improve the Asian
SFFPS living situations. Interventionist strategies for intercultural interaction would I need to be introduced to promote more and better intercultural activities . Monitoring
and supporting systems by schools, agents, guardians and host families are necessary.
10
Fry, Anne J., University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Understanding attempted suicide in young women from non-English speaking backgrounds: a hermeneutic and narrative study." THESIS_CSHS_NFC_Fry_A.xml, 2002. http://handle.uws.edu.au:8081/1959.7/643.
Full textAbstract:
This study seeks to attain understanding of attempted suicide in young women from non-English speaking backgrounds, constructing meaning(s) of attempted suicide and eliciting information about sociocultural influences and guided by philosophical hermeneutics and narrative inquiry using life story methods. Thematic analysis was used to explicate from the text 30 sub-themes, five themes (being in a gap between cultures and creating space for themselves, being traumatised and diminished by abuse, surviving dangerous relationships, suffering psychic pain, expressing the self by attempting suicide), and a meta-theme (paradoxically asserting the indefinite self). Interpretation was predicated on the belief that life stories are statements about self-identity, and represent coming into being through the interaction of coherence (the ability to establish connections between events, unifying themes, frames of reference and goal states), continuity (a longitudinal and sequential perspective on life) and connectedness (intrapersonal, interpersonal and transpersonal relationships). The paradox is that being unable to overcome the uncertainties of incoherence, discontinuity and problematic connectedness, participants were predisposed to act against self as a means of asserting agency. This understanding of attempted suicide represents a hermeneutic narrative reconceptualisation of the phenomenon, which places it outside discourses that sanction the language of psychopathology and provides a basis for developing alternative nursing theory and informing education and practiceDoctor of Philosophy (PhD)
11
Fry, Anne J. "Understanding attempted suicide in young women from non-English speaking backgrounds : a hermeneutic and narrative study /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030926.125602/index.html.
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12
Macauley, 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 textAbstract:
This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
Ill
The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
13
Haworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.
Full textAbstract:
This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.
14
Adhikari, Pramod Kumar Politics Australian Defence Force Academy UNSW. "Socioeconomic attainments and birthplace variations in Australia." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Politics, 1996. http://handle.unsw.edu.au/1959.4/38641.
Full textAbstract:
Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.
15
Chang, Tzu-Shan. "Whose Voices? Perceptions Concerning Native English Speaking and Non-Native English Speaking Tutors in the Writing Center." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/334.
Full textAbstract:
The purpose of this study was to determine the roles that Native English speaking (NES) and non-native English speaking (NNES) tutors play in sessions with NES and NNES tutees in a U.S. Midwestern university's writing center, according to the perceptions of both types of tutors and tutees. The study also aimed to determine the extent to which the "native speaker fallacy"--the preference for anything related to native speakers over anything related to non-native speakers--was evident in these perceptions, particularly in tutoring strategies, difficulties in tutoring, and tutoring competence. The researcher collected data for the study from pre- and post-session interviews of both types of tutors and cross-analyzed coded patterns from this data with patterns found in pre- and post-session interviews of both types of tutees and with the researcher's observations of the participants' sessions. According to the research results, both tutors' and tutees' perceptions as expressed in their interviews were more affected by the tutors' status, NES versus NNES, than by specific qualifications of the tutors to assist tutees, with the responses revealing the participants' assumption of native speakers' superiority. Despite cross-analyzed findings that NNES tutors were perceived as more able to explain the causes of error, findings also revealed NES tutors' confidence in their NES status as compensating for their lack of grammar knowledge and NNES tutors' perception of themselves as inferior and needing to compensate for their non-NES status through teacher-like directness in assistance offered. Also, despite tutees' expressed appreciation for NNES tutors' explanations of errors, tutees still expressed a preference for NES tutors and applied a double standard, with NNES tutors seen as effective only if proved to be good writers and NES tutors assumed to be effective by virtue of their native speaker status. Drawing upon findings suggesting the influence of the native speaker fallacy on the participants' perceptions, the researcher concludes by discussing the significance of this study for identifying possible university initiatives to enhance appreciation of diverse cultures and for suggesting that although intrinsic knowledge of language seems preferred over learned knowledge, possessing both types of knowledge and the flexibility to employ more fluid roles as both peer and teacher would seem to equip tutors for more productive sessions.
