Dissertations / Theses on the topic 'Language and literacy'
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Proctor-Williams, Kerry. "Language and Literacy." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/1813.
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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.
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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005."A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Crerand, Mary E. Lavin. "From first language literacy to second language oracy to second language literacy : the act of writing in a foreign language context." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239369687.
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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.
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With an increasingly bilingual population, children have more opportunities for dual language education. Literacy activities at home have been correlated with reading and writing success; however, helping a child learn in a language in which the parent is not fluent could create challenges. Parents of students who attend a K-8 dual language school completed a survey asking how they help their child obtain literacy skills in both languages. Over 200 surveys from both English and Spanish speaking households were analyzed to determine what strategies parents utilize. Follow up interviews were conducted by the investigator to ask additional questions about parent activities and learn if parents had special concerns about the dual language school environment. Reading books was widely chosen by parents when asked what activities they used to help facilitate literacy and language learning in both the home language and secondary language. English speaking families tended to rely more on school functions to help facilitate learning and literacy in Spanish. The Spanish speaking families reported a high usage of TV shows and movies as a tool to help their children develop their second language, English. Although some reported feeling concerned about their children learning two languages at once, the benefits that they saw from the experience outweighed any academic concerns.Thesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
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Brunn, Michael Vernon. "Language socialization, literacy and cultural identity: The centrality of heritage languages." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186889.
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This is a Life Story project that examined the relationships between the personal and the cultural identities of American Indian persons and their abilities to speak their heritage languages. More specifically, how Heritage Languages influenced the processes of language socialization, literacy acquisition and the formation of the personal and the cultural identities of American Indian children. The premise of the study was that a child's identity, sense of belonging, literacy acquisition and success in school are interrelated aspects of her/his cultural, social, linguistic and political histories. Through the telling of life stories the underpinnings of culture, language, literacy and socialization processes were explicated as fundamental aspects which constituted holistic life experiences for children. The stories revealed how these constructs and processes were formative of their personal and cultural identities. The importance of Heritage Languages was foregrounded as a central feature in these processes. The discussions with the consultants had three sections: (a) their language and socialization contexts and practices from early childhood to adulthood, (b) their remembrances of literacy acquisition, and (c) their notions concerning the importance of and the efficacy of Heritage Languages as central to identity and to the continuance of their cultures. The findings from this project were used to discuss two interrelated concepts. First, the ways in which Heritage Languages were formative of the cultural identities of persons growing up on and around a Reservation. Second, the ways in which Heritage Languages contributed to literacy acquisition and to their social and academic success in school.
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Sachs, Rebecca. "Phonological awareness in second language literacy." Thesis, Boston University, 2001. https://hdl.handle.net/2144/27757.
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Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Lee, David Y. W. "Modelling variation in spoken and written language : the multi-dimensional approach revisited." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322839.
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Sneddon, Raymonde. "Language and literacy in the multilingual family." Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312272.
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Archer, Conroy Annette Lynn. "The acquisition of L2 language and literacy /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7874.
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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.
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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and participating in sharing activities. Affordances included opportunities for using vocabulary and language structures, developing and expressing ideas, and reflecting on meaning of texts. Student actions included various forms of engagement in the activities and content such as speaking up during sharing activities, showing interest in what other students had to say, and not wanting the activities to end. This study helps to inform educators of the potential of literacy events to support both language and literacy development for adolescent ELLs.
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Randolph, 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.
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Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.
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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.
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Lindberg, Glenda Jean. "Literacy through writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1821.
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Beard, Margaret E. Beard. "An Examination of Language and Reading Comp." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500627239774182.
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au, k. murcia@murdoch edu, and Karen Murcia. "Scientific literacy for sustainability." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070828.93112.
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We only need to consider public media reports to appreciate that there is growing
concern amongst citizens for sustainability. This concern arises from increasing
appreciation that the current direction and rate of exploitation of resources is not
sustainable and humanitys actions today are arguably compromising future generations
ability to meet their living needs. By drawing on the research of scientists, ranging from
their evidence of the problems of sustainability to those promising solutions, the same
press reports show strong links between sustainability and science. The appearance of
such reports in the public media implies that citizens understand the interaction of
science and sustainability and that they can engage critically with scientific research,
including its applications and implications for sustainability. In this dissertation this
understanding and capacity to engage critically is termed scientific literacy. The general
question governing the research reported in this dissertation arose from this context and
is: What does it mean for citizens to be scientifically literate within the context of
sustainability? More specifically, because it is expected that university graduates are
well educated in a socially relevant manner, with commensurate responsibilities and
influence, the focus question studied in this dissertation is: What does it mean for
university graduates to be scientifically literate?
