Dissertations / Theses: 'School: School of Languages and Cultures'

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Dalquist, Rasmus. "English Speaking Cultures in Middle School Reading Material." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34602.

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This study is an attempt to discuss and reflect over which cultures that are present in the reading material in the English language education in the years four to six at in a school outside of Malmö. The concept of culture is discussed from an educational perspective. The cultures present in the learners reading material and the teachers perspective on foreign cultures is also discoursed. Relevant previous research is highlighted and used to examine the collected material. The data is collected from interviews with three middle school teachers and from an analysis of the reading material that is used in the English education. The results reveal that British or American culture is heavily over-represented. The three teacher’s education is based almost solely on the textbook and therefore the textbook is given great mandate on which cultures that are present in the classroom. The results led to the argumentation that the English education in Sweden ought to be challenged. The endonormative perspective that places a clear emphasize on the native speaking norm, and revolves around inner circle cultures in the English classroom does not suffice as a foundation for our young learners. To solely focus on an English or American context will not prepare our pupils for the global challenges that lies ahead. English as an international language is spoken in all the corners of the world and all these corners ought to be invited into our classroom.

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Lee, Meredith J. "Writing as cultural action : student writing at a bicultural school /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9313.

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Gieser, Julianna Hawkins. "Academic stress and the transition from a national school to an English-speaking school." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Cumming-Potvin, Wendy M. "A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.

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Kenyon, Tracy Karen. "An investigation into school learners' perceptions of linguistic politeness norms within and across cultures." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1004715.

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The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings.
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Ismail, Reedwaan. "An approach to implementing meaningful Communicative language activity material in Arabic for use at Primary School Level. A case study at Cravenby Secondary School." University of the Western Cape, 1995. http://hdl.handle.net/11394/8203.

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Magister Philosophiae - MPhil
The Arabic language is a means by which the culture, beliefs and myths of Arabic speaking communities in the world can be understood. The ability to communicate, read and write in the Arabic language, can be used to research, read and write about the customs, traditions, folklore, habits, poetry, music, history and literature of the people where Arabic is considered the mother tongue The Constitution of the Republic of South Africa (act 200 of 1993) states that 11 every person shall have the right to use the language and to participate in the cultural life of his or her choice" (p 16 (31)). The Constitution further states that " no person shall be unfairly discriminated against, directly or indirectly, and, without derogating from the The existence, respect and promotion of the Arabic language has been enshrined in the South African Constitution. Arabic is recognised as a language used by communities in South Africa even though it is mainly used for religious and ceremonial functions at this point in time. In 1993 I started teaching at Cravenby Secondary School, (Sub. A to Std. 10). During that year I did not teach the Arabic language. I, however, enquired from teachers regarding their teaching approach of the Arabic language. I also questioned the pupils about their opinion towards the language and the approach used by teachers. The overwhelming response by the pupils was that they had to learn the meaning of words in isolation and out of context.

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Eriksson, Jolanta Maria. "L2 – C2? Teaching Culture within the Subject of English in Swedish Upper Secondary School." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1193.

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The essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results support the results of previous scientific investigations concerning culture studies in Swedish schools and show that culture teaching is often dealt with in the traditional ways where culture is viewed mainly as customs, traditions and history of the target language country, and where teachers mainly choose cultural elements from the UK and the US and seldom from other English speaking countries.

Various factors that influence teachers choices in their cultural studies are examined and alternative changes considering the teaching methods, for example ethnographic training, are proposed. The uncertainty about how to approach and what to include in cultural studies is reflected in the testing of students on cultural issues. The survey shows that half the respondents do not test their pupils on culture at all. The conclusion, based on the results of this survey and the previous research, is that no great changes have taken place within this field over the last decade and that further continuous study of culture teaching is recommended.

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Guan, Eng Ho. "Exploring the socio-cultural structure of formal ESL instruction in classroom talk : a case study of a secondary school in Brunei /." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phg913.pdf.

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Moloney, Robyn Anne. "Intercultural competence in young language learners: a case study." Faculty of Education and Social Work, 2008. http://hdl.handle.net/2123/2440.

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Doctor of Education
With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.

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Marichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.

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The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions.

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Lanagan, Geoffrey. "Multiple third spaces and spirals of organizational dysfunction : an analysis of the interaction of cultures and micropolitics in a military English language school in the Middle East." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30905.

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Utilising an ethnographic case study approach, this thesis reports an investigation into the interaction of cultures and micro-politics in a military English language school in the Middle East.;The research identified a number of 'large' cultures. It is shown these large cultures interacted with, influenced and permeated the school organisation. The evidence indicates there were multiple, divergent organisational cultures rather than a single, holistic school culture. The research also shows how such cultural forces may be in conflict with teacher perceptions of what constitutes an effective learning environment. Furthermore, these overlapping cultures, sometimes complementary but often competing and conflicting, created multiple organisational third spaces which, in turn, afforded opportunities for micro-political activity.;The research considers a number of incidents and the micro-political processes which occurred during the six month study. The findings indicate the application of 'non-legitimate' institutional power may lead to staff resentment and resistance. In addition, as the power relationship between management and staff is asymmetrical, it is shown such resistance is likely to be non-confrontational and 'off-kilter'. Staff resorted to a range of micro-political strategies, including humour, to subvert the formal power structure. The model derived from the study, spirals of organisational dysfunction, is a means of explaining and understanding the organisational interaction in its various forms of oppression and resistance.;The study addresses a number of methodological issues arising from the investigation into the micro-politics of a small culture. It is shown that the role of the observant participant affords unique insight yet raises ethical issues.