16
Sherbino, William Michael. "Preaching to Canada's unchurched English speaking population." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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17
Long, Kathryn Ann. "Self-perceptions of non-native English speaking teachers of English as a second language." PDXScholar, 2003. https://pdxscholar.library.pdx.edu/open_access_etds/3605.
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The purpose of the present study was to examine the self-perceptions of effective non-native English speaking teachers (non-NESTs) of English as a Second Language (ESL) regarding their teaching behaviors. The study also sought to discover the relationship between effective non-NEST perceptions of their teaching behaviors and stereotypes for those behaviors. It further sought to define what experiences have contributed to their non-conformation if their perceptions do not fit the negative stereotypes of teaching behaviors of non-NESTs.
18
Deegan, Johanna Christine, and j. deegan@latrobe edu au. "NON-ENGLISH SPEAKING NURSES MOVING TOWARDS CONTEXTUAL COMPETENCE IN VICTORIA." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20091123.101606.
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The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP).
The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were:
� Specialist
� Experienced generalist
� Inexperienced generalist
However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria.
The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.
19
Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.
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Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.
20
Hodzic, Alma. "Advertisements in English in a non-English speaking country : A study on the use of English in Swedish magazine advertisements." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28632.
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In today’s globalized world there are not many limitations in the communication between people, and companies from different parts of the world. There are several methods companies can use to reach out to people, and one method is through magazines. When reading a magazine it is nearly impossible to not notice advertisements. The purpose of this thesis was to explore how the English language is used in Swedish magazines. Also, how do Swedish companies versus foreign companies use English in their advertisements in Sweden? This is a qualitative study in which four different magazines, and two issues from each were observed. Several studies have been completed on advertising and language, and those studies are introduced and discussed in this study. However, few studies have been done on the language in advertisements in Swedish magazines. The method consisted of documenting and saving all the advertisements in the magazines, and their language choices were then analyzed. This study reveals that English is used in Swedish advertisements to a notable extent. Nevertheless, there were some interesting differences between foreign companies and Swedish companies. For instance, in some cases Swedish companies used English to a greater extent than the foreign companies.
21
van, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2014The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
22
Shirvani, Shahenayati Zahra. "A Comparison of Native and Non-Native English-Speaking Teaching Assistants." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330776/.
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The purposes of this study were to determine whether differences existed between the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows, as perceived by their undergraduate students. In addition, the study sought to determine whether a positive correlation existed between the final grades and the communication styles and teaching effectiveness, respectively, of native and non-native teaching fellows as perceived by their undergraduate students. In order to carry out the purposes of this study, six hypotheses were tested concerning the perception of native and non-native undergraduate students toward the communication style and teaching effectiveness of teaching fellows in North Texas State University.
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Song, Sun Yung. "Non-native English Speaking Doctoral Students' Writing for Publication in English: A Sociopolitically-oriented Multiple Case Study." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388489335.
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Lester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.
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This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.
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Wu, Xiaojun. "Challenges of accommodating non-native English-speaking instructors' teaching and native English-speaking students' learning in college, and the exploration of potential solutions." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003wux.pdf.
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Cheung, Sin-lin Isabelle. "A study of lexical errors in South-Asian Non-Chinese speaking children's writing." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.
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Mahmood, Nafisa. "Using Google Docs to Support Collaborative Learning and Enhance English Language Skills among Non-Native English Speaking Students." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404538/.
