Dissertations / Theses on the topic 'Multicultural education – study and teaching (higher)'
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Bhebhe, Lindelihle. "Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2804.
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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backgrounds. The pedagogic duty of academy is to equip communication students in this case Graphic Design students with adequate tools to facilitate the understanding of their audiences, the communicative purpose of their designs is compromised. Vygotsky’s (1978) learning theory is therefore applied to examine the role of culture in the teaching and learning of culturally diverse students. Concepts from JoAnn Phillion’s (2002) Narrative Multiculturalism are also used to understand how the narratives collected from the respondent students, lecturers and an industry expert in this study offered guidelines for the effective teaching of Graphic Design. To investigate the teaching and learning of Graphic Design holistically the research employed a mini-ethnographic case study method. Data for this research were obtained through participant observations, semi-structured informal interviews of participants narratives and document analysis. The findings point to a lack of a cohesive and coordinated approach to teaching and learning, which in turn reflects a lack of sensitivity to cultural diversity in the Graphic Design department at the Cape Peninsula University of Technology. This is evidenced in the unreformed curriculum and a culturally unbalanced staff complement. Industry’s lethargic participation also seems to have done nothing to ensure the standardisation of the curriculum to align with industry demands nor guide the career paths of students. As a result, the gap in these areas may leave some historically vulnerable students feeling excluded and despondent about both their academic and career prospects.
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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.
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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.
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Koo, Bonhee. "Developing the English interactional competence of junior college students in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1449.
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Brunette, Kathryn Elaine. "Adult ESL Writing Journals: A Case Study of Topic Assignment." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4738.
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Over the past ten years, the use of student writing journals has become increasingly widespread in the TESOL field. Such journals serve a wide variety of purposes: a cultural diary, a free writing exercise, a forum for reaction or comment on readings or classroom discussions, in addition to a form of teacher/student dialogue. The main purpose of this study has been to determine the relationship of topic assignment to the quantity and quality of resulting entries. The data, 144 journal entries generated by ten adult ESL students over a period of ten weeks, were measured for length, in terms of total words and total number of T-units, and quality as assessed by the Jacobs profile (1981) which considers the following areas: content, organization, vocabulary, language use and mechanics. In addition, student reactions to instructor comments and attitudes toward journal keeping were explored in an end of term questionnaire. It was found that, on a group level, the assignment of four specified topic types (A. Topics relating to class lectures and discussions, B. Topics relating class discussions to the students' respective cultures, C. Topics relating to class or personal experiences and D. No topic assignment) did not appear to have any relationship with either the quality or quantity of writing. However, on an individual level, topic assignment did seem to have a relationship with the quantity of writing and in some cases, the quality as well. In considering student reaction to instructor comments, all students reported reading instructor comments, but rarely responded to them. When considering topic assignment, 74% of the students stated preferring an assigned topic, yet 60% actually wrote more when given a free choice of topic. Also, on the individual level, students stated a variety of topic type preferences that roughly corresponded with an increase in entry length. Finally, students seemed to have a positive attitude toward journal keeping as 80% stated they would like to keep a journal next term.
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Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.
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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.
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Ruhl, Janice Elisabeth. "American Deaf Students in ENNL Classes: A Case Study." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4920.
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Many deaf students who seek post secondary education need some sort of developmental education in reading and writing to ensure success in college. These students often end up in college preparatory or remedial classes that are designed for native speakers of English. For many of the deaf students entering college, English is a second language or a first language that they have failed to achieve fluency in. This study describes the experience of two deaf students enrolled in English as a Non-Native Language classes for the first time at an Oregon community college. The Office of Students with Disabilities and the ENNL department cooperated in this trial to determine whether the ENNL program is an appropriate place for American deaf students needing developmental education in English. Observations, interviews and writing sample analysis were used to provide a multi-layered description of the experience from several perspectives. The deaf students were found to display similar errors in their writing samples as traditional ENNL students at the same level and benefited from instruction geared to non-native speakers of English. The rehabilitation counselor and ENNL instructors agreed that placement of the deaf students in ENNL classes is appropriate and the program continues in fall term. The deaf students of this study stated that they were better served by ENNL classes than by Developmental Education Classes. Curriculum and methodology used in ENNL classes were found to meet the educational needs of the deaf students, and only minor modifications were made to accommodate the students. The experience from these classes has convinced the ENNL department to continue accepting deaf students to the program and enrollment of deaf students in ENNL classes is expected to increase.