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Harris, Roxy Wynford. "'New ethnicities' and language use : cultures of hybridity in a group of adolescents of mainly South Asian descent in a London school in the late 1990s /l." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407970.

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Zerbinati, Josi Thomé. "Nas tramas das culturas de ensinar e aprender língua estrangeira: um estudo das práticas de ensino de duas professoras de inglês de um contexto bastante específico." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23102013-112126/.

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A língua estrangeira (LE) é um importante veículo de comunicação e sua aprendizagem contribui para a formação integral de cidadãos, preparando-os para atuarem no mundo contemporâneo. Embora haja uma trajetória de conquistas na esfera de ensino público, existem, por outro lado, pesquisas que obtiveram resultados que indicam um processo insatisfatório de ensinar e aprender LE na rede, além de verificarem um deslocamento do ensino de LE da escola para os cursos de idiomas. O ambiente desta investigação refere-se à escola pública porque este é o lugar a que todos os sujeitos têm o direito de acesso e de aprendizagem satisfatória e, também, onde são identificados os mais graves problemas em relação ao processo de ensinar e aprender LE. Logo, esta pesquisa preocupa-se com o processo educacional e investiga as culturas de ensinar de duas docentes de LE de uma escola situada no interior do Estado de São Paulo e as implicações decorrentes das escolhas por determinadas práticas de ensino. Para tanto, o estudo teve como objetivo levantar, inicialmente, um panorama das crenças dessas professoras para, depois disso, compreender de que forma estas crenças orientam suas ações pedagógicas e quais são as consequências de tal feito, levando-se em conta alunos de um contexto bastante peculiar. O referencial teórico que orientou a análise advém das posições de Almeida Filho (2007, 2008), Barcelos (2006, 2007), entre outros autores. Os dados foram coletados por meio de entrevistas com as docentes de LE, observação de algumas de suas aulas e entrevistas com alunos e seus pais. Após a análise, identificou-se que, para uma das docentes, a crença sobre o alunado é a que, substancialmente, provoca suas ações para o ensino da LE; para a outra, a crença sobre o ineficaz ensino de LE da escola pública é a que rege suas práticas. Ambas docentes acreditam que a maioria de seus alunos não é capaz de executar grande parte das tarefas sem orientação. Verificou-se, ainda, que a formação deficiente de professores de línguas corrobora a já tradicional crença de que não é possível aprender LE na escola pública, influenciando as culturas de ensinar e aprender LE de uma sociedade, por conseguinte, de professores e alunos, que fazem parte dela. Todo o percurso deste trabalho e seus resultados visam, ainda que de forma bastante modesta, oferecer uma contribuição aos leitores professores, ou futuros professores, e pesquisadores da área que procuram compreender e refletir sobre o processo de ensinar e aprender uma LE na escola pública.
The foreign language (FL) is an important vehicle of communication and its learning contributes to the integral formation of citizens, preparing them to act in the modern world. Although there is a trajectory of achievements in the sphere of public education, there are, on the other hand, studies that have obtained results that indicate an unsatisfactory process of teaching and learning FL in this kind of school, in addition to verifying a displacement of the teaching of FL school for the language courses. The environment of this research refers to public school because this is the place that all subjects have the right to access and to learn satisfactory. Public schools are places where the most serious problems are identified in relation to the process of teaching and learning FL. Therefore, this research cares about the educational process and investigates the cultures of teaching of two teachers of FL of a school located in the hinterland of the State of São Paulo and the implications of the choices for certain teaching practices. Our study aimed to raise, initially, a panorama of the beliefs of these two teachers in order to understand how these beliefs are conducting their pedagogical actions and to see also the consequences of such actions taking into account students in a quite peculiar context. The theoretical framework that guided the analysis comes from the positions of Almeida Filho (2007, 2008), Barcelos (2006, 2007), among other authors. The data were collected through interviews with teachers of FL, observation of some of their classes and interviews with students and their parents. The analysis found that one of the teachers believes her students are not able to learn FL. The professional practice of the other one is governed by the idea about the ineffective teaching of FL in public schools. Both teachers believe that most of their students are not able to execute most tasks without guidance. Also, it was found that the poor training of language teachers corroborates the already traditional belief that it is not possible to learn FL in public school is influencing the cultures of teaching and learning FL of a society. Therefore, teachers and students are part of this situation. This research aims to offer a modest contribution to teachers or future teachers, and researchers.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

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Black-Hawkins, Kristine. "Understanding school cultures : developing participation." Thesis, Open University, 2002. http://oro.open.ac.uk/54441/.

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In this thesis I examine the relationship between school cultures and participation. I start by describing the three methodological approaches I have taken to explore these two key concepts. First, I discuss the reading I have undertaken for the study. Second, by reflecting on my existing experiences of schools and education, I present a series of autobiographical tales. Third, I provide an in-depth case study of a single school The study of this urban comprehensive school comprises the main part of the empirical work. By working as a learning support assistant whilst researching at the school I was able to observe closely its cultures and their relationship to processes of and barriers to participation. I focus on three aspects of this relationship: Interacting with Extemal Worlds, Forming Relationships within the Institutional Structures of a School and Supporting Classroom Learning: Valuing Diversity? Through an analysis of the findings from my reading, autobiographical fragments and the case study, I am able to redefine the key concepts of the thesis and establish si"'{ principal conclusions. I argue that the concept of school cultures is central to understanding participation and that the successful development of more participatory policies and practices requires a concomitant shift in school cultures. I note the importance of understanding members' values and beliefs and suggest that at the heart of developing participation is first, the nature of relationships between members and second, responses to diversity. I end the thesis with a critique of the study's methodology and a number of recommendations for further research. Finally, I consider the contribution this thesis has made to an understanding of the process of research through its intention to maintain integrity both within and between its methodological approaches and its conceptual development.

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Roux, Sparreskog Christa. "”Välkommen till 3a!” : – En etnografisk fallstudie om språkutvecklande undervisning i ett språkligt och kulturellt heterogent klassrum." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40928.

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Title: ”Welcome to 3a!”– An ethnographic case study on language-focused teaching in a linguistically and culturally heterogenic classroom The overall aim of this ethnographic case study is to study language-focused teaching in a multicultural Swedish school and a third grade composed of pupils with different linguistic and cultural backgrounds. The study focuses on the support of multilingual pupils offered by teachers and educators, on what didactic choices teachers make and what didactical methods are used during reading and writing lessons and on what language-focused teaching strategies the teachers and educators use. The results show that the school staff meet parents and pupils with openness, curious humility and advocate the use of dialogue for effective cooperation between school and home. Different vocational categories and educators with different linguistic and cultural backgrounds collaborate. They work solution-focused and language-oriented. The study shows didactical choices and methods used by teachers and educators and their reflections on the choices and methods. Working with words and texts is an important part of the lessons. Instructions, expressions of learning goals and delivery of working strategies are frequent. A variety of different methods is used, where many questions are asked and individual words or student responses are often repeated. The teachers work with clear frameworks and structure. The proximity and a good relationship with the pupils are valued. Professional cooperation is seen as a success factor and is a common feature of school life. The heterogeneity of the pupil group determines the choice of working methods. Building a Swedish vocabulary while developing knowledge is one of the most important objectives of teaching. The use of the Swedish language dominates the teaching A language-focused teaching strategy the teachers and educators use is the presentation of good examples. Strategies regarding writing, as well as behavioural instructions, were given. Confirmation and praise were expressed and subject-related questions and clues were given. The class teacher clearly orchestrates the classroom, where subject content and concepts are put in context and parallels are drawn. The class teacher refers to previous lessons and other subjects as well as adjusts her language to the students' linguistic levels. Different forms of visual support are used regularly. Overall, this dissertation highlights: (a) Working at a culturally and linguistically heterogeneous school means a daily balancing act between socialisation and inclusion. Future democratic citizens must be trained, the Swedish school and the subject of language have to be developed, while taking into account the linguistic habits and cultural expectations of the home. Swedish school culture is to be conveyed without emptying the families of previous experiences. (b) Pupils in need of a higher linguistic or knowledge-based challenge need to stand back for the collective structural and linguistic needs for support. Pupils with the greatest need for linguistic compensatory bridges between home and school receive support through multilingual staff directly at school if they belong to one of the language groups represented at the school. (c) In spite of experienced, committed and cooperative staff, L1 education remains a difficult task to complete. L1 education seems to meet many practical organisational and status-related challenges. By employing multilingual staff, alternative solutions were found. L1 education is experienced by several pupils student as being something voluntary and unnecessary.

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Saunders, Chantal. "School cultures among matriculants in Worcester." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96190.

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Thesis (MBA)--Stellenbosch University, 2014.
In this study I explore the perceptions and experiences that matriculants have of the culture in their particular school. I argue that in order for the principals of these four schools to improve the relationship between staff and learners and to improve pass rates, it is important that they know how the culture in their school affects learners and that they learn how to connect with the learners through the culture in their school. I highlight the importance of the school culture through an explorative and descriptive research design. I look at the elements that make up the characteristics of an organisation’s culture and how a school could cultivate a healthy learning environment for learners. I refer to emotional intelligence as an important aspect of this transformation for which both learners and staff have to take responsibility. I also stress the fact that each school has its own personality and therefore it should be noted that the findings, conclusions and the recommendations cannot be generalised. Each school needs to be considered in the light of its own personality and therefore its own organisational culture will determine what the learners and staff need to do to improve education in their school. In the study, I refer to teachers as change agents in their school because they know the learners well and have a huge influence on them. The principal as curriculum leader should however take the lead in the process and through his or her leadership style should model the behaviour they want to see in their schools. The principal is seen to be the one to take responsibility for this process of change and manage expectations both inside the school and outside of the school. In order to be more effective and create a healthy learning environment, the teachers need to be more acutely aware of the learners around them, how they learn and take in information. In addition to that they need to have knowledge of their own teaching style. The four schools involved in the study were chosen because they represent both formerly advantaged and formerly disadvantaged areas. This has since changed, but it has not influenced the culture of the school that much. It has helped the schools to be more open to diversity and multiculturalism, but it has not really changed the operating system of the school that much. The learners are proud to be associated with their respective schools and do not feel that they are in any way treated unequally in their school. Problems such as learners dropping out from school, using substances and falling pregnant while still at school are a reality in these schools. Learners feel their peers need to concentrate on their education and should ask for help if need be, however each person is different and the way they deal with situations in life is different. A lot depends on the support a learner has. My argument is that if these learners are supported and cared for they will do much better in school and they will be less likely to drop out of school. The thesis is concluded with a few recommendations to the principals of these schools as well as suggestions for future studies.

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Martinez-Avalos, Maria Teresa. "A Case Study of School Improvement Factors at Southwest Middle School." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333337.

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This is a case study of school improvement factors at a Southwestern Middle School where the researcher examined the demographics of the Southwest Unified School District and Southwest Middle School, the school's academic performance history, school leadership, teachers and the school improvement process it was mandated to follow for five years. Also, there included a discussion of the reasons Southwest Middle School moved into school improvement, the number of years it remained in school improvement, the leadership during these years, and the mandates imposed on the school from the No Child Left Behind (NCLB) federal legislation and the Arizona Department of Education state mandates. The mandates were determined by the school's level of improvement. In this case study Southwest Middle School had been at a serious level of improvement for the previous five years 2008 - 2013. Therefore, a visit from a team of Arizona Department of Education school improvement experts called the Solutions Team was initiated. This initiated visit was to be an evidenced based inquiry that generated four school improvement recommendations to be followed as a framework for continuous school improvement. Also, the researcher examined the documentation generated through the Solutions Team visit and the impact it made on the Southwest Middle School improvement process. Quantitative outcomes in the area of student achievement are presented in this case study that shown continuous decreases in the standardized test results generated from the State mandated test known as the Arizona Instrument to Measure Standards (AIMS Test) results until the school remained open till spring, 2013. Interviews with personnel involved in the school improvement efforts showed differing perceptions of success in efforts before the school closure. There was some evidence that test scores had begun to improve at Southwest Middle School but, it was too little, too late and the school closed in Spring, 2013. Unfortunately, in spite of increased efforts, it was too little, too late, and the improvement was minimal, forcing the Southwest Unified School District to close Southwest Middle School in spring, 2013. Following were identified factors that facilitated or hindered the implementation of plans aimed at school improvement.

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Leckie, Falina. "Students’ Perspectives on Extensive Literature : Using Literature to Enhance Communicative Competence and Cultural Understanding in the EFL-Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21115.

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The aim of this thesis is to investigate the use of literature within the Swedish Upper Secondary EFL-classroom from the students’ perspective. How do the students in the study relate to literature and its use to enhance and enable their communicative competence and cultural understanding? Also, how do their answers compare with their teacher’s and the adult perspectives and findings from previous international research? The empirical data obtained from the study has been analysed from the perspectives of sociocultural and motivational theory, and the findings show that the participating students believe literature to be a good didactic tool to apply in the EFL-classroom, both in order to enhance their communicative competence and their cultural understanding. The students prefer to have a sociocultural approach to their literature-learning, with group-discussions of various sizes. The key for the students in this respect is interesting, relevant and engaging subject-matter, as well as a positive and motivational teacher. The responses given by the students correlate with those given by their teacher as well as previous international research. The students regard literature as a way of gaining new perspectives, as well as experiencing language in use. Where they diverge somewhat from the international research is in regard to literature’s use for enhancing their competence to speak in class, and that some students seem to think that communication and cultural understanding are separable. Future studies within this field might include the conducting of a larger and more in-depth survey regarding the students’ ideas about literature, culture and communication. Why do so many of the student respondents neither agree nor disagree with the statement concerning communication and cultural understanding being inseparable? This can be an important issue to investigate in today’s global climate of cross-cultural and intercultural experiences, especially in view of the political climate of diverse attitudes towards refugees, immigrants and emigration

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Brun, Eric. "Sur l'évolution altéritaire-ethnocentriste en classe de cycle 2 dans le cadre d’un projet d'Éveil aux langues-cultures du monde : une analyse comparative longitudinale à travers l’expression orale." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3037/document.

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Cette thèse vise à comprendre l'évolution des attitudes à l'égard de la différence chez les enfants de cycle 2 et de leurs enseignants - à travers leur expression orale - avant et au cours de l'apprentissage d'une langue vivante à l'école. La recherche longitudinale a commencé en maternelle grande section (rentrée scolaire 2012-2013) auprès de six groupes-classes de trois écoles situées dans la région Provence-Alpes-Côte d'Azur pour un effectif total de 155 élèves et de 6 enseignantes. L'étude s'est poursuivie l'année suivante en cours préparatoire (2013-2014) auprès des mêmes groupes-classes puis s'est achevée l'année suivante à mi-parcours du cours élémentaire 1 (2014-2015) auprès d'un effectif final de 112 enfants. Les attitudes et l'expression orale des enfants et de leurs enseignantes ont été observées ponctuellement à chaque rentrée scolaire pour les enfants et continuellement pour les deux acteurs tout au long de l'année à travers la mise en place d'un projet nommée "Éveil aux Langues-Cultures du Monde" (EALCM) inspiré du Cadre de Référence pour les Approches Plurielles des Langues et des Cultures (Michel Candelier et al., 2012). La recherche analyse par conséquent l'évolution de la disposition attitudinale des enfants et de leurs enseignantes à l'égard de l'Autre sur la période triennale en prenant appui essentiellement sur les interactions verbales qui se sont nouées entre eux en classe
This dissertation aims to understand the evolution of attitudes regarding the concept of difference among Cycle 2 children and their teachers - through their oral expression - before and throughout the learning process of a foreign language at school. The longitudinal study started in 2012-13 in three kindergarten schools located in the region of Provence-Alpes-Côte d'Azur comprehending a total of 155 students and 6 teachers. The study continued the following years (2013-14 and 2014-15) with the same groups in the 1st and 2nd grades of Elementary school with a total of 112 students. The attitudes and the oral expression of the students and of their teachers were observed in the beginning of each school year through a project here named "Éveil aux Langues-Cultures du Monde" (EALCM) inspired by the FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures (Michel Candelier et al., 2012). The research analyses the evolution of the attitudinal disposition of the children and their teachers during a triennial period essentially considering their verbal interactions in the classroom

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Hunter, Tawanda Blackshear. "An Examination of School Culture and English Language Learner Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1708.

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English Language Learners (ELLs) do not achieve sufficiently on standardized tests, as required by federal law. Fourth grade ELLs at a suburban elementary school in the Southern United States experienced similar problems in the failure rate on the state standardized test. Still, this school outperformed several of the schools in the same area of the county. In this sequential, explanatory study, teacher and administrator perceptions of school culture and its impact on the achievement of ELLs in a Southern elementary school were examined. Vygotsky's cultural-historical theory provided the theoretical framework to ground this study, as culture within a school could influence student achievement. At the study site, 26 elementary teachers voluntarily responded to the electronic School Culture Survey during the quantitative phase. Analysis of these surveys yielded means, produced factor scores, and identified discrepant areas. Two administrators, five 4th grade teachers, and four ELL teachers were invited and were interviewed to collect and analyze data in the qualitative phase. The thematic coding of the data identified teacher collaboration, collaborative leadership and perceptions of school culture as deficient in the school. The subsequent project, a position paper based on the findings, informed school leadership of the results and potential benefits a regional examination of school culture could provide. Improving school culture can allow teachers and administrators to better serve an underachieving student population; an improved culture could consequently contribute to positive social change for these ELLs.

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Sankey, Kerri L. "Understanding How Principals Shape Collaborative School Cultures." Thesis, Lesley University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827399.

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The issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures. This study examined leadership approaches and workplace conditions critical to the development of collaborative school cultures. The importance of the principal’s role in shaping collaborative culture is often noted in the literature. Using a sequential mixed methods explanatory research approach, the study consisted of two phases that employed quantitative and qualitative measures. Massachusetts’ principals (1,773) were contacted by email to participate in an on-line survey, with 261 principals completing the survey, resulting in a response rate of 15%. Ten telephone interviews were conducted after survey results were analyzed. The data analysis generated six key findings. Finding #1 showed eight school level factors that contributed to collaborative culture. School level factors included involving teachers in decision-making and providing opportunities to share ideas through dialogue and planning. Finding #2 articulated principals’ desire to effect change; it emerged because of principals’ perceptions of collaborative culture in their schools. Finding #3 identified six leadership indicators that have a strong influence on collaborative culture. Indicators ranged from valuing teachers’ ideas to protecting planning and instructional time. Finding #4 validated the importance of school specific personal leadership qualities and practices. The leadership qualities principals reported most often were empathy and vulnerability, and leadership practices include setting expectations, building relationships, and empowering teachers. Finding #5 established teams, time, and professional development were three organizational factors that contributed to collaborative culture, while Finding #6 identified teacher resistance as an inhibitor to collaborative culture. Overall, these findings demonstrate principals’ perceptions led to specific practices they believe foster collaborative culture. Recommendations are delineated for principals and higher education institutions. Future research recommendations suggest further study of principals’ self-awareness, leadership practices, and focus on specific subgroups in relation to collaborative culture.

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Lin, Wen-Chuan. "Culture, ethnicity and English language learning : a socio-cultural study of secondary schools in Taiwan." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55670/.

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Learning English in Taiwan has become a primary economic concern as industry has recognised the need to compete within global markets in which trade is carried out predominantly in English. The national, longitudinal achievement data in English has consistently demonstrated a substantial gap in English between candidates (age 13) living in urban and rural locales. This thesis explores differences in secondary school students' access to English as a foreign language in four schools in Taiwan. The schools were chosen to represent locales dominated by different ethnic groups. Multiple methods were employed and the design of the research was guided by Rogoff's description of planes of analysis. Questionnaires adapted from Scribner and Cole' (1981) seminal work on literacy were used to assess students' engagement in learning English in everyday contexts. Classroom observations were conducted in eight classrooms, two in each school, and semi-structured interviews were carried out with students, teachers and parents. Key findings reveal that students from various ethnic groups and locales have access to different socio-cultural resources that position them differently with respect to formal school English learning. The study found a greater asymmetry in rural in contrast to urban locales between school and community values such as ethnic cultural legacies. In some schools teachers accessed students' ethnicity and dialect to bridge between school and outside school knowledge. Individual students' access to English followed complex trajectories that often reflected tensions relating to ethnicity, gender and social class background. Learning English was found to be a value-laden practice that has been exacerbated by the heightened political pressure to learn English to ensure Taiwan's place in the global economy. The theoretical and methodological approaches, and findings bring to light some of the socio-political implications to English language teaching for practitioners, policy makers, and academics concerning foreign language learning in countries such as Taiwan facing competition in global economic markets.

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Chang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.

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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.

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Chau, Chor-shing, and 周楚成. "School principals' performance in Hong Kong: cultures' consequences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956294.

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Hellman, Sara. "Det splittrade svenskämnet : En jämförelse av läroplanerna i svenska och svenska som andraspråk." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34455.

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The divided Swedish subject – a comparison of the curriculums in Swedish and Swedish as a second language The aim of this essay is to examine and appose the curriculums of the school subjects Swedish and Swedish as a second language in upper secondary school in relation to prevalent second language development research and didactics. My theoretical framework consists of discourse theory and the socio-cultural perspective on teaching and learning. The overall purpose of this essay is biramous and the study aims towards answering the following questions: 1. What didactic considerations are made in the two curriculums? And 2. In what ways is the curriculum in Swedish as a second language based on prevalent second language development research, and in what ways is it not? To answer these questions I have chosen discursive analysis as my main method to examine and compare the curriculums in order to delineate what implications its language use and goal formulations has for the perception of both student groups and in turn the possible quality of their language education. Through my analysis I have found that the curriculum for Swedish as a second language have some bearing in second language research, but that the differences between the two subjects’ curriculums as a whole lack feasible reasoning. The differences in language use and goal formulations between the two curriculums comes across as a result of both fleeting reasoning as well as fleeting judgement in relation to didactics and second language education. My proposition is to have a united Swedish subject for the currently existing student groups with the possibility of a new version of Swedish as a second language intended solely as a temporary educational form for newly immigrated students to assist their early Swedish acquisition.

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Liao, Y. "The art school ethos across cultures : UK and China." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28862/.

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This research investigated the culture and identity of art and design institutions through making comparisons between British and Chinese independent art schools and art schools in multidisciplinary universities, and the cultural contexts behind these art schools in the two countries. The study employed a semi-structured and open-ended qualitative interview approach, and adopted cross-national research as a framework. Mergers between independent specialist art and design institutions and multidisciplinary universities in the UK and China were examined as a starting point to make the comparison between the two types of art schools. Thirty participants from independent art schools, art schools within large universities, and other non-art and design faculties in universities both in the UK and China were interviewed. The analysis of the qualitative interview data was informed by certain concepts such as culture and identity. The thesis explored the concept of culture in two different senses. The first sense of culture, uncovered in the interview data, matched the “organisational culture” found in the organisational studies literature. The thesis used this concept of culture as a framework to evaluate the organisational culture in independent art schools and art schools in large universities. The second, more productive, meaning of the word culture drew on the Western European and Chinese history of ideas, particularly Romanticism, which had its own manifestations in both Western and Chinese cultures. In this sense, the concept of culture was adopted to investigate and compare the history of art and design higher education, through an analysis of terminology such as “art”, “craft” and “design” in the two countries, and their origin in the Western romantic ethic summed up in the idea of bohemian ethic and the Chinese traditional romantic culture of Neo-Taoism. As a consequence of this analysis, the identity of art and design schools became clear. The concept of identity found in organisational management, which refers to Soenen and Moingeon’s five-facet model of collective identity, informed the data analysis. The identity of art and design schools can be encapsulated in another productive term developed through the thesis: the concept of the “real art school”. The “real art school” is an intangible concept that relates to the core belief and deep value in the art school identity: the bohemian spirit. It does not matter whether the school is independent or merged. As long as it has a sense of this bohemian identity, then it is a real art school.

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Cairns, Josephine M. "Changing perspectives on faith school cultures : practice informing policy." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020530/.

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The study argues for a reassessment of the role of state supported faith schools in plural civic societies. In England, government policy supports their expansion. Problems associated with this policy are hard to resolve. A particular difficulty arises from OFSTED reports pointing to faith schools' apparently greater academic achievement and better experience in them of social, moral, cultural and spiritual development. Aiming towards a resolution of the problem the study addresses intellectually the concerns which such privileging of religion in education raises in modern times alongside developing an appropriate methodology to illuminate further OFSTED findings about faith schools. Here Lawton's hierarchical plotting of the beliefs, values and behaviours of a school culture has been formative, emphasising many aspects of life additional to goals and success or failure seen not only in terms of league table results. An empirical study of four Catholic schools in three countries aims to interrogate the educational cultures which sustain them. It combines Lawton's conceptual mapping with Flynn's self-review tool, devised to encourage students to clarify their beliefs, attitudes and values while studying in Catholic schools. The student voice is prioritised in evaluating a faith school education. It tells of cohesive and inclusive communities, their capacity to act for themselves in their 'worlds', from principled positions for the common good and the fit between personal, spiritual and academic goals and the school culture. The meta-narrative resulting from this study is offered as a potential evidence base through which citizens and politicians might involve themselves in a deliberative engagement with the policy question: Should plural societies operate common schools which will ensure the full educational entitlement of all students, from whatever social, cultural, ethnic or religious background or a plurality of schools, in which religious groups are accorded the right to their own schools?

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Frenning, Henric. "An International Language? -Cultural Representation in English textbooks for Swedish Schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31656.

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Culture and language are intrinsically linked, and the question of how to approach teaching culture whilst teaching a language is always going to be one teachers have to ask themselves. A textbook is a tool which is meant to aid teachers and remove some of the burden of decision-making from their shoulders. A good textbook should thus give a teacher all of the tools needed to teach a language, including answers to the aforementioned question. This study was a content analysis of four English Language textbooks used in Swedish high schools. The main focus was on how these textbooks present different cultures. This was then contextualized by comparisons with previous research, with cultural theories, and by a comparison with the guidelines which are presented in the Swedish curriculum. The study found that the textbooks contain little representation of cultures which are not natively English-speaking or which exist outside of the so-called Inner circle of English language, and that even when non-Inner circle cultures are represented, they are either viewed through and Inner circle lens or as a minority culture in an Inner circle context. Furthermore, the literature which is included in the books adheres strictly to the English literary canon as it is generally defined. The textbooks thus do not encourage the teaching of English as an international language, and they therefore go against the guidelines of the Swedish curriculum. They are also representative of a global issue of conservatism in ELT which has been highlighted previously by other authors—and to the existence of which they provide further and current proof.

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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.

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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.

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Shum, Ho-ma Ada. "Perceptions of school culture : NETS vis-à-vis students /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23373489.

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Neasham, A. R. "Language, culture and education : A study of cultural, social and eductional issues relating to community language provision in British maintained secondary schools." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372178.

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Silva, Raul César da. "Impactos, dificuldades e avanços na inserção de tecnologias na cultura escolar." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/958.

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Made available in DSpace on 2017-07-10T16:27:58Z (GMT). No. of bitstreams: 1 Raul Cesar.pdf: 1396905 bytes, checksum: d27f3dbd595aedc83ffbc86e5dd0f405 (MD5) Previous issue date: 2014-06-27
The technologies are fundamental tools in human evolution. From the beginning the work provided greater efficacy and intellectual productions, distinguished the man from other animals. Running along the various areas of daily activities, are constantly changing and evolution, influencing behaviors, providing opportunities and effecting social change and cultural dynamics. In the area of formal education, represented by the school, the technologies are essential for teaching. Traditional as paper, pencils, board etc., they are already recognized incorporated into the teaching and learning process, as being fundamental. With the advent and access the electronic and microelectronic technologies, the schools are faced of the new reality, whose potential role and the educational needs of reflections. These new features, represented at schools with greater frequency for televisions, computers and accessories, are they gradually integrated into this institution. In this process, one must consider that these instruments are contaminated by the interests of capitalism through the mass media, using technological resources and its ability to integrate multiple languages, seducing for consumption. In this sense the formal education beyond this challenge need to consider the influence that the mass media have on students. The impacts are clearly perceived in the relationship of students with formal knowledge. Several initiatives, government and teachers are held to find the place and the role of technology in education. Many of them collide on personal, institutional and lack of theoretical depth limits. In this sense the continuing education are fundamental to this debate. This research was based on the experiences of the public schools in Paraná and held in high schools the city of Francisco Beltrão. We seek to identify how they have been used technological resources available at the school, limitations, difficulties and results. We discuss also the differences in the use and control of these resources between teachers and students. As we seek to broaden the debate curricular and social issues that affect the teaching and learning process.
As tecnologias são instrumentos fundamentais no processo de evolução humana. Desde o início proporcionam maior eficácia aos trabalhos e produções intelectuais, que diferenciam o homem dos demais animais. Perpassando os diversos campos das atividades diárias, estão em constante mudança e evolução, influenciando comportamentos, oportunizando mudanças e efetivando dinâmicas sociais e culturais. No campo da educação formal, representada pela escola, as tecnologias são indispensáveis para o ensino. As tradicionais como papel, lápis, lousa etc, já estão reconhecidamente incorporadas ao processo de ensino e aprendizagem, como sendo fundamentais. Com o advento e acesso as tecnologias eletrônicas e microeletrônicas, as escolas estão diante de nova realidade, cujo potencial e o papel educacional necessitam de reflexões. Estes novos recursos, representados nas escolas, com maior frequência por televisores, computadores e seus complementos, são gradualmente integrados a esta instituição. Nesse processo, há que se considerar que estes instrumentos estão contaminados pelos interesses do capitalismo que, por meio das mídias de massa, utilizam os recursos tecnológicos e sua capacidade de integrar múltiplas linguagens, seduzindo para o consumo. Neste sentido a educação formal, além deste desafio precisa considerar a influência que as mídias de massa exercem sobre os alunos, os impactos são claramente percebidos na relação dos alunos com o conhecimento. Diversas iniciativas, governamentais e de professores são realizadas para encontrar o lugar e o papel das tecnologias na educação. Muitas delas esbarram em limites pessoais, institucionais e carência de aprofundamento teórico. Nesse sentido as formações continuadas são fundamentais para este debate. Esta pesquisa foi baseada nas experiências das escolas públicas estaduais do Paraná e realizada em três escolas de Ensino Médio do município de Francisco Beltrão. Procuramos identificar como têm sido utilizados os recursos tecnológicos disponíveis na escola, as limitações e dificuldades no uso destes instrumentos. Abordamos a diferença no uso e domínio destes recursos entre professores e alunos. Assim como, buscamos ampliar o debate para questões curriculares e sociais que interferem no processo de ensino e aprendizagem.

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Xu, Jinhui. "A case study of an urban elementary school Chinese language and culture program at the Boston Renaissance Charter Public School (BRCPS)." Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706490.

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Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.

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Choi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.

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Mehlman-Petrzela, Natalia Yael. "Origins of the culture wars : sex, language, school, and state in California, 1968-78 /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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Araujo, Juan José. "Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84162/.

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Although studies have addressed high school English language arts (ELA) instruction, little is known about the decision-making process of ELA teachers. How do teachers decide between the resources and instructional strategies at their disposal? This study focused on two monolingual teachers who were in different schools and grades. They were teaching mainstream students or English Language Learners. Both employed an approach to writing instruction that emphasized cultural mediation. Two questions guided this study: How does the enactment of culturally mediated writing instruction (CMWI) in a mainstream classroom compare to the enactment in an ESL classroom? What is the nature of teacher decision-making in these high school classrooms during English language arts instruction? Data were collected and analyzed using qualitative methodologies. The findings suggest that one teacher, who was familiar with CMWI’s principles and practices and saw students as partners, focused her decisions on engagement and participation. The other teacher deliberately embedded CMWI as an instructional stance. Her decisions focused on empathy, caring and meaningful connections. These teachers enacted CMWI in different ways to meet their students’ needs. They embraced the students’ cultural resources, used and built on their linguistic knowledge, expanded thinking strategies to make difficult information comprehensible, provided authentic learning opportunities, used formative assessments as instructional guides, and delivered just-in-time academic and non-academic support.

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Jacobson, Anna T. "Negotiating an identity, learning a school culture the influence of a school community's expectations on the development of a native-speaking Spanish teacher in a US public middle school /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380087.

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Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture, and Language Education, 2009.
Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4606. Adviser: Martha Nyikos.

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Shum, Ho-ma Ada, and 岑賀美. "Perceptions of school culture: NETS vis-à-visstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962543.

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Bickmore, Ronda L. "Spanish-speaking Parents' Negotiation of Language and Culture with their Children's Schools." DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1510.

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Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

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Schreiber, Jordan. "The politics of bilingual education : language, culture, and citizenship in American schools." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312919.

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Carel, Sheila Marie. "Performing virtual ethnographies of communication in the high school French class : a case study /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Chu, Shun-chi Donna, and 朱順慈. "Disciplining media: the encounters between the cultures of media and school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29739603.

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Fields, Robert Lewis. "Organizing an ethnographic field school for anthropologists studying Oklahoma Indian cultures /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.

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Fredriksson, Ann-Charlotte. "How Can Film Facilitate Learning in Upper-Secondary School?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29144.

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Film has worked as a tool in schools a long time. But what ways can film facilitate learning in an upper-secondary classroom, regarding the aspects of global English and culture? This research synthesis will attempt to answer the question on how film can facilitate learning by investigating the different perspectives in the learning process, such as the cultural and global perspective whilst focusing on the perception of using film from students and teachers. The curriculum for upper-secondary school is highly influenced by the diversity in society, which aligns well with the cultural perspectives of using film in the English classroom. Opening up the classroom for visual literacy, socio-cultural theory, investigating the film theory and the characters of motion-picture. Studies implicating that film is a good learning resource have taken into perspective that film can be divided into a numerous number of tasks, helping students with vocabulary, understanding of the surrounding world and interacting with global Englishes. By presenting different ways of working with film, students’ knowledge and understanding in the English language increase. But it all comes down on how it is used. This would open up for discussion but also an understanding of motion-picture history and technology.

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Flodin, Madeleine. "Writing in School : A study of how students in upper secondary school use adjectives and adverbs in school writing." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23659.

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The purpose of this study was to see how often, and to what extent, students in upper secondary school use adjectives and adverbs in their school writing. Additionally, a comparison was made between girls and boys. 40 texts were used in total, and 20 of them were written by girls and 20 written by boys. I counted the adjectives and adverbs in the texts and took notes of what kind of adjectives and adverbs were used as well as how often each of them were used. In this study, I found that girls outperform boys in both total number, of both adjectives and adverbs, as well as in variety. Furthermore, I found that students use far more adjectives than they do adverbs in their school writing.

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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.

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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.

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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.

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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan. First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan. The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Hattingh, Sherene Jane. "A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62443/1/Sherene_Hattingh_Thesis.pdf.

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This case study investigated pedagogical responses to internationalisation by a faith-based secondary school in Australia. Using social constructivism as the theoretical framework the study examined teaching and learning for culturally and linguistically diverse students. Data generated through questionnaires, focus groups, individual interviews and document archives were analysed and interpreted using thematic analysis. The findings showed that teachers believed themselves to be ill-equipped to teach international students. Their concerns centred on a lack of explicit pedagogical, cultural and linguistic knowledge to help the students acculturate and learn. Recommendations include the dissemination of school policies to teachers, intentional staff collaboration and professional development to address the teachers’ needs for internationalisation.

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Morillo-Campbell, Milagros. "Examining School, Family, and Community Partnerships Among Hispanic Parents: An Ethnography of Transformation." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/215412.

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This dissertation study examined school, family, and community partnerships among Hispanic parents whose children were enrolled in a school district’s Migrant Education Program (MEP). I was guided by the following main question: What issues do parents discuss regarding school, family, and community partnerships? Data were collected from interviews, artifacts, and field notes. Participant observation was conducted at the Parent Advisory Council (PAC) meetings and at The Bridge, a clothing distribution program. Findings that emerged from the research demonstrated that the PAC meetings provided a setting where parents created and developed their social networks and became empowered. The parents who informed this study perceived their role in their children’s education as one where parent advocacy was central to the partnerships between families, schools, and communities. With the assistance and collaboration from the MEP, parent volunteers developed The Bridge, first established to assist school families in meeting their children’s basic needs; it later became a central location for local knowledge, social networks, and funds of knowledge. Through work accomplished at The Bridge, parents instilled in their children the value of hard work and learned to navigate the school system. They moved away from oppression, became empowered, and handled tensions. One of the most significant findings in this study was a shift by the parents from performing a standardized set of schooling practices set forth by the school, to developing a program that advanced as needs were assessed and identified. Parents in this study formally organized themselves in order to have a voice in the school (Delgado-Gaitan, 1991).

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Dissertations / Theses on the topic 'School: School of Languages and Cultures'

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