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Collaborative writing technologies such as Google Docs is believed to be a helpful tool in supporting the development of constructivist learning environments. However, not much research has been done among special populations outside the United States. This dissertation examines how using google docs can enhance collaborative learning among non-native English-speaking students at a university in Oman. A total of 52 students participated in this study, where they completed a collaborative writing activity using Google Docs. This exploratory study yielded quantitative as well as qualitative data. Interviewees shared their experience of using Google Docs for the collaborative writing activity. The research shows that Google Docs promoted collaborative interactions among students, such as learning from each other and communicating with the teacher. Interestingly, the data indicate that students used alternate social media such as WhatsApp to communicate with their group mates regarding the collaborative writing activity. Overall, the results obtained here confirm that the Google Docs can be used to enhance collaborative learning among non-native English-speaking students.
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Alali, Shatha Abdulmohsen. "BUSINESS COMMUNICATION IN GLOBAL CONTEXTS: STUDYING THE EXPERIENCES OF NATIVE ENGLISH SPEAKING (NES) AND NON-NATIVE ENGLISH SPEAKING (NNES) PROFESSIONALS IN MULTILINGUAL, MULTICULTURAL ORGANIZATIONS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556203981889352.
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Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.
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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional identity, teacher education and professional development, English proficiency. After the data were collected from Japanese NNESTs, they were compared and contrasted with their NESTs’ counterparts. The primary goal of this study is to identify the characteristics of Japanese NNESTs’ efficacy and identity and investigate how their individual, educational, cultural, and other social factors influence their efficacy and identity development.
Forty six (46) Japanese NNESTs and one hundred and two (102) NESTs who were teaching in the junior high, high school, and college levels in Japan participated in a survey. Five Japanese NNESTs and six NESTs from the three types of grade levels were interviewed. Data analysis procedures comprised a statistical analysis of the survey data and a theme analysis of the interview data, and both data sets were integrated to discover the mixed method findings.
There were several major findings from this research. First, there was a positive correlation between Japanese NNESTs’ efficacy, particularly efficacy for instructional strategies, and self-perceived English proficiency. Therefore, higher English proficiency can be a predictor of a higher level of overall teacher efficacy and efficacy for instructional strategies. Second, although Japanese NNESTs’ efficacy for student engagement was lower than efficacy for classroom management and instructional strategies, they demonstrated various strategies for increasing their students’ motivation. Third, their Japanese use in instruction influenced their teacher identity, and being a language model and a behavioral role model was reflected on their Japanese NNESTs’ identity. Finally, college NESTs showed significantly higher teacher efficacy compared to different groups. Both Japanese NNESTs and NESTs’ efficacy and identity were formed by their previous teaching experiences, various roles as teachers, perceptions of Japanese educational system, culture, and students. The conclusion includes suggestions and implications for administrators, teacher educators, and Japanese NNESTs.
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Jerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
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In many South African schools where English is used as the language of instruction learners with a different mother tongue are accepted, yet they may experience many challenges. In this research study I investigated whether group music therapy sessions can have a positive impact on such learners in relation to particularly two of these difficulties. The first difficulty is social interaction and integration. The second difficulty is their negative attitude towards English, the school and their school work. This difficulty develops because of their weak competency in the language.
The paradigm in which this study falls is interpretive and a qualitative approach was used. A case study design was utilised. Ten music therapy sessions were offered to a group of nine grade eight boys from three different linguistic backgrounds: three English home language speakers, three Portuguese home language speakers and three siSwati home language speakers.
Music therapy offers a non-threatening environment in which group members can creatively interact. I made use of an array of techniques including improvisation, movement, song writing and musical games where group members had opportunities to express themselves in an unconventional way.
Three different sources of naturally-occurring data were used. Questionnaires were filled in by all participants before the commencement of the sessions, five video excerpts were selected from the music therapy group sessions and a focus group was held with all participants after the last session. Data was analysed according to Ansdell and Pavlicevic’s (2001) qualitative content analysis. Responses from the questionnaires and focus group and thick descriptions from the selected video excerpts were coded and categorised according to Gibb’s (2007) proposed technique of open coding.
Results generated from the analysed data indicated that, through the opportunities afforded to the group in music therapy sessions, social interaction was experienced in a novel way and integration was enhanced. Findings also indicated that, through this unique way of interacting, the attitude of some members towards English improved.