It became apparent from the review of the literature, that the concept of scientific
literacy was multidimensional. The three key dimensions that emerged were (i) the
fundamental and enduring ideas and concepts of science, (ii) the nature of science and
(iii) the interaction of science with society. These dimensions provided the framework
for the research reported in this dissertation. Within this framework and based on the
literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with
successive dimensions including the previous dimensions and expanding upon them.
The second relationship was that students scientific literacy developed sequentially
along the same hierarchy. It was proposed that development occurred sequentially, with
development of concepts of science first, nature of science second and interaction with
society last. It was proposed that a scientifically literate person would have reached the
level of understanding that includes the interaction of science with society. Specific
indicators of the successive dimensions were functional, conceptual/procedural and
multidimensional, which at this highest level, includes the relationship between the first
two dimensions and society.
This framework and the associated indicators were used as a structure and lens for
interrogating the development of scientific literacy of 244 first year university students
enrolled in Australias Murdoch Universitys foundation unit, Life and the Universe.
This is one of five units from which first year students are required to select one. The
units are interdisciplinary in nature with Life and the Universe being a unit that covers
generic issues in science. In part because of its content and in part because it allows
students from all backgrounds to enrol, it was considered suitable for studying,
illustratively, the development of scientific literacy of potential university graduates.
The development of scientific literacy was studied in three ways. First, participants
responded to open questions about a newspaper report of science, before and after their
studying in Life and the Universe, second, they responded to a Likert style questionnaire
regarding the nature of science, again before and after studying the unit, and third, a
subset of participants were involved in a focus group run over two years.
The participants responses to the open questions on the questionnaire were analysed for
their critical engagement with the news brief, in terms of their ability to give reasons
why the text should be accepted or rejected. The nature of requests for extra information
about the news briefs content was also analysed. Analysis of the initial responses to the
open questions showed that more than fifty percent of the participants in this study did
not demonstrate the ability to critically engage with science reported in the news.
The Likert style questionnaire assessed participants conception of the nature of science,
with one end of the continuum reflecting a traditional view that science was a body of
unchanging facts, derived from objective and value free observations, and the other
reflecting a more contemporary view, that scientific knowledge was dynamic, open to
change, had subjective components, and had scientists socially located so that their work
was not free of values. Analysis of the initial responses to the Nature of Science
questionnaire showed that more than fifty percent of the participants were located on the
continuum towards the contemporary, socially located end. However, it also showed that
the majority were still not sufficiently located towards the contemporary end of the
continuum to view science as dynamic, with a changing body of knowledge. There was
no statistically significant difference in these analyses in relation to participants gender,
time out of school, course of enrolment or science background.
Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the
Universe showed that the number of participants engaging critically did not increase.
More expectedly, the comparison of the pre and post Life and the Universe responses to
the Likert scale showed that there was overall a statistically significant increase in the
groups contemporary, socially located, perspective of the nature of science during their
participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a
world in which they are a part and, as such, their work is not objective or value free.
Nevertheless, there was substantial possibility of higher locations on the scale which the
majority of participants did not reach. This statistically significant increase, but
possibility for further improvement, is compatible with the lack of increase in critical
engagement with the news brief and suggests that the statistical increase was not
educationally significant.
The focus group data contributed greater depth of understanding to the researcher about
the range in participants conceptions of the nature of science. The conceptions evident
were consistent with the conclusions from the open questions and Likert style
questionnaire and also highlighted limited understandings of scientific processes or
scientific methods. It was evident that misconceptions and naïve understandings of the
contemporary nature of science were present at the beginning and retained throughout
the foundation unit learning experience. These limitations helped explain participants
inability to engage meaningfully and to question critically the science news briefs
contained in the questionnaires. Data from the focus group also suggested that a limited
understanding of science terms prevented critical engagement with the content of the
news briefs.
