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Dissertations / Theses on the topic 'Language difficulties'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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1

Georgali, Konstantina. "Greek teachers' understandings of typical language development and of language difficulties." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10038677/.

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Language is a dynamic learning mechanism for children. Oral language skills are pivotal to all children and should be practiced in schools. However, not all children develop language typically and some may experience language difficulties at differing levels and degrees of severity. As the concept of inclusion has gained currency in many countries, it is expected that larger numbers of students whose difficulties are not severe enough to be admitted to a special school, will be educated in mainstream classrooms alongside children with typical language development. Thus, teachers are increasingly faced with the challenge of teaching students with differing profiles of needs. However, research has paid little attention so far to teachers’ views and to their preparedness to cope with such challenges. This study was based on a Sequential Exploratory Mixed Methods Design deployed in three consecutive and integrative phases. The first phase involved 18 exploratory interviews with teachers. Its findings informed the second phase involving a questionnaire survey with 119 respondents. Contradictory questionnaire results were further investigated in a third phase employing a formal testing procedure with 60 children attending Y1, Y2 and Y3 of primary school. Results showed both strengths and weaknesses in teachers’ awareness of language related issues and of language difficulties and gaps in their expertise to meet the needs of children with language difficulties. However, they also provided a different perspective of children’s language needs and of language teaching approaches. This perspective reflected current advances in language problems and synchronous conceptualizations of inclusion and opened a new window on how to optimize existing teaching approaches so as to promote language development for all students in class while at the same time supporting the specific needs of children with language difficulties in an inclusive ethos.
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2

Bablekou, Zoe. "Memory processes in children with specific language difficulties." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252961.

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3

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

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4

Murrieta, Imelda Guadalupe, and Imelda Guadalupe Murrieta. "Identifying Emotional and Behavioral Difficulties Among English Language Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625551.

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English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database. Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems. Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.
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Al-Sulaimani, Adil Abdul Hameed Musa. "Reading difficulties in Arab learners of English." Thesis, Birkbeck (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261693.

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6

Watson, J. M. "Matrix training and sign language for the mentally handicapped." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374864.

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7

Wold, James B. "Difficulties in learning English as a second or foreign language." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.

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8

Koltun, Hadley Stephen. "Teacher-identified oral language difficulties in children with attention problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51540.pdf.

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9

Primeau, Casey Anne. "Person-First Language: Difficulties and Solutions with Putting People First." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613459.

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Person-first language is often labeled as the gold-standard method for writing about and addressing people who have disabilities. The goal of person-first language is to put a person before their disability and emphasize other aspects of who a person is beyond their disability. This goal offers a more appropriate option in lieu of using some of the insensitive and offensive terminology that often has been used to describe individuals with disabilities. Though thought of as a neutral and respectful method of referencing individuals with disabilities, there are still many flaws and objections to its use. A different method, disability-first language, involves calling someone a “disabled person” rather than a “person with a disability.” This method of reference contends with person-first language as many people with disabilities feel that it reflects the fact that their impairment is part of who they are. Preference between person-first and disability-first language varies across disability groups. The debate remains whether people should opt to use person-first language or disability-first language. No preference has been documented yet amongst people with intellectual and developmental disabilities, but interviews conducted in this study show that person-first language might be an appropriate option to use in general with this population.
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10

Ayhan, Cile. "Matematikundervisning på ett andra språk : En kvalitativ studie om lärarens kunskaper och strategier." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31652.

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The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students. Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations. Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.
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11

Murasugi, Kumiko G. "An exploration of syntactic difficulties in right brain damaged patients." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5391.

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12

Croft, Stephen. "Word-finding Difficulties in Bilingual Aphasia : Implications for Speech Language Therapy." Thesis, City University London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522909.

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13

Lumadi, Thabelo Zacharia. "Teaching strategies that teachers use to improve reading and writing in English as first additional language : case study." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1763.

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Thesis (M. Ed.) -- University of Limpopo, 2016
This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers. This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews. KEY WORDS Reading, Writing, Difficulties, Strategies, Constraints, Improve
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14

Agerström, Anette, and Jane Weinmer. "Tal- och språksvårigheter/språkstörningar i ett genusperspektiv Speech and Language Difficulties/Language Disorders from a gender perspective." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35367.

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Syftet med denna studie är att göra en jämförelse mellan pojkarnas och flickornas tal- och språksvårigheter/språkstörningar i elva förskoleklasser.
Speech and Language Difficulties/Language Disorders from a gender perspective
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15

Lundström, Lars. "Reading Difficulties and the Twofold Character of Language : How to Understand Dyslexia." Doctoral thesis, Uppsala University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.

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The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties.

First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches.

Second, the following themes were investigated empirically:

– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.

– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2.

– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension.

– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.

– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.

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16

Lundström, Lars. "Reading difficulties and the twofold character of language : how to understand dyslexia /." Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.

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17

Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.

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The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.
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18

Murphy, Carol-Anne. "Profiles and characteristics of sentence production difficulties in children with specific language impairment." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2660.

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Sentence production difficulties in children with Specific Language Impairment (SLI) include problems with production of verb argument structure, complex sentences and morphology, with several studies attesting to particular weaknesses in verb knowledge Children may group according to relative strengths and weaknesses in production of verb argument structure and morphology. Guided by a theoretical model of sentence production as a framework for profiling and choice of assessment tasks and tools, this researach aimed to differentially diagnose profiles of sentence production difficulties in children with SLI and to determine stability profiles and change. Data was gathered from typically developing children (n=92) for the purposes of standardising a verb knowledge and sentence generation task designed for the study. Cluster analysis based on assessment results at two time periods, for school-aged children with SLI (n=20), on a range of single word, sentence level and narrative tasks that probed semantic-syntactic and morphological levels of sentence production, with consideration of non-standardised measures of morphological and argument structure errors, was carried out. Possible interactions between levels of sentence processing were explored through a randomised cross-over intervention study targeting verb argument structure and morphology. The results of profiling indicate small clusters of children who had weaknesses across several aspects of sentence production, or weaknesses confined to one or two aspects only. One large cluster presented considerable heterogeneity and stability of profiles for the whole group at follow-up assessment was poor. Variability within profiles and over time, with task differences, point to the importance of detailed profiling in order to specify deficits for intervention. The results of the intervention study indicate treatment effects in both argument structure and past tense production with some limited support for an order of intervention effect, suggesting that complexity effects and interactions between levels of sentence processing could be exploited to maximise change from intervention.
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19

Ramsay, Janet Marshall. "Secondary school staff's understanding of the relationship between problem behaviour and language difficulties." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4884/.

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The high incidence of undiagnosed language difficulties in students experiencing problem behaviours was the genesis of this exploratory study. The study considered how adults supporting these students understood the relationship between behaviour problems and language development. A mixed methods methodology was adopted and the study was located within a critical realist ontological stance and a constructionist epistemological position. Semi-structured interviews and a Q sort were used for data collection. Eight participants were interviewed and 20 participants completed the Q sort. The participants were Special Educational Needs Coordinators and Pastoral Managers based in local authority schools in the North of England. Thematic analysis was used to analyse the interview data set and the Q sort was analysed by an inverted factor analysis with a qualitative interpretation of the resultant factors. Finally, an integrated analysis using triangulation was conducted and this identified three meta-themes which indicated that despite a range of recent initiatives, school staff continued to have a limited understanding of the relationship between problem behaviours and language difficulties. School staff perceived their expertise to be within their subject areas and pedagogy and there was a reliance on previous experience and existing practice when considering causal relationships and interventions. The study has implications for Educational Psychology practice at casework and systems levels as well as for commissioning of services. Educational Psychologists (EPs) need to be aware that how school staff understand the relationship between behaviour and language may preclude the identification of language difficulties, as may their own theoretical lens. EPs can promote the development of data collection systems and interventions for language skills as well as supporting the initial training and continuing professional development of teachers in this area. Commissioners of services need to include EPs in multi-disciplinary teams to conduct comprehensive assessments of students with behaviour difficulties.
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20

Barros, Ana Marina do Val. "Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of puberty." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2937.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 70-77).
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21

Kaplan, Gaby. "App-based intervention for children with reading difficulties : a description of five cases." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13112.

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Includes bibliographical references.
This descriptive single subject intervention study aimed to describe the outcomes of an application (app)-based intervention for five children with reading difficulties. All participants were required to have a grade one reading level. Each participant’s language and literacy profiles are detailed in accordance with developmental and information processing models, and intervention was designed based on each child’s specific level of difficulty. Following a baseline control period, each child received approximately six weeks of intervention using the Reading TherAppy and/or Comprehension TherAppy app (Tactus Therapy Solutions) on an iPad ® mini, which was mediated by the researcher on a 1:1 basis. Treated and untreated probe items were administered at three points in the study (baseline, pre, post) in order to determine the effects of intervention on treated and untreated, matched items. Each child’s reading on standardized literacy measures was re-evaluated post intervention. This was followed by an interview with each participant to obtain information about his or her experience of the intervention. Results show that all participants improved their reading of items treated in the intervention. In addition, some of the participants’ standardized reading and spelling scores improved in relation to typically developing peers from pre to post intervention testing. Changes are detailed for each participant using the theoretical models. Child interviews indicated that all children enjoyed a positive experience of intervention. This study aimed to explore and contribute to the limited knowledge base on efficacy, optimal dosage and outcomes of app-based intervention for children with reading difficulties. The implications of the study are discussed in relation to Speech Language Therapists working in educational settings, the functional application of models of reading, and the reading intervention literature.
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Willis, Suzi. "A longitudinal study of the language and memory profiles of children with hearing impairment who exhibit language learning difficulties." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617798/.

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This thesis addresses the vocabulary, language and memory abilities of children with hearing impairment who, despite early provision of hearing aids or a cochlear implant, display substantial difficulties in the development of spoken language: an under-represented group in the literature. The research utilized a longitudinal case series design and standardized vocabulary, language and memory assessments in order to identify patterns and changes in abilities when assessed annually on three occasions. The memory assessment battery contained multiple tests that measure verbal and visual short-term memory and working memory, which enabled an innovative and a comprehensive evaluation of strengths and weaknesses in memory abilities. Six children with hearing impairment who use speech as their primary mode of communication participated in the research. Three data collection points occurred at twelve month intervals within both mainstream schools and schools specializing in the education of children with hearing impairment. This permitted an in-depth assessment of vocabulary and language abilities, as well as the creation of memory and language profiles specific to this group of children. The development of memory profiles from this thesis tentatively suggests that a difference in the quality of auditory input and auditory experience that children with hearing impairment receive may contribute to their difficulties in word storage, early word learning and language development. An exploratory intervention study to enhance vocabulary acquisition was informed by the memory profiles generated in the main study alongside contemporary knowledge gained from other researchers. The aim of the intervention programme was to address the early word learning difficulties and deficits in vocabulary that all the children with hearing impairment in the study exhibited. The findings from the exploratory intervention study provide preliminary evidence for ways in which to individualize therapeutic input for children with hearing impairment who are having considerable difficulties in acquiring vocabulary and developing spoken language.
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Reis, Leonice Passarella dos. "Investigating the effects of language learning strategies teaching on the learning process of efl students with language learning difficulties." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/88020.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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Este estudo teve como objetivo investigar os efeitos do ensino de estratégias de aprendizagem de língua no processo de aprendizagem de seis alunos de inglês como língua estrangeira, que possuem dificuldades de aprendizagem. O estudo contou com a participação de 16 alunos: seis no grupo experimental e dez no grupo de controle. Para efetuar essa investigação, foram observadas 46 aulas de 90 minutos, das quais 34 foram observadas através de anotações e 24 através de gravação em áudio. Além disso, cada participante respondeu seis questionários e preencheu diários. Cada participante foi entrevistado uma vez e cada professora foi entrevistada duas vezes. Finalmente, um Programa de Instrução em Estratégia de Aprendizagem de Língua foi desenhado e dado ao grupo experimental. A análise dos dados mostrou que (1) os participantes apresentaram dificuldades em ouvir, falar, ler e escrever em Inglês, (2) a maioria dos participantes no grupo de controle permaneceu com as dificuldades encontradas no início do curso e, além disso, outras dificuldades foram identificadas até o final do curso, e (3), depois de participar do programa de instrução, o grupo experimental sofreu mudanças principalmente no que se refere à sua atitude diante da língua inglesa, pois se tornou mais disposto e motivado a participar em aula e também começou a acreditar que era capaz de superar suas dificuldades. Esses resultados sugerem que o ensino explícito de estratégias de aprendizagem de língua para alunos com dificuldades de aprendizagem # associado ao uso consciente dessas estratégias tanto em sala de aula quanto em outro ambiente (por exemplo, em casa) # tem um efeito positivo no processo de aprendizagem de tais alunos.
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Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.

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25

Stackhouse, Rosemary Joy. "Phonological dyslexia in children with developmental verbal dyspraxia." Thesis, University College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313048.

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26

Mezrigui, Youssef. "Communication Difficulties in Learners of English as a Foreign Language : whys and ways out." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00681272.

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This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students' learning difficulties, and hence to the achievement of their communicative competence.
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Sin, Tak-wah. "An empirical study on the difficulties of senior secondary students in learning PASCAL programming." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042824.

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Hewetson, Ronelle. "The lived experience of being the mother of a child with chronic feeding difficulties." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2917.

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Tsiriotakis, Ioanna K. "Writing Difficulties and Feelings of Anxiety during the Acquisition of English as a Foreign Language." Thesis, University of Crete (Greece), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10857326.

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The aim of this study was to investigate the effectiveness of explicit, structured strategybased procedural facilitation in writing, fostering cognitive apprenticeship and selfregulation strategies, (Bereiter, and Scardamalia, 1987, Spantidakis, 2010) along with its effects on the anxiety levels of fifth and sixth grade English language learners studying at a mainstream primary school in Chania, Crete, Greece. Specifically, the current study examined whether structured instruction in writing and self-regulation strategies, guided by strategy-based procedural facilitation in writing, would result in the improvement of students' writing quality, metacognitive knowledge, metacognitive skills, and metacognitive behavior as well as whether there would be a reduction in the students' anxiety levels. The participants consisted of one hundred and seventy seven (177) grade five (5), and six (6) primary school students. One hundred (100) students were part of the control group and seventy-seven (77) were part of the research group. The subjects were identified as below average, average, and above average writers and were randomly assigned into two treatment groups; the experimental group was provided with strategybased procedural facilitation for two writing genres: story writing, and expository essay, and the control group that did not receive any writing instruction whatsoever, apart from the guidelines outlined by the Greek Ministry of Education. Participants' first language (L1) writing samples were also collected on both story writing and expository essays from the control and the experimental group, so as to investigate possible transfer of strategies from L2 to L1. The data collection included (a) pre and post-test foreign language writing samples on both story writing and expository essay; (b) semi-structured individual interviews; (c) participant observation; (d) anxiety questionnaires; (e) writing samples on first language (L1). Statistical important differences in scores between pretest and post-test indicated that students' writing products improved in terms of overall writing quality; students' metacognitive knowledge, metacognitive skills and in turn metacognitive behavior was enhanced, while feelings of anxiety lessened.

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Yang, Xiaoyin. "Mobile devices supporting international students to overcome language and cultural difficulties during study abroad." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/16544/.

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Sociocultural theory (SCT) emphasises the role of mediation in learning. International students find themselves in a vicious cycle, experiencing difficulties when engaging with native speakers and local environment which might provide the mediation necessary to help them gain intercultural communicative competence (ICC). Mobile technologies provide alternative mediational tools that might help students to break this cycle. This study aims to explore international students’ use of mobile devices in the mediation of difficulties encountered during study abroad. Two main research questions that need to be answered are: RQ1. What difficulties did international students report that they experienced during a one-year study abroad? RQ2. What solutions did international students report that they implemented to overcome their difficulties during their study abroad? What role (if any) did mobile devices play in dealing with students’ difficulties? Eight Chinese international students who were doing one-year taught master’s courses in the UK participated in the study. Each student was asked to keep a diary of their everyday difficulties and their solutions for four weeks. In the diary, participants were asked to record the nature of their difficulties, the situations, their solutions, and the mediational tools that they employed. Moreover, in order to explore issues raised in the diaries further and check the interpretation of the data, students were asked to attend a weekly interview. The content analysis approach was applied to examine the students’ difficulties according to a framework of ICC, and their solutions and the use of technologies, especially mobile devices, based on SCT and cognitive tools. The results indicated that the students had difficulties in every dimension of ICC, and solved the difficulties by communication, self-efforts, finding references and critical cultural thinking. Mobile devices mediated the problem solving and cognitive process as searching tools, social tools, information providers, presenting tools and capture tools.
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Butcher, Jessica. "The relationship between emotional regulation, language skills, and internalising and externalising difficulties in adolescence." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/381739/.

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Nathan, Elizabeth. "The development of speech processing skills in children with and without speech difficulties." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/1349803/.

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Children with developmental speech disorder of no known aetiology constitute a heterogeneous group, both in their presenting difficulties, which can include additional language and speech perception difficulties, and in the developmental course of the disorder. This thesis examines this heterogeneity from a developmental and psycholinguistic perspective. Using a longitudinal design, speech processing and language skills are explored over three years in a group of children with speech difficulties (n=47) and an age- and nonverbal IQ-matched longitudinal control group (n=47), mean age 4;06 - 6;07. Other measures were of developmental history, family history, psychosocial status and therapy input. Key areas of investigation were: the proportion of children whose speech later resolves; uncovering the 'resolving' and 'persisting' profile; the role of input processing in speech development, in particular, the role of accent variability; and the occurrence of dissociable speech processing patterns on matched word/nonword repetition and on speech input tasks. Group characteristics were examined through an analysis of patterns of dissociation on tasks across the group and an examination of patterns of association on speech and language measures (in comparison to the control group) in order to establish the developmental relationships between different aspects of speech processing. Thus concurrent and longitudinal relationships were examined using descriptive statistics, prospective and retrospective subgroup analyses and multiple regression analyses. A 'persisting' speech profile was identified as a pervasive speech processing and language difficulty and/or more severe speech output problems. A 'resolved' profile was confined to early, moderate, specific speech difficulties. Apart from nonword repetition, there was no evidence that speech outcome was related to different rates of speech or language development. Using evidence from normal and atypical development, an interactive view of speech development is outlined. Despite the need to understand development as interactive, speech output performance is argued to be the main factor mediating and constraining change between the ages of 4-6 in children with speech difficulties. An emerging discrepancy between word and nonword repetition, with nonword repetition not improving at similar rates to word repetition in some children with persisting speech difficulties, is cited as additional evidence that speech output, in particular, motor programming deficit, is the core characteristic of a persisting speech disorder.
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Björklund, Anna-Maria. "Lärares arbete i matematiken med elever i språksvårigheter : En kvalitativ intervjustudie." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45609.

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This work will focus on teachers' prevention for students with language difficulties so they don’t end up in mathematical difficulties. The purpose of this work is to see what methods, working methods, tools, skills and knowledge of teachers there is in a school in central Sweden. The study is based on qualitative interviews with five active teachers in grades 1-3 who teach in Swedish and mathematics, one of which is the first teacher of mathematics. A special educator who has much knowledge in language difficulties was also interviewed. What emerged in my research is that by working with many joint briefings, joint problem solving discussions to consolidate concepts and symbols it benefits all pupils not just those with late language development. The usefulness of the study was to provide knowledge on how teachers can help students with language difficulties at an early stage, so they do not get into difficulties in mathematics. The aim has been to find out what different methods, procedures and working materials there are to facilitate for the students in mathematics, despite their late language development.
Detta arbete kommer att handla om lärarnas förebyggande arbete för elever med språksvårigheter så de inte ska hamna i matematiksvårigheter. Syftet med detta arbete är att se vilka metoder, arbetsätt, arbetsmaterial, kompetens och kunskaper det finns hos lärarna på en skola i mellersta Sverige. Studien bygger på kvalitativa intervjuer med fem verksamma lärare i åk 1-3 som undervisar i svenska och matematik, varav en är förstelärare i matematik. En specialpedagog har också intervjuats som har mycket kunskap om språksvårigheter. Det som framkommit i min undersökning är att genom att arbeta med många gemensamma genomgångar, gemensam problemlösning, diskussioner för att befästa begrepp och symboler gynnar det alla elever inte bara de med språksvårigheter. Nyttan med studien har varit att bidra med kunskap om hur lärare kan hjälpa elever tidigt som har språksvårigheter, så de inte hamnar i matematiksvårigheter. Ambitionen har varit att komma fram till vilka olika metoder, arbetssätt och arbetsmaterial det finns för att underlätta hos eleverna i matematiken trots sina språksvårigheter.
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Axelsson, Susanna. "The weak language learner : a study of ways of taking weak language learners into consideration in class." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1814.

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English is taught as a compulsory second language in Swedish schools and is one of three core subjects needed to be passed in order to receive a leaving certificate. Statistics show that 6.9% of the students do not aquire proficiency enough to receive a G (pass) in English in grade nine. The aim of this study is to investigate to what extent weak language learners are considered in the English classroom and if compensatory aids are used to further support their learning conditions. The method used for the study is qualitative interviews which were semi-structured. Four interviews with English teachers were conducted within the same municipality.

The result shows that there are aspects that can be considered in order to provide better opportunities for weak language learners within the English classroom as well as outside the English classroom. Some teachers find it difficult to separate lack of motivation from lack of knowledge which makes discovering the students as early as possible important. In the English classroom weak language learners can be supported by smaller discussion groups since one problem seems to be oral skills. A connection to Swedish can be observed and students with difficulties in reading and writing in their native language experience more problems when learning English. The interviewees state the importance of first focusing on oral skills in the target language, before introducing written skills.

Regarding support outside the English classroom the investigation shows that optional English, parents and homework are important features. In the optional English class weaker language learners get an opportunity to speak and revise previous blanks of knowledge. Parents are important for showing their children that they find English important but also for supporting the children while doing homework.

Concerning compensatory aids, most teachers did not use them nor had they knowledge enough about available aids. The most frequently used aid was a CD where texts are recorded.

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Козловська, Ганна Борисівна, Анна Борисовна Козловская, and Hanna Borysivna Kozlovska. "Listening in the foreign language classroom: problems and solutions." Thesis, Хірківський національний університет ім. В.Н. Каразіна, 2014. http://essuir.sumdu.edu.ua/handle/123456789/59590.

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The article deals with some problems and solutions of listening in the foreign language classroom. Listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary. The evidence that shows why listening is difficult comes mainly from four sources: the message to be listened to, the speaker, the listener, and the physical setting.
У статті розглядаються деякі проблеми при аудіюванні на заняттях з іноземної мови. Є декілька рекомендацій для людей, які беруть безпосередню участь в освітньому контексті і тих, хто зацікавлений в подоланні труднощів при використанні аудіювання у сфері своєї професійної діяльності.
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Vera, Savić. "READING DIFFICULTIES IN ENGLISHAS A FOREIGN LANGUAGE (Teškoće u čitanju na engleskom kao stranom jeziku)." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100093&source=NDLTD&language=en.

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Predmet ove doktorske disertacije bio je da seispitaju teškoće u čitanju na engleskom kao stranomjeziku kod učenika mlađeg uzrasta u osnovnimškolama u Srbiji. Od 2003. godine, kada je engleskijezik uveden kao obavezni predmet od prvog razredaosnovne škole, nije bilo nacionalnih istraživanja uvezi sa ranim razvojem veštine čitanja. Poštoteškoće u čitanju mogu negativno uticati nasamopouzdanje učenika, njihovu motivaciju istavove, kao i na akademska i profesionalnadostignuća, neophodno je efikasno delovanje u ciljusprečavanja teškoća u čitanju. Prvi korak u tompravcu predstavlja ispitivanje faktora koji moguimati nepovoljan uticaj na razvoj veštine čitanja.U istraživanju je učestvovalo 502 ispitanikauzrasta od 11 godina, koji su pohađali šest osnovnihškola u pet geografski udaljenih gradova Srbije.Primenjena je kombinovana metoda upotrebomosam instrumenata za prikupljanje kvantitativnih ikvalitativnih podataka. Kvantitativni podaci sudobijeni korišćenjem testa čitanja, upitnika oindividualnim faktorima, upitnika o kontekstualnimfaktorima, upitnika o strategijama, upitnika oteškoćama u čitanju, i intervjua, dok su kvalitativnipodaci dobijeni na osnovu pisanih refleksija učenikai upotrebom intervjua. Rezultati su pokazali dapostoji statistički značajna razlika u rezultatima testačitanja u zavisnosti od individualnih i kontekstualnihfaktora, kao i da teškoće u ranom čitanju naengleskom kao stranom jeziku mogu biti posledicanegativnog uticaja nekih individualnih ikontekstualnih faktora, kao što su nerazvijenelingvističke i strateške kompetencije učenika,negativan transfer veštine čitanja na maternjemjeziku, neadekvatan pristup razvoju veštine čitanja unastavi, i nedovoljno čitanje na stranom jeziku vančasova. Na osnovu rezultata sastavljena jetaksonomija od 25 teškoća u čitanju na engleskomkao stranom jeziku. Ovi rezultati imaju značajneimplikacije za dizajniranje programa ranog čitanja iprograma prevencije teškoća u čitanju, za nastavuranog čitanja, kao i za obrazovanje i stručnousavršavanje nastavnika engleskog jezika.
The primary focus of the present research studywas to investigate reading difficulties of young6learners learning English as a foreign language(EFL) in formal school settings in Serbia. Since theintroduction of English as a compulsory schoolsubject from primary Grade One in 2003, there havebeen no research studies in Serbia to verify what canrealistically be achieved in early reading skilldevelopment. As reading difficulties can negativelyaffect learners’ self-esteem, motivation, attitude,confidence, and academic and career prospects, theprevention of reading difficulties has emerged as anissue requiring effective action. The first steptowards successful teaching of early reading isexploration of factors that may have an adverseeffect on learners’ reading skill development.The present research study involved 502learners, aged 11, drawn from six state primaryschools located in five geographically distant regionsof the country. A mixed-method approach wasapplied in the study, and eight instruments were usedto collect both quantitative and qualitative data.Quantitative data was obtained with reading researchtool, individual factors questionnaire, contextualfactors questionnaire, reading strategiesquestionnaire, reading difficulties questionnaire,teacher questionnaire and prompted think-aloudprotocols, while qualitative data was collected withpost-reading reflection protocols and promptedthink-aloud protocols. The results showed that therewas a considerable difference in reading results inrelation to both individual and contextual factors,and that reading difficulties in early EFL readingmay have been the result of adverse effects of someindividual and contextual factors, like poor linguisticand strategic competences of young learners,negative transfer of L1 literacy, inappropriateteaching approach, and insufficient exposure to L2texts. A taxonomy of reading difficulties wascomplied, comprising 25 L2 reading difficulties.These results have significant implications fordesigning EFL reading and prevention programmes,for teaching beginning reading, and for pre-serviceand in-service EFL teacher education and training.
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Eroz, Betil. "An ethnographic examination of international students in English composition classes: Cultural patterns, classroom dynamics, and adjustment difficulties." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289929.

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Two of the mandatory English composition classes offered by the Writing Program at the University of Arizona are all-international (NNS) and mixed (NNS/NES) sections of composition. The NNS sections consist solely of international students who are non-native speakers of English. The NNS/NES sections, on the other hand, are open to both American and international students; therefore, they are mixes of non-native and native speakers of English. This study investigates classroom interaction patterns of 35 international and 9 American students enrolled in one NNS and one NNS/NES section of composition. Data was collected through classroom observations, Teacher's Journal, questionnaires, one-on-one interviews with the participants, and videotaped lectures, in-class small group work, and teacher-student conferences. The study attempts to identify common interaction patterns within five culture groups in the two classes: Asian Indian, Japanese, Chinese, Middle Easterner, and American. Classroom interaction patterns that reveal the students' home culture or interaction norms in educational institutions in their country are examined for this purpose. This study also compares classroom dynamics in the two sections to report whether mixing Americans with international students causes differences in the classroom atmosphere and the ease of communication among students. Finally, this study reports international students' perspectives about being in a mixed section with Americans, their thoughts and feelings about American culture and people, their adjustment difficulties in the United States and the classroom manifestations of these difficulties. The results of this study have pedagogical and methodological implications and suggestions. Pedagogically, the results and interpretations of this project can enable instructors to have a better understanding of the difficulties and interaction patterns of international students. This may lead to better teacher preparation and improved interaction between teachers and students in these types of classes. Methodologically, this study presents an application of sociolinguistic and ethnographic research in a pedagogical context. Interaction analysis in the classroom through the use of technologically-advanced data collection methods, such as video- and audio-taping, in collaboration with more common data collection techniques such as observations, questionnaires, and interviews may be inspiring to teacher-researchers who are looking for more consistency, credibility, and practicality in their research studies.
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Low, Marylin G. "Difficulties of integrative evaluation practices, instances of language and content as/in contested spaces(s)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/NQ46376.pdf.

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Hassan, Mohammad Kamrul. "Teachers' and students' perceived difficulties in implementing communicative language teaching in Bangladesh : a critical study." Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606832.

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This thesis investigates teachers' and students perceived difficulties in implementing communicative language teaching (CL 1) in English language classes in Bangladeshi secondary schools. It examines the extent to which factors both from the teachers and students perspective contribute to these difficulties. This study used multiple methods to explore teacher and student practices and perceptions regarding CLT (Golafshani, 2003), and it was influenced by an ethnographical approach (Denzin, 1994; Jeffrey and Troman, 2004; Hammersley, 2006). Quantitative methods such as statistical analysis of classroom observation 'data have been used alongside qualitative methods such as thematic analysis of interview data. Classroom observation reveals that teachers apply only minimal CL T principles in their classroom practice. Interview data reveal that there were two major perceived difficulties in implementing CLT in the classroom: pedagogical difficulties and environmental and personal difficulties. The factors that contribute to perceived pedagogical difficulties include insufficient training for both pre-service and in-service teachers; low English proficiency; inconsistency between the CLT approach and the national examination system; teachers' orientation- to traditional methods; the role of private tuition; isolated grammar practice; separation of female and male students in the school, and teachers' lack of familiarity with general teaching techniques. Interviews also reveal that environmental and personal difficulties are perceived to inhibit CLT classroom instruction. In order to work towards the provision of quality English language teaching in Bangladesh, this thesis reflects on the significant barriers to implementing CLT in Bangladeshi secondary schools and considers the steps that need to be taken to better prepare teachers for teaching English in this and other similar contexts. A thorough understanding of the multiple pedagogical, environmental and personal difficulties that teachers and students face in the English language classroom will help teacher educators and policy makers understand the complexity of implementing pedagogical change in this context.
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Nag-Arulmani, Sonali. "Reading difficulties in a non-dominant language : a study of two interventions for multilingual children." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369712.

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Relatively little is known about the reading acquisition process in a non-dominant language in multilingual children. This study examined reading difficulties in a nondominant language, English, among 91 Grade three children whose dominant spoken language was Kannada, a South Indian language. Three sets of research questions were addressed: a) the associations between single word reading in the non-dominant language and decoding skills, phonological skills, language proficiency levels and working memory, b) the associations of phonological processing across language systems (the non-dominant reading language and the dominant spoken language) and with single word reading, and c) the relative effectiveness of a fifteen hour phonological skills intervention when compared with a language exposure intervention on reading outcomes. The results extended the findings from the monolingual literature of close links between single word reading, decoding and phonological skills. The role of language proficiency was especially evident at higher levels of reading attainment, replicating models of reading developed on anglo-centric samples. Lower single word reading skills were also found to be associated with lower working memory again extending associations found in the early stages of reading development of monolingual children. The literacy culture in India and its impact on specific reading comprehension strategies and the labelling of reading difficulty are discussed. It is in the study of the mixed phonological domain that limitations of monolingual frameworks begin to show. The mixed language phonological domain was found to be characterised by close associations across language systems and sharing of underlying phonological abilities. Factor analysis of six phoneme level tasks found a two-factor phonological structure which have been labelled as explicit, whole word manipulation ability and implicit, partial manipulation ability. The implications of these findings for a model of the mixed language phonological domain, and for interventions and early screening are discussed. In the intervention study, positive training effects were found with the Phonological Intervention on the skills triad of single word reading, phonological skills and decoding skill. The unique role of the dominant language phonology on phonological, decoding strategies and implications for planning phonological interventions in a non-dominant language are discussed. The Language Exposure condition failed to show any intervention specific impact on the outcome variables. The possibility of the language exposure intervention being most suitable after decoding skills are firmly in place is discussed.
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Vu, Lan Thi. "AN ANALYSIS OF INTERNATIONAL GRADUATE STUDENTS' TOEFL SCORES, GPA, AND PERCEPTIONS OF ENGLISH LANGUAGE DIFFICULTIES." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/713.

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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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Wong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.

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Björklund, Markus. "More than words : Different strategies to remedy culturally prompted translation difficulties." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26188.

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This paper sets out to investigate how different kinds of adaption strategies can work in synergy to overcome culturally prompted translation difficulties. The strategies used were analysed in the translation of a text from a tourist guide containing references to local phenomena. It was found that the different strategies combine when overcoming the translation difficulties, but that not all of them turn out useful. It is suggested that source texts that are bound to a physical location as regards contents are likely to be culturally adaptable intranslation mainly by means of addition, omission and generalization.
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Al-edwani, Amel M. "Factors contributing to language difficulties in learning English as a foreign language among students in the College of Basic Education in Kuwait." Thesis, University of Newcastle Upon Tyne, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413011.

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Ali, Shadan. "Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153.

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The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously.  This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English.
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Jalali-Moghadam, Niloufar. "Childhood Bilingualism and Reading Difficulties : Insights from Cognition and Pedagogy." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-47033.

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We are living in a world in which bi/multilingualism has become commonplace within everyday life for a great number of people. Research has shown that bilingualism produces various cognitive consequences. These effects are generally seen as positive and contributing to an enhanced level of cognitive processing. Bilingualism functions selectively to produce outcome performances depending on the areas that are the subject of investigation. Furthermore, the patterns of results may vary if second-language reading occurs in a dyslexic context. Thus, many children may struggle with this situation, suggesting the need for the provision of a special education agenda in schools. The intention of this dissertation is to address the abovementioned topics. In study I, the effect of bilingualism on lexical vs. non-lexical reading tasks is examined. This study finds that the pattern of the effect might vary based on the type of reading task (e.g., semantic or phonological origins for information processing). In studies II and III, the combined effect of bilingualism and reading difficulties on executive functions (working memory, inhibitory control and flexibility) and on longterm memory (episodic and semantic) is examined. These studies find that, in line with primary expectations, bilingualism in typically developed reading is associated with enhanced overall cognitive performance in either executive functioning or episodic and semantic memory. Interestingly, the combination of second-language reading and reading difficulties is associated with lower performance (longer processing time) for executive functioning and long-term memory (specifically episodic memory). It is suggested that this pattern of performance is produced by a general delayed processing profile in the context of bilingualism and reading difficulties. The findings are discussed in light of the notion of inefficient and difficult learning of new input in terms of dyslexic problems. Study IV explores special education teachers’ assumptions with respect to the type of special education services in Swedish schools with a high proportion of (bilingual) pupils with reading difficulties. The findings of this study underscore the importance of the provision of special bi-literacy education for bilingual dyslexic children in schools and the current shortcomings regarding time and knowledge resources in this regard.
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Chan, Hung-chong. "A comparison of the English and Chinese patterns of modification of noun phrases and the difficulties created by the differences between the two patterns in translation." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1868533X.

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Bayliss, P. D. "Language and integration : an investigation of students with severe learning difficulties in integrated and segregated environments." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326007.

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Thorne, Carol. "Language and behaviour : interactions with young children in a school for social, emotional and behavioural difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/496/.

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This is an ethnographic study exploring interactions between adults and children within the Early Years Department of a primary school for children described as having social emotional and behavioural difficulties. The study is based on an interpretation of the children’s needs which recognises that there may be mismatches between child and adult perceptions of the environment within which they operate. This interpretation arises from an awareness that each child’s unique constellation of difficulties relate to core skills, including language and communication. Video observation was used to record interactions between children and adults. Linguistic ethnographic analysis was used to interrogate the resultant data. These data showed evidence of collaborative problem solving techniques which built on Post-Vygotskian concepts of learning. The identified patterns of language and communication brought about the notion of behaviour supportive learning; that is symmetry in interaction which contributes to children’s ability to evolve situation appropriate behaviour. Similarities between behaviour supportive learning and dialogic teaching are observed.
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