There were also indications that improvement was not across the board and individuals reacted differently to the process. A much longer process could hold far more convincing results.Dissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
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Lopez, Jaramillo Maria Gabriela. "ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.
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This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English. Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability? The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
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Kellerman, Jessica. "The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65436.
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Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the underlying oral English proficiency of native isiZulu-speaking pre-service teachers as a first step toward being able to better support Classroom English proficiency development of non-native pre-service teachers. Within my conceptual framework for the study oral English proficiency is viewed as part of and foundational to Classroom English proficiency. A mixed methods approach was used. Data were gathered through questionnaires which gauged perceptions of the pre-service teachers’ English proficiency in the classroom as well as voice recordings of lessons they presented during their practice teaching period in rural KwaZulu-Natal schools. Voice recordings of this case study were analysed with the support of existing oral English proficiency rubrics and a self-designed Classroom English proficiency rubric. In a broad sense findings correspond with previous studies in similar fields, pointing to the nature of Classroom English of this case study at a level not considered ideal for effectively facilitating teaching and learning. These isiZulu-speaking preservice teachers require more support to develop better Classroom English proficiency. An approach that specifically addresses development of language proficiencies required in the classroom, with vocabulary and grammar embedded therein, is suggested.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
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Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.
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The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
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Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.
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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.
Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.
There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.
Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.
Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.
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Garrett, Pamela Clinical School South Western Sydney Faculty of Medicine UNSW. "The hospital experience of elderly patients with limited English proficiency." Publisher:University of New South Wales. Clinical School - South Western Sydney, 2009. http://handle.unsw.edu.au/1959.4/43753.
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Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.
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Tsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.
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Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.
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This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).
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Curran, Georgia R. "The Right to Remain Silenced: Non-Native English-Speaking Students and the American Justice System." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587743860600109.
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Hadla, Ziad. "Student and teacher perceptions of native and non-native English speaking teachers in the Lebanese context." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/9863.
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While most of the teachers of English around the world are non-native speakers, numerous cases of discrimination against non-native English speaking teachers (NNESTs) have been reported in the literature (Braine, 1999). The present study examines the perceptions of students, native English speaking teachers (NESTs), and non-native English speaking teachers towards NESTs and NNESTs in three Intensive English Programs (IEPs) from three universities in the Bekaa governorate of Lebanon. The study examines the similarities and differences between the perceptions of teachers and students and those of NESTs and NNESTs towards the definition of the labels NEST and NNEST, learning with NESTs and NNESTs, strengths and weaknesses of each of the two groups, and classroom behavior and responsibility. Finally, the study examines students’ and teachers’ perceptions regarding NESTs’ and NNESTs’ personal interactions with their students. The study administered Likert-scale questionnaires and semi-structured interviews for teachers and students. The findings revealed that for both groups, teachers are considered native if they grew up in a native speaking country and if they carry any of the accents of the countries of the “middle” (Kachru, 1982).The findings also showed that NESTs are better teachers of oral skills, such as pronunciation, listening, and speaking whereas NNESTs are perceived as better teachers of grammar and culture, more capable of predicting students’ difficulties, and more empathetic to the needs of students. Both groups also agreed that NESTs vary their use of materials more than NNESTs do and that NNESTs communicate better with students because they share their culture and first language and because they are more empathetic with them.
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Loong, Lai-ching Eve, and 龍麗貞. "Effectiveness of chronic disease self management program (CDSMP) for non-English speaking population: a narrativeliterature review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46940728.
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Olivier, G. J. "Non-native English speaking online doctoral students' attitudes, perceptions and actions in response to written feedback." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3006023/.