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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Waber, Zachary J. "Exploring Motivation and Practice: A Needs Analysis of a University Intensive English Language Classroom." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1527886986771787.
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Delay, Vincent Ray. "Improving and enhancing art education and multicultural education using technology as a vehicle." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1778.
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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Lenarz, Susan Linda, Carol Louise Palko, and Diane Shirley Perdew. "The development of a multicultural school resource index." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1143.
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Vawser, Juliet Rosemarie. "An experiment testing the Bolinger principle to teach gerunds and infinitives." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3853.
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A group of 101 ESL learners ranging in the mid to upper intermediate level was randomly distributed among two groups--experimental and control. They were given three tests prior to the experiment and three tests after treatment. Both groups were given the same contextualized materials. However, the experimental group was taught gerunds and infinitives using the Bolinger principle whereas the control group was taught gerunds and infinitives by list memorization.
Two hypotheses were posed:
1. Teaching ESL learners gerunds and infinitives using the Bolinger principle will result in significant improvement in discrete point tests.
2. Teaching ESL learners gerunds and infinitives using the Bolinger principle will result in significant improvement in the use of gerunds and infinitives in writing.
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Neuharth, Jay Stanley. "Empowering ESL Students for Out of Classroom Learning." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4909.
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Since its publication in 1898, The Turn of the Screw has been the focus of diverse critical interpretation. It has reflected shifts in critical theory that include the Freudian, psychoanalytic, mythological, structuralist, reader-response, linguistic, and new-historical schools. The majority of critical interpretations have focused on the governess's narrative and have excluded the prologue, or frame narrative, that begins the novella. The critics who did examine the prologue overlooked James's departure from the traditional use of frame narration and the importance of the structure of the frame in creating a text of insoluble ambiguity. James departed from traditional frame narration in four ways. By using only an opening frame, the reader is forced to rely on the prologue in order to determine narrative reliability. By creating a condition of reciprocal authority between the unnamed narrator and Douglas, the opening frame denies the possibility of using either character to substantiate the reliability of the other. The condition of reciprocal authority is constructed through a dialogue pattern in which the narrator and Douglas interpret each other's gestures and comments and finish each other's sentences. It is the use of the pattern in the prologue that prepares the reader to accept it in the governess's narrative. The governess repeats the dialogue pattern with Mrs. Grose and Miles. Their discussions appear to validate the governess as a reliable narrator when in fact her reliability is as impossible to determine as the reliability of Douglas or the frame narrator. The result of these departures from traditional frame narration is the construction of a text of insoluble ambiguity.
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Fetter, Robert Scott. "An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4903.
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The importance given to vocabulary in second language instruction and in theories of second language acquisition has increased greatly in the last fifteen years. It is thus important for second language teachers/researchers to have valid, useful methods of assessing the vocabulary needs and vocabulary knowledge of their students as well as valid and useful methods of assessing the efficacy of various methods and techniques of teaching and learning vocabulary. This study examines the usefulness and validity of a relatively new type of checklist vocabulary test method known as the 'YES/NO' method. In the YES/NO method, nonsense words are listed together with real test words. A subject's test score is calculated by applying both the percentage of real words checked and the percentage of nonsense words checked to a mathematical formula. Sixty-six students enrolled in a college-level Englishfor- academic-purposes (EAP) program took three vocabulary tests. Correlation was calculated between the participants' scores on the 'Structure' and 'Listening' subsections of the Comprehensive English Language Test (CELT) and the participants' scores on all three vocabulary tests scored both as YES/NO tests and as simple-checklist tests. The following three findings were noteworthy: (1) correlation between CELT subtest scores and vocabulary test scores was more consistent and stronger when the vocabulary tests were scored as simple-checklist tests compared to when they were scored as YES/NO tests, (2) few students scored above recommended exit-level scores on the CELT subtests but below 5,000 on the vocabulary tests, and (3) a 120-real-word vocabulary test correlated more consistently and strongly with the CELT subtests than either of two 60-real-word vocabulary tests. Three conclusions were made: (1) adult EAP students preparing to study at English-medium institutions of higher education need knowledge of the 5,000 most-frequent words [lemmas] of English, (2) the YES/NO method of testing the L2 vocabulary knowledge of adult EAP students is not better than the simple-checklist method, and (3) a good direction for work on the improvement of tests intended to measure the L2 vocabulary knowledge of adult EAP students may be to explore how to elicit valid responses on long simple-checklist tests.