Following closely the focus group participants development of scientific literacy over a
two year period, allowed the researcher to gain a greater depth of understanding of the
participants development of scientific literacy than that which could be gained alone
from the large scale administrations of the questionnaire. This experience highlighted
that the development of scientific literacy was far more complex than the originally
proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction
of understanding about the development of scientific literacy. It was evident that the
ability and disposition to critically question and act scientifically required parallel
development of science content, socially located conceptions of the nature of science
and understanding of its interaction with society. It was the blended and parallel
development of these knowledge dimensions, at any level, that demonstrated scientific
literacy.
In order to characterise the more complex structure amongst the dimensions in which
parallel development occurred, a rope metaphor was used. This metaphor effectively
represented the observed development of scientific literacy, as it made concrete the
interwoven threads of multidimensional knowledge. It represented more realistically
the complex, intertwining and multidimensional aspects of participants development of
scientific literacy. Re-thinking the development of scientific literacy and representing
the construct with the rope metaphor offered possibilities for effective pedagogy in
higher education. The interaction of multidimensional threads of knowledge seems an
integral part of the development of scientific literacy and suggests the need for teaching
and learning experiences that are holistic in nature and driven by socially relevant
contexts.
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Willenberg, Ingrid Anthea. "The emergent literacy development of pre-schoolers and their home supports for literacy." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/24829.
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The aim of the study was to assess the emergent literacy knowledge of a group of South African pre-schoolers from low and low-middle class families and to explore their home supports for literacy. The sample comprised 24 subjects, aged between 5 years 9 months and 6 years 5 months. Sixteen of the subjects were from low-middle class families, while the remaining eight were from low-class families. The emergent literacy knowledge of the children was assessed using the Emergent Literacy Assessment Profile (ELAP), which was developed for the purpose of this study. The profile included subtests derived and modified from existing batteries developed elsewhere in the world for assessment of emergent literacy. The children's home supports for literacy were ascertained by means of personal interviews conducted with the parents in their home environments. Although both groups exhibited poor emergent literacy knowledge in general, it was found that there were statistically significant differences in the performance of the two groups on several subtests of the ELAP. The group of children from low-middle class families displayed relatively better literacy knowledge than their counterparts from low-class families. This group (i.e. the low-middle class group) also had better access to home supports for literacy. Thus, differences in home supports for literacy were strongly linked to differences in socio-economic status. The findings of the study confirm the much documented finding that home environments impact greatly on children's emergent literacy development. The finding that even the children with relatively more favourable home environments displayed deficits in emergent literacy knowledge indicates the urgent need to promote the emergent literacy development of pre-schoolers in South Africa, particularly those from historically disadvantaged communities. This has implications for parents, teachers, educare workers, librarians and speech-language therapists, inter alia.
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King, Linda. "Roots of identity : language and literacy in Mexico." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315911.
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Hale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.
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Sharp, L. Kathryn. "Building Literacy: Vocabulary, Academic Language, and Meaning Making." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4295.
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Ward, Julie. "Language, Literacy, and Conscientização in American Public Schools." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5423.
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Language, Literacy, and Conscientização in American Public Schools synthesizes poststructural language theory to critique literacy teaching and assessment norms in American public schools in order to theorize a pedagogy of racial and economic justice that embraces globalization and immigration. Chapter I creates a theoretical framework for language that rests firmly on both Lev Vygotsky’s and Jacques Lacan’s sociohistorical approach to language acquisition and language use. Mikhail Bakhtin’s work demonstrates the heteroglossic nature of discourse, while Antonio Gramsci politicizes this framework through an understanding of hegemony. Chapter II sketches ethnographic research on teaching practices of various American communities, focusing on ideology perpetuating through discourse. A cultural critique of public school economics and epistemologies determines that shortfalls in public education derive from discourse practices among economically and racially stratified lines, as well as the capitalistic intrigue for reform movements like charter schools. Chapter III turns to Paulo Freire, and his praxis of critical awareness through literacy, or, more simply: conscientização.
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Sharp, L. Kathryn. "Got Literacy…?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4273.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Rodgers, Kristen M. "Teaching English as a second language students literacy a comprehensive literacy model for nonolingual educators /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:127.
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Constantine, Joseph L. "Relationships among early lexical and literacy skills and language-literacy environments at home and school." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000474.
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Kelley, Marion Louis. "Carnivalesque enculturation: Rhetoric, play, and "Wabbit Literacy"." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289105.
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This dissertation explores the processes that enable understanding of irony and parody, arguing that understanding of ironic and parodic discourse is grounded in socially-constructed knowledge, frequently through knowledge derived from mass media. Although parody and irony are often commodified products of mass culture, they can also help interpret and critique mass media. I also conceptualize a type of cultural knowledge for which I have coined the term "Wabbit Literacy" in recognition of the many parodies found in Bugs Bunny cartoons. Wabbit Literacy is a dialogic means of learning resulting when a reader encounters parodic references to a text before encountering the text being parodied. What is for the writer a parodic allusion to a given cultural artifact (text 1) becomes for the reader of the parodic text (text 2), the primary reference point for awareness of text 1. Wabbit Literacy offers a new perspective from which to consider the situatedness of dialogic interactions among readers, writers, and text(s). Wabbit Literacy examines the "temporal contexts" of discourse, the relations among a particular reader's earliest encounters with a text, later encounters with the text(s), and changes in the reader's interpretations over time. Wabbit Literacy begins with a moment that most conventional discussions of parody and irony might describe as a reader's "failure" to "get" an irony or parody. Such "failure" to interpret irony or parody is not always the terminus of the discursive event, and may often be the beginning of learning, a first step toward competence in particular socially constructed discourses. In addition, the dissertation examines similarities between the classical enthymeme and the process of understanding humor and parody. Humor and rhetorical enthymemes work because members of discursive communities make use of socially-constructed common knowledge; parody deploys enthymematic social and textual norms for humorous purposes. Because parodic frames involve deliberately playful perspectives, Wabbit Literacy can interrogate ideological underpinnings of knowledge systems. Parody can enable tactical, local resistance to corporate entertainment products. Fans' playful transformations of commodified entertainment can give them a measure of individual agency, constituting a form of "vernacular theory" that enables a critical approach to entertainment texts.
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Ali, Hawedi Ragab. "Second language academic literacy development in Libyan higher education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26219/.
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Drawing on recent literacy studies, this thesis examines second language academic literacy development in Libyan higher education. A novel intervention programme focusing on academic writing through an action research approach was undertaken with a group of 30 undergraduate university students, majoring in English as a foreign language who were studying in a college of education at a university in the North West of Libya. The research was guided by five main aims: firstly, to explore Libyan higher education students’ perceptions regarding the influence of their socio-cultural and educational background, and the institutional context on their academic literacy development; secondly, to examine their views and thoughts about the concept of academic literacy and its development within their institution; thirdly, to apply the genre approach to teaching writing as an innovation in a Libyan context in order to raise participants’ awareness of how English academic literacy might be developed; fourthly, to employ action research to develop practice in order to improve teaching and learning L2 (Second Language) writing in a Libyan context; and finally, to contribute to building theory in the field of teaching English L2 academic literacy in higher education in Libya. The field work was conducted over six months, and to gather data for analysis, the study employed five tools of data collection: observation, using a teacher journal to monitor the students’ learning performance; students’ written feedback on sessions; samples of the students’ written work; a questionnaire and an interview administrated at the end of the intervention programme with further interviews a year after conducting the initial empirical research. Data analysis revealed inadequacies in the role of the wider socio-cultural environment for acquisition and practice of English reading and writing at school and also for the development of academic literacy in higher education. English is viewed as a school subject rather than a language and the concept of academic literacy is not familiar in a Libyan context so there are few opportunities for students to develop outside the classroom. The problems students encounter in language and in writing also revealed limitations in the teaching within Libyan institutions. Students who experienced the intervention programme appreciated the significance of English academic literacy and felt it should be promoted through individual and social awareness and within an educational environment which encourages its multifaceted nature, and the need for resources and a more participative pedagogical approach. Finally, this study suggests that the genre approach, as yet unfamiliar in Libya, might be helpful for students to improve their L2 writing capabilities and encourage awareness of academic literacy through learning by doing and through engagement with language as a holistic process. Action research, also unfamiliar in Libya, proved significant in professional and pedagogical development and in the creation of a more student-centred classroom in which students felt empowered to participate and to engage in the teaching and learning process.
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Peyton, Kari C. "Literacy programs identification and assessment of English language learners /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/.
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Ramon, Patricia. "Investigations of whole language teachers' practices in literacy development." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2487.
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The purpose of this study was to investigate teachers' use of whole language practices in language arts classrooms to determine if teachers' attitudes and philosophies about whole language influence their teaching. Previous research studies in the area of whole language practices indicate that teachers' preexisting philosophical outlooks concerning language influence the effectiveness of their whole language practices.
The research questions dealt with teachers' perceptions of the effectiveness of a whole language instructional approach. The study also focused on factors that influenced teachers to utilize whole language practices.
Four self-professed whole language teachers participated in this qualitative research study. Data were from classroom observations, interviews with the teachers, teachers' lesson plans, examinations of student's work, and review of curriculum guides.
Data collected revealed that teachers' perceptions and philosophical views are reflected in teachers' instructional practices. The interpretation of data led to the conclusion that whole language practices are influenced by teachers' attitudes and philosophies about whole language.
Recommendations are that teachers be allowed to practice the whole language instructional approach and that training and staff development be provided for teachers desirous of utilizing this practice. It is also recommended that school administrators provide support services and periodic inservice training for teachers desirous of continuous implementation of whole language practices.
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Branch, Kirk. "Telling stories : language and lives in adult literacy narratives /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9462.
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Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.
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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However, because very little research has been done on ASL/English instruction and methodology, Fernandes (1997, p. 2) states, "There is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and competence." Although several research studies have investigated the relationship between ASL and English literacy acquisition and have provided strong theoretical support for educating Deaf children bilingually, there is still a lack of study on practical strategies or "how-to's." Furthermore, the teacher-training programs in Deaf Education historically have not attracted potential applicants with fluent ASL skills and knowledge of bilingualism and literacy. Most of the programs strongly emphasize medical-pathological views rather than appropriate pedagogies that access and build upon deaf students' linguistic and cultural knowledge. Hence, this dissertation addresses practical strategies for teaching deaf students by analyzing teachers' retrospective stories on their experiences with implementing a new bilingual model in their classrooms. As adapted from Livingston's claim in her book, Rethinking the Education of Deaf Students (1996), in light of our goals, we wish to address the dire need for prospective teachers and teacher educators to rethink their views of us, Deaf people, and in doing so, rethink the theoretical underpinnings of their teaching methodologies in teacher education programs and schools.
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Facun-Granadozo, Ruth. "Fostering Language (and Literacy) Development Among Infants and Toddlers." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4339.
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Ramos, 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.
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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
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Robitaille, Elizabeth Grove. "Supporting teachers in assessing the language and literacy skills of preschool English language learners." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872172531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Bitetti, Dana Lynn. "Language Dominance and the Language, Literacy, and Early Math of Spanish-English Bilingual Preschoolers." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/393035.
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Communication SciencesPh.D.
There is a growing need for more information regarding the early academic development of preschool-age children who are learning to speak Spanish and English. To achieve this, studies are needed that acknowledge the heterogeneity of language abilities within bilingual preschool children, and that these variations in language abilities may impact children’s early academic skills. This two-study dissertation investigated how four foundational skills: narrative production, phonological awareness, letter-word identification, and early math, differed depending on the language dominance Spanish-English bilingual children possessed at preschool entry. The studies used data from a larger language, literacy, and self-regulation project entitled Tools of the Mind: Promoting ELLs’ Language, Self-Regulation & School-Readiness. Participants were typically-developing children of Latino heritage recruited from early childhood centers with primarily English instruction. Performance on a standardized language battery given in English and Spanish was used to assign children to one of three language-dominance groups (i.e., stronger-English, balanced abilities, stronger-Spanish). Both studies yielded several findings that make unique contributions to research on bilingual preschoolers. The first study underscored the important relations of both lexical diversity and grammatical production abilities to bilingual preschoolers’ narrative macrostructure. The second study identified specific areas of school readiness strengths for each language dominance group and identified areas that may need additional support. Implications of interest to speech-language pathologists and other early childhood professionals are discussed, including implications for assessment and differential instruction.
Temple University--Theses
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Kendal, Charmaine Allana. "Everyone has a view of literacy : learners' perceptions of literacy and their practices at home and at school." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8077.
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Includes bibliographical references (leaves 90-93).This is an ethnographic study of how learners write about, speak about, depict and value their literacy activities at home and how this links with their performance at school. It also examines the shift in learners' perceptions of literacy through their involvement in the research project. The theoretical framework for the research is drawn from the New Literacy Studies with its emphasis on the autonomous and ideological models ofliteracy (as formulated by Street) and on literacy as situated practice. The data is a series of literacy activities, of seven learner profiles made up of their writing, literacy inventories, photographic depictions, focus group discussions, semi structured interviews, and tasks assessed in the formal academic domain. Critical Discourse Analysis is used as a tool for the analysis of some of the data and traces the similarities and differences in the kinds of literacy activities that learners engage in, ranging from homework to hobbies, cell phones, conversations, computer games and so forth. Interpretation of the data also draws on Gee's theory of primary and secondary Discourses.
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Watters, Juanita L. "Landscapes of Literacy: Global Issues and Local Language Literacy Practices in Two Rural Communities of Mexico." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/216951.
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This ethnographic study examines the local (Indigenous) language literacy practices and literacy events in their specific sociocultural contexts in two Indigenous language communities in Mexico. The languages of these two communities are among over 200 Indigenous languages of Mexico still spoken today, despite half a millennium of pressure against Indigenous languages by speakers of Spanish. The focus of this study is on how these languages, Mela'tajtol (Isthmus Nahuat), and Ngigua (Northern Popoloca), are being used today in their written form. Both the Mela'tajtol and SM Ngigua communities have a history of literacy practices in their own language, albeit not yet extensive. The social practices surrounding the uses of print compose what I have called landscapes of literacy. In my research I observed new contexts produced through texts and practices in the Mela'tajtol and SM Ngigua language communities. The research brings to light the significance of the geographic, historic and linguistic contexts of both communities, and the importance of recognizing the multilayered relationships of power among those involved in writing their languages. What emerges is a compelling picture of an unprecedented collaboration in each community between bilingual teachers motivated by national pressure to teach reading and writing of their language in the schools, and the principal participants of the study, who are not bilingual teachers, but who hold resources and skills they are eager to share in promoting their language in written form. The dissertation reviews frameworks of language planning and proposes a framework of power and human agency to further describe the layers of social meaning and responsibility identified and described in the research. This symbiotic relationship is also found in the national and international influences and resources for promoting the use of indigenous languages of Mexico in written form at the local levels (including the Mela'tajtol and SM Ngigua languages). UNESCO's recognition of challenges to literacy at the global level are compared to the challenges found regarding literacy in the local languages of the two communities of study. Implications are presented for further research, as well as recommendations for the two communities and other people of power involved in indigenous language cultivation.
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Jonasson, Agneta. "Motives for Literacy : an investigation of adult illiterate students' motives for becoming literate." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19319.
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The aim for this study was to investigate adult illiterate students’ motives for becoming literate. The study was conducted in an adult education institution in Sweden where I interviewed four participants learning how to read and write in a second language. All the informants were illiterate when they started school in Sweden and I wanted to investigate if there were differences in second language acquisition dependent on age, gender, motivation or motive. Individual qualitative interviews were used in the method, based on grounded theory. The result showed no motive differences and all informants had the same motive as a goal; to obtain a job. Motivation, however, varied depending on age, but no gender differences could be found. According to this study, high motivation and a positive attitude are the most important factors for succeeding in the literacy work.
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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.
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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.
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Tolley, Rebecca. "Review of The Modern Language Association Language Map." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5628.
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Apostolakis, Roberta. "Literacy Coaching: Approaches, Styles, and Conversations." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27698.
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This study is an investigation of teachersâ perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools.Ed. D.
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Sharp, L. Kathryn. "Early Literacy Workstations." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4301.
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FERGUSON, LORI K. "Evolution of Pre-Service Teachers’ Definitions and Practices of Academic Language and Mathematical Language." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592136880245101.
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Mackerras, Stephen Damian. "A Sociocultural Approach to New Language Literacy: Exploring the Japanese Linguaculture Through Collaboration." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/367850.
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This study explores a sociocultural approach to teaching and learning Japanese and argues that such an approach offers a framework for change in the way a new language is taught.
As a starting point The National Statement (MCEETYA 2005), Getting Started (Dellit 2005) and Teaching and Learning Language: A Guide (Scarino & Liddicoat 2009) are examined as it is these policy documents that direct Australian languages educators to adopt the view that language should be taught, not only as words and rules but as knowledge that ‘enables learners to communicate across cultures’ (MCEETYA 2005, p.3). Using these documents I argue that language teachers are experiencing new opportunities, presented by profound social changes, which could change how and what they teach. It is because of this ‘sociocultural turn’ (Johnson 2006) that an opportune time has come to rethink the fundamental philosophies behind languages education, given the potential for further changes to policy and practice. In this thesis, I argue that a sociocultural approach offers a framework for such a change to take place, especially in the field of new language literacy.
In building on prior research I extend an emerging interest in the area of languages education which seeks to find inspiration and new research paradigms from the sociocultural approach. Within the thesis I situate scholarship within a New Literacies Paradigm (Swaffer et al. 1991, Kern 2000) that sees new language literacy in terms of how ‘language is shaped and framed by culture’ (Lo Bianco, Liddicoat & Crozet 1999, Agar 2002) or what I term ‘linguaculture’. For the research reported in this thesis I have devised a Social Literacy Model (SLM) which has the potential to act as a guide for students of language to become literate within a New Literacies framework that employs collaboration and discussion (Vygotsky 1986). By adopting the sociocultural approach I argue that, through collaboration with peers a learner’s understanding of language may be transformed through their own participation (Rogoff 1990, Renshaw & Brown 2007) and the integration of ‘schooled’ and ‘everyday’ concepts (Vygotsky 1987) into their discussion around language.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Stuudies
Arts, Education and Law
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Clement, Victoria. "Rewriting the "Nation" Turkmen literacy, language, and power, 1904-2004 /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133456057.
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Lovat, Amy Kathryn. "Perceptions and Practices: What Drives Literacy Instruction?" Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13988.
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Literacy is a multifaceted skill which is highly valued in modern society. It is considered a fundamental life skill which influences academic, social and vocational prospects, earning potential and causes long term psychosocial difficulties such as low self-esteem and vulnerability to antisocial behaviour. Evidence suggests that literacy outcomes for many Australian children remains poor, highlighting the need for the establishment of high quality literacy intervention teams within the school environment. This thesis explores the factors impacting on literacy development and teaching practices and is able to provide specific recommendations for moving forward in building successful partnerships to improve literacy outcomes. The two qualitative studies were conducted using a focus group methodology. Study 1 investigated skills that underpin literacy, barriers to facilitating language and literacy and teacher confidence in literacy instruction. Study 2 explored drivers of change in literacy instruction and how teachers respond to these changes. The results showed that teachers and speech-language pathologists have similar perceptions about the highly complex nature of literacy development. The findings for Study 1 suggested that to improve children’s literacy outcomes it is essential that teachers and speech-language pathologists have a collaborative understanding of literacy and how to best facilitate communication and literacy outcomes. Study 2 indicated that literacy is a dynamic process, and is constantly changing and evolving in response to evidence based research. Study 2 discusses the tensions which are created by forces driving change. Speech-language pathologists must have a clear understanding of this complex process and environment in order to further develop better partnerships with teachers before being able to provide a quality literacy service that is functional, effective and sustainable.
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Pelaez-Morales, Carolina. "Expanding composition's scope : community-based literacy and second-language writing /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423549.pdf.
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Fine, Zelma. "A constrastive case study of orthodox and alternate adult literacy initiatives, as regards their assumptions about literacy, pedagogy, and curriculum." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11854.
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Includes bibliographical references (p. 83-89).The aim of this study was to investigate and contrast two sites of literacy tuition, the one being an orthodox night school, set-up and run according to departmental requirements, and the other, an innovative endeavour situated within the walls of the South African Museum. My concern was to examine how different constructs of what literacy is and how it should be taught manifested themselves in curricula, pedagogy, and organisation at the two sites. I used ethnographic-style methods to gather data at the two sites. From the perspective of orthodox literacy instruction, as it has developed in adult education, the emphasis in literacy instruction is on the transmission and acquisition of a set of skills, imparted to learners in order that they might 'become literate'.
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Cunha, Maria Jandyra. "The Yudja of Xingu : language, literacy and social change among speakers of an endangered language." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242836.
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Mackie, Clare Jayne. "Writing performance in children with a specific language impairment : impact of oral language and literacy." Thesis, University of Warwick, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444837.
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