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Background. Previous research on written feedback has taken place mainly in campus-based settings. Written feedback to Non-Native English speaking Online Doctoral students is under-researched. Aim. The purpose of this study is to explore the attitudes, perceptions and actions of Non-Native English Speaking (NNES) Online Doctoral students toward the written feedback that they receive from their Native English Speaking (NES) doctoral research supervisors. This research will address questions about these students’ attitudes and perceptions regarding written feedback and the feedback providers. Furthermore, the investigation’s research findings point towards practical application by doctoral research supervisors. The Social Presence, Transactional Distance and Second Language Activity theories frame the interpretation of the findings. Sample. 100 online doctoral students completed the online survey of which 41 completed enough of the survey to be included in the study and 10 telephonic or Skype interviews were conducted. The survey respondents lived on different continents and represented seventeen distinct first languages, namely Afrikaans; Arabic; Chinese; Croatian; Dutch; French; German; Italian; Malay; Malayalam; Mandarin; Portuguese; Romanian; Russian; Spanish; Swedish; and Turkish. Method. A survey preceded and informed the 10 individual semi-structured interviews. An exploratory sequential, mixed methodological approach was used to develop an understanding of the main themes related to what NNES online doctoral students do with written feedback. Findings. This study focuses on the intersection of the online modality with the language issues encountered by NNES online doctoral students as opposed to campus-based NNES doctoral students or NES online doctoral students. The focus of this study is not a comparison between campus-based and online NNES and NES students but is intended to reflect upon issues that will promote the use of written feedback to improve the NNES online doctoral students learning experience. This study found that while NNES online doctoral students share many of the experiences of NNES campus-based students and NES online doctoral students, the combination of online and language issues compound the NNES online doctoral students’ ability to make good use of the written feedback that they receive. This combination of online and NNES has significant implications for policy, institutional guidance and practice.
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Ashraf, Sabina. "Identity matters : stories of non-native English-speaking teachers' experiences under the shadow of native speakerism." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24106.
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This thesis develops a better understanding of the lived experiences of NNES teachers, coming from diverse racial, cultural and linguistic backgrounds, and the complex negotiations and constructions of their professional identities against the prevalent NS fallacy in the Arab Gulf states. This study employs a Postcolonial theoretical framework. In order to unravel NNESTs’ perspectives and understand how they make sense of their experiences, this study adopts a life history approach. The results suggest that participants view nativeness as a fixed identity, dependant on elements, such as being born into a language and learning it in early childhood. The participants had both confidence and concern about their linguistic abilities, which indicated that their non-native identity resulted in complex situations for them to deal with. The findings also revealed that the participants managed to find ways in which to inhabit these non-native identities confidently and to construct themselves as effective teachers who did not have to be NSs by nature. The participants narrated that the issue of pronunciation and accent had a significant impact on their professional identities. NS norms in accent was seen as eliciting stereotyped judgements of NNESTS as the inferior Other, and resulting in hiring policies that were greatly skewed against NNESTs. The participants also believed that stereotyped notions about the superiority of education acquired from the Center privileged NESTs in employment and led to the devaluation of indigenous knowledge. The participants also spoke about encountering direct and indirect challenges, which made it difficult for them to position themselves as legitimate teachers of English. They also believed that perceptions about the superiority of the NS would be impossible to overcome in the near future since the language policy of the Gulf states was strongly intertwined with its economic and political interests. The study, therefore, provides recommendations for theory, practice, and policy.
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Sullivan-Sakaeda, Laurie. "Factor Analytic Study of Spatial Abilities in Second-Grade, English-Speaking Navajo and Non-Navajo Children." DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/6056.
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This study was conducted to continue the investigation of apparent differences in cognitive ii abilities between Navajo Indian children and non-Navajo children. Subjects were 248 second-grade students, ranging from 7 to 9 years old. The Navajo sample lived in the Shiprock, New Mexico, area of the Navajo Indian Reservation, and the non-Navajo sample lived on the east side of Salt Lake City, Utah. Data were collected using six tests designed to measure spatial abilities in primary grade children. Results indicated that the non-Navajo children scored significantly higher on two individual tests and on the total test score under timed conditions, with no differences between groups when timing was not a factor. Two factors were identified for both groups. Factor loadings were different between the groups. As the scoring moved from timed to extended time, it changed for the nonNavajo children but remained the same for the Navajo group. Discriminate function analysis indicated a moderate ability to predict group membership using these tests. Gender differences were noted as well, with females scoring significantly lower than males on timed but not on extended time. Some race/gender interactions also were recorded. Suggestions were made that differences may be related to varying strategies used by not only different racial groups but by both genders as well. The within-group variability indicated a need for investigation of individual differences as well as group differences. Suggestions included using a greater number of instruments, an exploration of strategies, and using a examiner familiar to the students.