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Hunt, Sally Ann. "An investigation into patterns of interaction in small teaching groups at Rhodes University, with particular emphasis on the effect of gender, mother-tongue and educational background." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002632.
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The assumption underlying this study is that knowledge is constructed through interaction. Small teaching groups, or tutorials, are often regarded as a particularly effective context for learning in the setting of tertiary education in that they provide an environment for free interaction between students, and thus facilitate active learning. Factors which systematically affect the degree of participation of the individual in tutorIals -directly affect the learning experience of that individual and raise questions about the equality achieved in tutorials, in terms of opportunities for learning. This study focuses on one such type of factor: culturally acquired norms of interaction. The individual is seen as a composite of cultural identities, utilising norms acquired through socialisation and experience in appropriate contexts. Previous research has demonstrated that gendered norms of interaction and those associated with the individual's mother-tongue are particularly salient. In the educational context, norms acquired through previous experience of education are likely to be carried over to the new setting of the university. Thus these factors form the focus of this study. One flrst-year tutorial from each of five departments in the Faculties of Arts and Social Science at Rhodes University, Grahamstown, was video-recorded and the data thus obtained was analyzed for patterns of interaction in terms of gender, mother-tongue and educational background. A model of utterance types was developed to provide a structured description of the patterns found in the tutorials. Interviews and video-sessions with a sample of the tutorial members were conducted, which add a qualitative dimension to the investigation and allow for triangulation. The recorded tutorials and interviews reveal a marked awareness amongst students of the composition of tutorial groups in terms of gender and ethnicity and this composition appears to affect the relative participation of students, in that members of numerically dominant groups are more willing to participate. This is particularly clear in the case of female students. With regard to second-language (L2) speakers of English, a number of factors are highlighted which tend to decrease participation. Apart from problems with English as the medium of instruction, these students tend to be reluctant to participate due to cultural norms, according to which students, as subordinates, should not take the initiative in interaction, in order to show appropriate respect. Patterns of interaction by L2 students from racially integrated schools, however, do not conform to this set of norms as strongly. It is argued that sensitivity is required to address this situation and a number of options are presented.
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Jones, Adam McFaul. "Starts and Stops: Multimodal Practices for Walking as a Group in an Augmented Reality Place Based Game." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2748.
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Augmented reality, place-based games utilize GPS-enabled maps and mobile media recording devices to shift traditional classroom activities into real-world contexts. AR-games for second language learning is a new field of research, and few studies have examined the kinds of face-to-face interactions players engage in during AR-games. Using intensive, multi-camera video data of English language learners playing an AR-game, ChronoOps, this thesis describes how groups start and stop walking during gameplay. The method used is conversation analysis, and this study draws from theories of embodied and distributed cognition, situated learning, and interactional competence Walking to and from various destinations as a group is an important action for accomplishing the ChronoOps game. Thus, starting and stopping are sites where players orient to the tasks and environment of the game. Results show that starts and stops are projectable and accountable actions comprised of multiple semiotic fields including linguistic, gestural, and embodied practices. Furthermore, starts and stops are contingent on players' orientation to their place within the campus and game destinations, but also their place within the locally constructed nature of the AR-game task organization. These findings have implications for future research theories of learning in SLA and AR-games.
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Lindenmeyer, Susan. "Study of referential and display questions and their responses in adult ESL reading classes." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4070.
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The technique of asking questions in the classroom has prevailed in first language classes for many years. This teaching technique has also been widely used in ESL reading classes. Though there has been extensive research about teachers' questions and students' responses in first language classrooms, there is a paucity of studies in second language classrooms.
This is a descriptive study of six experienced college level English as a Second Language (ESL) teachers and their discussions of the same reading selection with ninety-eight non-native speakers in each of their classes. Teacher-led discussions were audiotaped and twenty minutes of each class were transcribed and analyzed. Teachers' questions were coded according to Long and Sato's (1983) seven-category taxonomy of functions of teachers' questions. Students' responses were analyzed according to their mean length, syntactic complexity, and the use of connectives.
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Wissbeck-Kittel, Claudia Eleanore. "Teaching the reading/writing connection in the diverse community college classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1992.
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This thesis argues that with the racial and ethnic diversity becoming more pronounced in the diverse disciplines of the two year college we are going to need to adapt a cultural studies pedagogy in the writing class.
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Yoshikawa, Sawako. "Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5204.
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This study attempted to locate some possible sources of oral Foreign Language Anxiety (FLA) among Japanese students in the United States. This study proposed that the following three factors were possible sources of FLA: 1) the subjects' traitlike anxiety, which is carried by individuals across all communication-bound contexts; 2) the subjects' self-perceived oral proficiency levels in English and 3) the subjects' gapsize (i.e., the distance between their self-perceived and their self-expected oral proficiency levels in English) . This research examined whether the above three independent variables and the dependent FLA variable were significantly correlated, and if so, which one had the strongest correlation with the FLA variable. Also, whether the subjects' biographical variables had a significant effect on their FLA levels was investigated. All the variables were quantified through a questionnaire. The subjects' FLA levels and traitlike anxiety levels were measured by a 10-item, Personal Report of Communication Apprehension inventory (PRCA, Mccroskey, 1978). The subjects' self-perceived oral proficiency levels were measured by asking the subjects to rate their self-perceived oral proficiency level from 1 (poor) to 5 (fluent). The gapsize was quantified by asking the subjects to rate it on a scale from 1 (minimal) to 5 (maximal). The statistical methodology used in obtaining the PRCA scores in this study differed from McCroskey's in its interpretation of Likert type scales. The scales were treated as interval data in McCroskey's study, while, in this study, they were interpreted as ordinal data. After hierarchically ordering the subjects' answers, non-parametric tests were performed on them. Overall, each of the three variables and the FLA variable were found to be significantly correlated at p < .01. The traitlike anxiety variable, the proficiency variable and the gapsize variable correlated at .46, -.45 and -.33, respectively. The participants' demographic variables (age, gender, status at school or year(s) of residence in English speaking places) did not have a significant effect on their FLA levels. A discussion of the results was provided, with references to previous studies.
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Roberts, Steven Fredolph. "The Mediation of U.S. American Culture in the ESL Classroom." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4786.
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The concept of cultural mediation is one that all ESL teachers must deal with as an inherent part of their employment. Yet, relatively little of the current literature has examined how teachers actually perceive this aspect of their work once they have left the teacher preparation program behind. This question provided the main rationale for the present study. The current study, an adaptation of DeFoe (1986), examined the mediation of U.S. American culture in the ESL classroom by means of a written survey of 42 teachers from ten community colleges, both in the Portland/Vancouver metropolitan area and from around the state of Oregon. The four research questions of the present study sought to find a relationship between four independent variables--the kind of ESL that is taught, overseas exposure, cultural self-characterization, and explicit instruction in intercultural communication theory and practice--and how ESL teachers perceive their roles as each of these concern the four dependent variables of the study: being an example, explaining U.S. American culture, teaching interculturally, and listening and helping as a friend. A non-parametric Kruskal-Wallis analysis of the data revealed that none of the research questions achieved statistical significance. However, some of the findings did suggest several interesting relationships. The variable of cultural self-characterization did approach significance in relation to the dependent variable of explaining American culture. This, in connection with some of the findings for the respondent demographic data, appeared to indicate for this group of teachers that cultural self-perception may have exercised an influence on their explain of American culture. Second, intercultural communication theory and practice exposure seemed more of an aid to the respondents of this study in teaching about culture specific issues, as opposed to teaching about culture general issues. This would appear to raise a question as to how easily the theory and practice learned in the intercultural communication classroom translates to the ESL context.
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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.
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Jackson, Marguerite Faye. "Improving interactional competence in a Teaching-English-to-Speakers-of-Other-Languages training program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1619.
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Katayama, Akemi. "Correction of Classroom Oral Errors: Preferences among University Students of English in Japan." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5282.
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Correction of oral errors in foreign or second language classrooms has been an issue of great concern. Although the literature on error correction is abundant, the studies on student reaction to this pedagogical practice are few. This study investigated the preferences for correction of classroom oral errors among university students of English in Japan. Data were collected from anonymous questionnaires. The study examined the students' attitudes toward the views about correction of oral errors which have been controversial among foreign and second language educators. The study also investigated the students' preferences for correction of different types of oral errors (e.g., grammatical errors) and particular types of correction as well. The results showed that the students had a strong positive agreement regarding teacher correction of oral errors. They showed a tendency toward agreement concerning peer correction, and a slight tendency toward agreement regarding selective error correction. Concerning overcorrection of errors, they showed a tendency toward disagreement. There was no significant difference among the different levels of oral English proficiency. The students had positive attitudes toward the correction of all five types of errors listed in the questionnaire: grammatical errors, phonological errors, and errors regarding vocabulary, pragmatics, and discourse. Pragmatic errors received the strongest preference. A significant difference among the proficiency levels was observed in only preference for correction of discourse errors. Preferred methods of error correction were: 1) the teacher gives the student a hint which might enable the student to notice the error and selfcorrect, 2) the teacher explains why the response is incorrect, 3) the teacher points out the error, and provides the correct response, and 4) the teacher presents the correct response or part of the response. The methods disliked were: 1) the teacher ignores the student's errors and 2) the teacher repeats the original question asked of the student. A significant difference among the groups was observed in preference for only one error correction method: the teacher presents the correct response or part of the response.
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Katon, Ruth Steinfeld. "Case Study: How an East European Student Learns to Compose in English." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4770.
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Since the political climate in the former Soviet bloc has shifted, there is an influx of East Europeans to the United States. As these refugees enter the U.S. educational system in greater numbers, teachers must adapt to the special needs of this population. The intent of this study is to focus on the composing skills of a Polish student who enrolled in an English for Non-Native Residents (ENNR) program at an urban university. The investigation examines the contextual framework that supports the subject's literacy experiences by means of a longitudinal case study format Several ethnographic and experimental techniques are used to explore three areas of interest: cultural context, the learning situation, and the composing processes. Multiple sources of data are used to investigate culture and learning, and a single elicitation technique is applied to the study of the writing process. Study of the cultural context suggests that the subject's early education and literacy experiences in Poland strongly influenced her development as a writer of English. Investigation of the classroom context at the university revealed both her preferences and frustrations with teaching and learning experiences. The primary focus of this study is exploration of writing process by means of a think-aloud protocol. The subject was asked to speak aloud while composing an essay on a narrative topic. She was instructed to say everything that came to mind while writing, and the session was videotaped for later analysis. A coding system was developed to help identify various components of the writing process, such as planning, commenting, rereading and pauses. Writing strategies, repetitions, fillers, revisions, verbal rehearsing, and quantity of words were identified according to frequency and location within the protocol. The results of the protocol analysis suggest that composing is not a neat and tidy process, but a complex configuration of multiple strategies. In the early stages simple patterns such as comments, planning, and fillers help the subject get started. A cycle of patterns, which seem automatic and deeply embedded, occurs throughout. These patterns emerge as Writing-Rehearsing-Pausing events. Each of these categories contains within a multitude of behaviors, such as pausing to think, rereading, and trying out new ideas. The data reveal numerous efforts at surface editing, yet the final product contains an average of 2.8 errors per sentence. The findings suggest that a writer's strategies and goals may shift during a controlled writing situation, and that initial steps may differ from those needed to attain closure. They suggest that attempts at surface revisions may not, in fact, improve the final product.
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Mann, Lisa Sybil. "The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5085.
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Because teacher I student interactions provide opportunities for correction and comprehensible input, a major component of successful language learning, equitable distribution of teacher I student interactions in the language classroom is an important element for the success of all second language students. The purpose of the present study was to determine whether differences in teacher I student interactions based on student gender occurred in four college English as a Second Language instructors' classrooms. The role of instructor gender and student ethnicity in teacher I student interaction content and frequency were also examined. Informal interviews were designed to determine the instructors' awareness of their classroom behaviors as they relate to equality in teacher I student interactions. The subjects in this study were two male and two female ESL instructors and their students from two private Portland area universities. Interaction frequency data were collected using a seating chart instrument which placed interactions into three categories. Interaction content was determined through the use of a modified Equivalent Talk Category Classroom Interaction Inventory (ETC) (developed by Bentley and Miller, 1971) which classified the interactions into eight separate categories. All data were analyzed using a factorial ANOV A for which the mean behaviors per fifty minute observation acted as the dependent variable and student gender, student ethnicity, instructor gender, and category type served as the independent variables. The analysis revealed that one male and one female instructor interacted significantly more frequently with their male students than they did with their female students and one female instructor interacted significantly more frequently with her female students. Student ethnicity was a major contributor to the disparity in interactions in both classrooms in which males interacted more than females. Middle Eastern and African male students were found to interact with their instructor significantly more frequently than Asian male students. No difference in interaction content was found in interactions between instructors and their male and female students. Instructor interviews revealed that all instructors believed they used a variety of methods to ensure interaction equality in their classrooms indicating that they were not aware of the differences in interaction frequencies which were discovered.
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Harley, Elizabeth Anna. "An Exploratory Evaluation of Language and Culture Contact by Japanese Sojourners in a Short-term US Academic Program." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5168.
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Short-term intercultural exchange programs provide a wealth of information and experiences for participants. Participants are given the opportunity to travel out of their native country and are exposed to new languages and cultures. This case study looks at the Japanese sojourners in the Northwest/ Pacific Rim {NWPR) summer program. The purpose was to examine the language use of the Japanese sojourners throughout the course of the NWPR program. This case study sought to determine when the Japanese sojourners used English and/or Japanese, in which situations, what strategies the Japanese sojourners employed and who initiated contact with whom. All of the data was gathered from a participant observer who also employed various ethnographic methods. The Japanese sojourners were observed informally and six were interviewed formally. All four of the ESL teachers were also formally interviewed to provide as wide a range of information as possible. The results showed that the Japanese sojourners did, in general, have a positive experience in the NWPR program but they did not learn as much English and intercultural sensitivity as they could have. Although this case study was focused on the language use of the Japanese sojourners aspects of program evaluation inevitable infiltrated in.
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Sprague, Maureen Denise. "Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4562.
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Planning for foreign students in institutions of higher education takes many forms. This study set out to find out how this planning takes place within and between three particular units in five universities and colleges in Oregon. The three units chosen as the focus of this study work closely with foreign students in the initial admissions process, in the orientation, visa status and services area of their stay, and thirdly in academic coursework in English as a second language programs. The titles of the units are, the admissions office, the international student services office and the English as a second language program. This is a descriptive study and as such employed an interview format to gather current data on this topic. Interviews were held with the officers in charge of the each of the three units at each of the five institutions. The objective of the interviews was to find out the nature of planning for foreign students in each unit as well as the extent of coordination between units in planning for the enrollment of foreign students. The literature on planning for foreign students in institutions of higher education suggests that although the numbers of foreign students attending institutions in the U.S. continue to increase, there is not an indication of institutions setting policy for foreign students. In addition, planning for foreign student enrollment has not been an integral part of the admissions office planning framework, as formal enrollment planning for domestic students is still in the early stages. The results of this study reflect some consistency between the literature and the state of enrollment planning in the five institutions participating in this study. The nature of planning for foreign students in the admissions unit, the international student services unit, and the English as a second language program unit are distinctively characteristic of the individual programs and also of the university or college with which the units are affiliated.
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Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.
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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addressed were 1) What do American students expect of their Japanese teachers in the Japanese language classroom? Do their expectations have any distinctive features?, and 2) What do Japanese teachers expect of themselves in the Japanese language classroom? Do their expectations have any distinctive features? The data was gathered in the two Japanese programs at universities in the Northwest. This exploratory study used both the quantitative and descriptive research methods. There were three primary data analysis procedures: multidimensional scaling analysis, hierarchical cluster analysis, and rank-order analysis. These multidimensional and hierarchical clustering analyses explored the underlying structure of the concept of what makes a good Japanese language teacher. The rank-order analysis revealed which beliefs were most important for different groups' judgments of who is a good teacher. In addition, the results of these analyses were discussed with the subjects through interviews. The results suggested a major similarity and also some culture differences. Both Americans and Japanese seemed to share a very basic framework about what makes a good teacher, which contained three domains: Classroom management, Interaction and Personality. However, some of the results seemed to reflect a difference between the role-specific aspects of Japanese society and the individualistic elements of American society. In addition, the rank-order analysis seemed to reveal a difference between the two schools.
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Stevenson, Bill. "Peer Correction by Non-native Speakers of English in Oral Group Work." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4918.
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This research is observational and descriptive. Its primary purpose is to provide data on the extent to which, and how, Non-Native Speakers (NNSs) of English engage in error correction of their peers when participating in classroom oral group work. In addition, it shows to what extent these learners self-correct their own errors in the same situation. The over-arching focus of the study is to examine the role of second language learners to determine whether they possess the potential to play a more active and productive part in their own language learning. Nine beginning level adult university ESL students are the subjects of this research. They were placed in small groups and asked to perform specified classroom tasks designed to generate maximum oral interchange among the participants. The ensuing discussions provided the basis for the data which were collected via tape recording each group's proceedings. The data samples were listened to and coded per an error typology and any correction that took place. The data were then statistically analyzed via SYSTAT. The findings are consistent with the results of other research and indicate that while many errors are not treated, a significant number of them are corrected clearly and accurately. These results lend credence to the idea that second language learners may have much more to learn from each other than they think, and that they do have the potential to play a greater role in their own language learning. Much more research is indicated in order to better understand the multi-faceted phenomenon of second language learner error and its treatment.
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Wilkinson, David Miles. "Adult ESL Students: Traits and Goals - A Case Study." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4662.
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This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following: ( 1) gathering background data for the students attending the ESL program; (2) collecting information regarding students' past and present knowledge of computer technology; (3) awareness of the financial aid programs available; (4) future goals in the areas of education and employment. Comparison of the responses from the two cohorts provides instructors and administrators a clear picture of the students they are serving and provides the rationale for providing the material and logistical support required to allow ESL students to enter into mainstream programs at the community college level.
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Knaff, Sheila R. "A Case Study of the Effects of Integration on Two Black High Schools in East Tennessee." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2935.
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This study investigated the effects of integration on two black high schools and their communities in East Tennessee. The purpose of the study was to show how integration impacted these two communities both negatively and positively. The research method was qualitative and used the case study approach. Interviews of former students, teachers, and administrators of these two schools was a primary source of data collection. Further analysis of the data used the qualitative software package QSR NUD*IST 4.0. Data gained from the interviews, coupled with historical and current literature, as well as other published documents in relation to these two schools added further support to the results. Conclusions of the study suggest that integration played a role in the demise of these two black communities. However, it was not the sole contributing factor. Integration was simply the catalyst for inevitable change.
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Dunn, Linda Carol Andrews. "An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/3969.
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Many programs exist across the United States to prepare non-native English speaking students for academic work. The effectiveness of these programs has been the subject of various research projects, with mixed results. Some have found that the programs they have examined seem to have led to higher achievement among participants. Others have found that it is difficult to show any effect. However, the amount of time and resources devoted to such programs warrants continuing efforts to evaluate their success.
This study compares the academic records of non-native English speaking students who were enrolled in the English for Non-native Residents Program (ENNR) at Portland State University (PSU) with those of a group of similar students who did not enroll in the program, with the goal of answering the following questions: (1) Does enrollment in the ENNR program have a positive effect on academic performance at PSU? (2) Does enrollment in the ENNR program have a positive effect on performance in composition classes? (3) Does enrollment in the ENNR grammar workshop have a positive effect on performance in the basic composition course? (4) Does enrollment in the ENNR program have a positive effect on performance in PSU courses requiring relatively more reading?
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Tapanes, Marie A. "Revision And Validation Of A Culturally-Adapted Online Instructional Module Using Edmundson's CAP Model: A DBR Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3376.
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In the present study, the Cultural Adaptation Process Model was applied to an online module to include adaptations responsive to the online students' culturally-influenced learning styles and preferences. The purpose was to provide the online learners with a variety of course material presentations, where the e-learners had the opportunity to select their preferred structure for learning. The research methodology for the study is Design-Based Research (DBR), which has been identified by many prominent researchers in Instructional Technology as the most productive research approach for the field. DBR integrates different data types and data collection methods (quantitative, qualitative, and mixed) with experience in instructional development and the participants' collaboration. The study produced design principles that are expected to be useful for practitioners when adapting online courses to multicultural audiences. To provide thorough information to instructional designers, the research report includes a detailed description of each phase, an estimate of hours invested per development and testing stages, a list of outcomes found, and a set of recommendations for improving the cultural adaptation model applied. The study is expected to be valuable for educational institutions and corporations that offer online courses to multicultural groups of e-learners.
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Taylor, Rosalyn. "The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4255.
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The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming.
The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners.
Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008).
I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions?
2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end?
3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness?
The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.
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Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.
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Thesis (PhD (Education)--University of Stellenbosch, 2005.334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
Scanned using a Hp Scanjet 8250 Scanner to pdf format (OCR).
ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).
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Barbera, Lucy Elizabeth. "Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1255357023.
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Reese, Chauncey Dante. "Latino English Language Learners in Middle School and the Effect of General Education Teachers' Use of the Lesson Study Collaborative Model." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/992.
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General education content teachers in an urban middle school are responsible for the academic performance of Latino English language learners (ELLs) but lack specialized training in language acquisition. The purpose of this qualitative case study was to investigate content teachers' use of the lesson study collaborative model in teaching Latino ELLs. The theoretical framework of cooperative learning and the lesson study planning model guided this study. The research questions addressed the specific English as a second language (ESL) conversations and planning that occurred in interdisciplinary team meetings and lesson study implementation in teaching practice and student performance. Typological analysis of multiple observations and written participant reflections were used to generate patterns for predetermined and inductive typologies. The findings indicated that interdisciplinary teaming did not include collaboration or planning for differentiated instruction prior to implementation of classroom lessons. The findings indicated features of lesson study that facilitated professional growth through learning from the instructional practices of peers, new understandings of lesson planning and design, and the feasibility and necessity of ELL differentiation in content area instruction. Lesson study provided teams the structure and focus to prepare specific learning outcomes for Latino ELLs. It is recommended that educational policymakers explore the lesson study model as a requirement for all content teachers instructing ELLs. The implications for positive social change include (a) improved teaching and learning conditions of Latino ELLs and (b) the national issue of Latino dropout could be addressed from an instructional perspective.
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Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.
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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.
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Van, Dan Acker Sara Marie. "The Role of Expectations on Nonnative English Speaking Students' Wrtiting." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1110.
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This study centered on the expectations of a non-native English-speaking undergraduate student and her teacher in a general education course at Portland State University during winter term 2012. This was a qualitative case study, where I collected data throughout the duration of the course by means of interviews, classroom observations, and written assignment sheet data. I triangulated verbal data from interview transcripts from the two participants, along with data from the observation notes and the assignment sheets in order to gain a better understanding of the expectations each participant had about writing assignments.
Data from four sources were collected and analyzed: interview transcripts, assignment sheets, the course syllabus, and classroom observation notes. Interview transcripts were the primary source of data, and were triangulated with the other abovementioned data sources.
The themes that emerged from verbal interview data were categorized and then subcategorized according to theme. The first category that emerged was Assignment Expectations. This was subcategorized into: Summarize, Examples, Reflect, Critical Thinking, and Theory Application. The second category was Evaluation, which was comprised of the themes Grading and Rubric. The third category that emerged was Student Interaction With Assignment, in which six subcategories emerged: Process, Experience, Time, Reading, Preparation, Understanding, and ESL. Lastly, the category background emerged, which contained the subcategories History and Background.
The findings of this study showed that due to the student's extensive background with various academic writing assignments prior to entering the course, she had similar expectations of specific assignment sheet attributes as the teacher. However, there were more salient differences in expectations between the teacher and the student in terms of how the student interacted with the assignment at the individual level. Likewise, expectations of assessment illustrated the murky nature of evaluation, even in a situation where the student had had extensive experience with academic writing assessment in the past.
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Baptiste, David Augustine. "Extroversion and introversion as factors affecting adult English-as-a-second-language learners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2914.
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The purpose of this research is to investigate if there is a significant difference in literacy skills between Level-Two extroverts and introverts after three years of English instruction at the community-college level.
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Mouton, Yolanda Vivian. "Perceptions of a culturally sensitive HIV/AIDS curriculum." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.
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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.
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Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.
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Thesis (Ph.D.)--Cleveland State University, 2009.Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.
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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.
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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.
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Chen, Mei-Fen. "Academic competence for technical reading in English as a foreign language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2162.
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This project offers a strategy-based curriculum designed to increase academic competence in technical reading for Taiwanese students of English as a foreign language. Strategies include acquiring specialized vocabulary words, enhancing background knowledge, and increasing metacognitive awareness.
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de, Varona Amanda G. "The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1568.
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The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.
Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers’ recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms.
The findings from the teachers’ interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.
Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County’s ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County’s schools. Finally, recommendations for further research are provided.
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Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.
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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.
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Runyan, Joshua David. "A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2061.
Full textAbstract:
This study attemps to discover whether there is a difference in the academic performance of Spanish surname students in high school Spanish 1 language classrooms over their non-Spanish surname counterparts.
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Mann, Nicole M. "Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588.
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Fuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.
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