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Luo, Lan. "Needs analysis and curriculum design : a case study of non-Chinese-speaking staff at the University of Macau." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637020.
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Liu, Jiajun. "The role of language background on college cognitive growth: a study of non-native English speakers." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2111.
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This study explored the precollege and college level factors that moderate the relationship between language background and college cognitive gains for non-native English speaking (NNES) students. I focused on three college cognitive outcomes, including critical thinking, need for cognition, and positive attitude toward literacy. Because there is limited research on the relationship between language background and college cognitive growth, I first examined the effects of being a NNES student on college cognitive outcomes. Next, I explored the mediating effects of three sets of influences on the relationship between NNES status and college cognitive outcomes, including students’ precollege characteristics and background, college-level academic and non-academic experiences, and institutional characteristics.
Data of this study was from the Wabash National Study of Liberal Arts Education (WNSLAE) – a longitudinal study investigating the effects of college experiences on student cognitive and personal outcomes theoretically associated with a liberal arts education. The final sample had a total of 4,304 students, including 4,063 native English speaking students (NES) and 241 non-native English speaking students. Because this study examined NNES students’ cognitive outcomes and was focused on student level rather than institutional level differences, Ordinary Least Squares (OLS) regression was used for analyses. Results of this study suggested that NNES students demonstrated significantly fewer gains in critical thinking and positive attitude toward literacy than their native English speaking peers after controlling a variety of confounding variables. Moreover, the relationship between students’ native language status and critical thinking as well as need for cognition was conditional on precollege and college level influences.
This study makes three important contributions to existing literature. Firstly, this study is among the first, if not the first, that examines the cognitive gains of NNES students during college using a pretest-posttest design. It adds to the growing body of literature that highlights the effects of student characteristics on college experiences and outcomes and expands our understanding of the role of language background in college student development. Secondly, this study provides empirical evidence on the effects of language background on college cognitive growth using a multi-institution longitudinal data and a pretest-posttest design. It estimates students’ cognitive gains during college through controlling the precollege level of cognitive scores besides a variety of confounding variables. Thirdly, results of this study provides valuable practical insights. This study is a significant addition to the literature that explores the college cognitive growth of underrepresented student groups. As the American society continues to become more diverse in many aspects, implications of this study are helpful for educators and researchers to achieve educational excellence for all students.
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Channing, O. Ernestien. "English written proficiency as a contributing factor to academic performance." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65481.
Full textAbstract:
Internationally English is increasingly being used as a language of instruction in education. This is also true within the South African context, a country with eleven official languages. Many non-native English speaking (NNES) students, for whom English might be their second, third or even fourth language, are studying through the medium of English. Previous studies on this topic acknowledge that the level of English proficiency which NNES students have, affects their academic performance. The problem under investigation in this case study was the relationship between students’ academic performance in particular modules and how their written responses in examinations contributed to them failing a module. The purpose was to establish to which extent limited English proficiency contributed to the poor academic performance of NNES preservice teachers studying through distance education. This study is underpinned by Cummins’ theory of Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency (1984). It is supported by related literature which emphasises the challenges NNES students experience in understanding academic content and responding to written assessment tasks in a language other than their home language. A quantitative approach was used which focused on the written responses to examination papers of thirty undergraduate B Ed students who had failed a particular module, at a private higher education institution. The contribution of inadequate or incoherent English, as the reason why marks were not allocated to answers, was calculated and analysed. Results indicated that students’ English grammatical proficiency does have an influence on their academic performance, though it is not the main contributing factor to students failing their modules. For this case study it was determined that the pre-service teachers’ inadequate English written proficiency contributed almost a third (25,6%) of the reasons for their poor academic performance. This finding suggests the need to develop new teaching strategies to accommodate and offer language support to NNES students in higher education institutions that offer qualifications using English as the medium of instruction.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
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Parry, Juliet M. "Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,302.
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Wurr, Adrian John. "The impact and effects of service-learning on native and non-native English-speaking college composition students." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290046.
Full textAbstract:
This study examines the impact of service-learning on native and non-native English speaking college composition students. The general research question is: In what ways does participation in service-learning impact student learning? Specific research questions pertaining to the general categories of student writing performance, motivation, and social orientation, are as follows: (1) Does service-learning impact students' perception of self, school, community, and society? If so, how? (2) Do native and non-native English speaking students respond to service-learning similarly? Why or why not? (3) Are native and non-native English speaking students affected by service-learning similarly? Why or why not? (4) What other factors--such as learning style, previous experience with community service, and career goals--impact service-learning outcomes? (5) Does service-learning lead to improved student writing? If so, in what ways? The study consists of treatment and comparison groups of native and non-native English speaking students, for a total of four classes in the case study. Critical pedagogy, complexity theory, teacher research, experiential and service-learning theories provide the main theoretical rationales for the study. Data collection involved surveys, student interviews, participant observations, analysis of students' journal and essay writing, and course evaluations. Douglas Biber's (1988) multifeature/multidimensional approach to textual analysis was used, along with holistic and primary trait analyses of student texts to determine what, if any, impact service-learning had on the student's writing performance. The initial results document cognitive, sociocultural, and affective factors that contribute to the writing performance of linguistically and culturally diverse learners. Service-learning had a positive impact on participants' self-perception as members of the local community and on their personal agency in promoting social change. ESL students were especially enthusiastic about improved cross-cultural understanding and oral communication skills as a result of their community service. More students in the service-learning sections also thought their writing had improved as a result of the course than in the comparison sections, and independent assessments of their essays supported this view. Textual analysis of the students' writing found more situated and interactive features in the comparison essays than in service-learning essays, however.
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Anderson-Manrique, Julie F. "Design or detour? The non-native English-speaking (NNS) student in the community college developmental writing classroom." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712029.
Full textAbstract:
Each year hundreds of foreign-born and other non-native English speakers (NNS) enroll in U.S. public community colleges. More than 40% of these applicants do not pass the entrance exams and are then directed to take a series of noncredit courses before entering the mainstream freshmen composition. The word mainstream refers to the regularly credited courses that one takes to earn credits towards one’s certificate or degree program. There are studies comparing the non-native speakers (NNS) to native English speakers (NNS) in the freshmen composition class. Other studies examine the mainstream writing class from the NNS student writer’s point of view. However, there is no literature that discusses the placement of the NNS student in the developmental course from the perspectives of the NNS student, the developmental writing instructor, and the administrator. By interviewing NNS students in the developmental writing class, community college staff, faculty, and administrators who interact with these students, we gain multiple perspectives about the placement of this population in the developmental writing class. The results of this study inform community college educators that some NNS students in developmental writing courses may have detoured from the mainstream path with little regard for some of their cognitive, affective, or linguistic needs.
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Mehta, Swati. "Othered by English. Smothered by Spanish?: A Critical Ethnography of Six Non Spanish Speaking Newcomer Immigrant Youth." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106717.
Full textAbstract:
Thesis advisor: Maria E. BriskDrawing on Collins' (2009) framework on domination and seeing language as a signifier (Bhaba, 1994), this critical ethnography explores the relationship between language and power within the context of a school focused on serving the needs of newcomer immigrant youth in the United States, a country that has increasingly become polarized around issues of immigration, social, and educational policy. Conducting observations in multiple social contexts and informal/semi-structured interviews, the study focuses on six non-Spanish speaking newcomer immigrant youth navigating a particular phenomenon - English and Spanish being dominant languages in their social contexts inside and outside of school. Data were analyzed using guidelines of critical ethnography (Carspecken, 1996). Salient findings include issues of assimilation, meritocracy, and invisibility at the school. The importance of transnational connection, restoration, and accessing social and cultural capital outside of school were also noteworthy. Suggested additions to theorizing work and research with this population as well as critical implications for newcomer schools are also presented
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction