Rozprawy doktorskie na temat „Biliteracy”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Biliteracy”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
Shibani, Fathia El. "Biliteracy and academic success: The experiences of selected Libyan students". University of the Western Cape, 2019. http://hdl.handle.net/11394/6953.
Pełny tekst źródłaThis study is an investigation into the biliteracy skills (in Arabic and English) employed by Libyan students at the University of the Western Cape to gain their academic success. Nowadays, international students form a significant number in every academic institution. The study attempts to show that there are literacy factors beyond basic editing of written tasks by biliterate students studying outside their country of origin that need to be acknowledged as contributing to their success in completing such tasks. Qualitative research methods - a questionnaire and interviews – were used in order to understand what strategies the participants rely on to first understand, then write their assignments, how they apply their biliteracy skills, and what biliterate resources they draw on in their writing in order to produce a successful assignment. Hornberger’s (1989) Biliteracy Model was adopted as a framework to map students’ responses. This study may serve as a response to the question posed by Hornberger and Link (2012:243): “How should educators engage with students’ linguistic and literacy diversity in order to facilitate successful school experiences and greater academic achievement for students from often minoritized backgrounds?” This study might also be one of a series of research studies exploring, as Creese and Blackledge (2010:113) recommend, “what ‘teachable’ pedagogic resources are available in flexible, concurrent approaches to learning and teaching languages bilingually”. The findings of the research show that the Libyan students in this study used particular strategies whenever they faced academic barriers, and to compensate for their limited competence in English and the academic discourse in the foreign context of UWC. The most significant of these strategies were the use of the first language as a bridge to the second, oral discussions preceding written assignments, drawing on prior knowledge, and moving from reading to writing. Moreover, the findings revealed some of the factors behind the students’ growing confidence in their writing and consequently, succeeding in writing their assignments. These were lecturers’ feedback, oral discussions with a writing coach or friends, and drawing on contextualized content.
Fierro, Ana V. "Multimodal Biliteracy in the Arizona-Sonora Borderland". Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811178.
Pełny tekst źródłaThis qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, & Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding biliteracy as a social practice and valuing language as a resource (Ruiz, 1987). Funds of knowledge (González, Moll, Amanti, 2005; Moll, González, Amanti, & Neff, 1994) is an important component in framing this qualitative study and applying methods informing an inclusive pedagogy for bilinguals. Subsequently, I go over the photographs and multimodal composition presented in two case studies of Spanish and English bilinguals. The first case study (Appendix B) documents biliteracy in the household and local community of bilinguals through photography. It contributes to previous research by Reyes, DaSilva Iddings, and Feller (2016) and the two themes from their analysis: 1) Expanding definitions of language and literacy and 2) Deepening the understanding of funds of knowledge. The second case study (Appendix C) examines how bilinguals critically and creatively expressed their Spanish and English in a multimodal composition. Thinking critically about literacy meant reflecting on their everyday reading and writing practices as bilinguals, while being creative meant thinking about the various modes of reading and writing in two languages. This moves literacy beyond a monolingual and monomodal practice into one that cultivates diversity for equity in education for bilinguals. I seek an empowering pedagogy for bilinguals by valuing and making space for linguistic and cultural diversity in the classroom. Biliteracy is a valuable contribution to class and the learning process of students with more than one language. The primary purpose of this dissertation, like funds of knowledge, was to develop critical innovations in teaching (Moll, Amanti, Neff, & González, 1992) biliteracy for the 21st century. Findings from the photographs, multimodal compositions, written reflections, and retrospective interviews demonstrate how Spanish and English biliteracy is practiced in various modes (e.g. music, dancing, singing, traditional family recipes, and religious/spiritual altars) in the Arizona-Sonora borderland.
DeLeon, Tanya M. "The New Ecology of Biliteracy in California| An Exploratory Study of the Early Implementation of the State Seal of Biliteracy". Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639305.
Pełny tekst źródłaNearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development—Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.
DeLeon, Tanya Margarita. "The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy". Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/197.
Pełny tekst źródłaHancock, Andrew John. "Chinese children's experiences of biliteracy learning in Scotland". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5873.
Pełny tekst źródłaJoo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.
Pełny tekst źródłaWatanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia". Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.
Pełny tekst źródłaMalloy, Mary Ellen. "A view with a room : grounded middle school biliteracy theory /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567768827.
Pełny tekst źródłaCevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists". PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.
Pełny tekst źródłaGentil, Guillaume. "Academic biliteracy and identity construction : case studies of Francophone science writers". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82880.
Pełny tekst źródłaEgger, Evelyn. "Development of biliteracy in bilingual children : effects on language and cognition". Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78760/.
Pełny tekst źródłaArnot-Hopffer, Elizabeth Jane. "Las Tres Amigas: A Study of Biliteracy From Kindergarten Through Adolescence". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195970.
Pełny tekst źródłaMcCray, Joanna Rachel. "BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM". CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/138.
Pełny tekst źródłaGort, Mileidis. "On the threshold of biliteracy: bilingual writing processes of English-dominant and Spanish-dominant first graders in a two-way bilingual education program". Thesis, Boston University, 2001. https://hdl.handle.net/2144/32765.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This observational study investigates the writing processes of young, developing bilinguals from majority- and minority-language backgrounds. The research was situated in two grade 1 classrooms in a Two-Way Bilingual Education (TWBE) program in the Northeastern United States. A TWBE program is an educational model that integrates native English-speakers and speakers of a minority language for all or most of the day and promotes high academic achievement, dual-language and literacy development (i.e., bilingualism and biliteracy), and cross-cultural understanding for all students. The following research questions guided the study: How do first-grade English-dominant and Spanish-dominant students develop as writers in a TWBE program that employs a process writing approach? (a) What are the trends and patterns of bilingual writing processes and skills? (b) Do trends and patterns differ depending on classroom context (English/Spanish Writing Workshop)? Researchers observed and audiotaped 8 focal children as they composed stories in Spanish and English Writing Workshops (WW), collected artifacts from all stages of the writing process, and conducted interviews with focal children at the end of WW sessions. Triangulation of multiple data sources provided a comprehensive view of emergent bilingual writing behaviors, verified themes and patterns, and cross-validated regularities in the data. Cross-case analyses of students' individual profiles of bilingual writing processes revealed similarities and differences in their cross-linguistic skills, as well as patterns of transfer of writing processes and skills. Patterns of bilingual writing related to codeswitching and literacy transfer (both positive and negative) for Spanish-dominant and English-dominant young writers led to the development of a preliminary model of bilingual writing development for English-dominant and Spanish-dominant students. This model presents phenomena unique to bilingual writers, relates these to bilingualism and biliteracy, and proposes anticipated expression of the phenomena for students from linguistic minority and linguistic majority backgrounds. The findings suggest that access to two languages and support for bilingualism affect both the processes of writing and the products children create, leading to the development of biliteracy and metalinguistic awareness of two languages for Spanish-dominant and English-dominant students.
2031-01-01
Buckwalter, Jan K. "Emergent biscriptal biliteracy bilingual preschoolers hypothesize about writing in Chinese and English /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?urlv_er=Z39.88-2004&rftv_alf_mt=info:ofi/fmt:kev:mtx:dissertation&resd_at=xri:pqdiss&rftd_at=xri:pqdiss:3215285.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1192. Advisers: Larry Mikulecky; Jerome Harste. "Title from dissertation home page (viewed March 22, 2007)."
Goenaga, Ruiz De Zuazu Adriana. "School children growing biliteracy using translanguaging while learning to be democratic citizens". Thesis, New Mexico State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10760562.
Pełny tekst źródłaThis dissertation emerged at the intersection of collaboration, immigration issues, and language practices. Third-grade students started the school year with much difficulty to engage in academic content and language learning, mainly due to a lack of self-regulation which greatly affected the classroom dynamics. Drawing from Freire (1970, 1993), I believe in the importance of the process of conscientization, which is the critical understanding of the context around us and growing in awareness through reflection and transformative action, and the notion of critical literacy as the "reading of the word and the world" (Freire & Macedo, 1987). The purpose of the study was to set conditions for students to engage in language learning in a collaborative participatory democracy classroom environment. The following general question guided but did not limit my study: How can I, as a teacher-researcher, and my third-grade students work so students become biliterate through collaboration and translanguaging practices? Participatory Action Research (PAR)/Research As Praxis (RAP) philosophy was both the methodology of the study and a fundamental part of my pedagogy. Two transformations: responsibility `conciencia ' (consciousness) and language events progressed in three stages: the beginning-of-the-year stage; the settling-in-and-soaking-in stage; and the common-motto-and-`mismo-barco' (in the same boat) stage. As a result, both students and I were transformed. Students advanced in behavioral and emotional self-awareness, guiding dialogue, making group decisions, and solving conflicts. In their process of becoming biliterate, students stopped making translations and overcame the fear of speaking in English. They started using English and translanguaging practices as an authentic type of communication using their whole linguistic repertoire. I stood up for a symmetrical students-teacher relationship by democratically promoting participation without guiding and consciously balancing power relations permitting a more student-led classroom assembly time and conflicts solved by students. Some lessons I learned were: overcoming an initial naïve thinking about participation, transforming to create the conditions for student participation in conflict resolution and decision-making, how I released myself from being the power figure and educated to make a good use of the power to participate democratically in conflict resolution and decision-making, the process of civic education, and biliteracy and translanguaging.
Visedo, Elizabeth. "From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys". Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.
Pełny tekst źródłaThe purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.
Ballinger, Susan Gail. "Towards a cross-linguistic pedagogy: biliteracy and reciprocal learning strategies in French immersion". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114147.
Pełny tekst źródłaCette dissertation s'appuie sur une intervention d'une durée de 7 semaines dans deux cours d'immersion en français (classes de 3e et 3e/ 4e années) au sein de deux écoles, situées près de Montréal, fréquentées par des élèves ayant comme langue dominante soit le français, soit l'anglais. L'intervention visait à créer une passerelle entre la langue maternelle et la langue seconde (L2) des élèves par le truchement d'un projet de « bilitéracie » liant la matière des cours de langue française et anglaise et de la mise en œuvre de stratégies d'apprentissage réciproque des langues conçues pour aider les élèves à établir des liens d'apprentissage linguistique avec d'autres élèves. Dans le cadre du projet de bilitéracie, les enseignants des cours de français et d'anglais lisaient aux élèves des extraits tirés des versions anglaise et française de trois livres d'images. Après chaque lecture, des paires d'élèves, composées d'un élève dont la langue dominante était l'anglais et un autre dont c'était le français, étaient appelées à réaliser des tâches de litéracie coopératives. De plus, les élèves suivaient huit cours de stratégie visant une meilleure sensibilisation à leur production en L2 et une plus grande exactitude linguistique, tout en rehaussant leur prise de conscience de leur rôle et de celui de leurs pairs en tant que ressources dans l'apprentissage des langues.La collecte de données s'est effectuée à partir d'entrevues d'enseignant et d'élèves et d'interactions filmées de 8 paires témoins (n = 16) alors qu'elles s'adonnaient à de tâches coopératives. Les transcriptions des données sur l'interaction ont d'abord fait l'objet d'une analyse quantitative en termes de (a) l'attention portée à la langue (opérationnalisées en tant qu'épisodes liés à la langue et de (b) l'utilisation des stratégies (opérationnalisées sous les rubriques « poser des questions » et « fournir de la rétroaction corrective ») par les élèves. Les schèmes mis au jour par l'analyse quantitatives ont contribué à orienter l'analyse qualitative subséquente. Les analyses ont révélé que toutes les paires d'élèves filmées ont eu recours à des stratégies de réciprocité et ont manifesté une collaboration poussée dans la réalisation des tâches. La dominance linguistique et le type de tâche ont tous deux influé, dans une certaine mesure, sur le comportement interactionnel des élèves, mais leur efficacité sur les plans de la réalisation des tâches et de la résolution des problèmes linguistiques était d'autant plus grande qu'ils recouraient à des initiatives interactionnelles additionnelles sollicitant et soutenant les contributions de leurs pairs. Par conséquent, une pédagogie qui montrera aux élèves comment collaborer de manière constructive s'avérera un élément clé pour contribuer au succès d'approches interlinguales similaires.
Moraga, Olga Grimalt. "The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs". Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/269.
Pełny tekst źródłaDiaz-Philipp, Alma Lucinda. "Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class?" PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4980.
Pełny tekst źródłaKo, Bo-Ai, i n/a. "Biliteracy in English and Korean: A Case Study of Writing Development during Primary Years". University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081215.150126.
Pełny tekst źródłaKim, Julie Ji Seon. "Biliteracy acquisition in Korean-English bilingual children : phonological, syntactic, working memory and orthographic skills". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13920.
Pełny tekst źródłaGranados, Nadia Regina. "Mapping Mobilities as Transformative Practices: Dual Language Graduates' Bilingualism and Biliteracy across Spatiotemporal Dimensions". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577356.
Pełny tekst źródłaKent, de Ravetta Marcia 1964. "A bilingual setting in Buenos Aires, Argentina: Biliteracy development in a second grade classroom". Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/278534.
Pełny tekst źródłaSu, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.
Pełny tekst źródłaLebese, Molatelo Prudence. "Biliteracy development in a rural primary school of Limpopo Province : an ethnographic case study". Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1045.
Pełny tekst źródłaThe research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the school’s language policy was also completed. The research revealed that the learners are hardly being taught to read and write whether in Sepedi, (their home language) or in English. While the school language policy states that English should be introduced in Grade 2, it is actually taught only in Grade 3. Additionally, as the learners do not understand English, the teachers frequently code-switch into Sepedi and therefore the learners hardly get any exposure to English. Many other negative aspects were uncovered. Out of the 28 lessons scheduled to be observed only 20 lessons actually took place. The learners are therefore not actually spending the allocated time on literacy development. The teaching is highly routinised with teachers, by and large, using an approach that emphasises repetition and rote-learning. The learners hardly ever get a chance to engage with texts independently. Even the textbooks available are not used but are stored away in the cupboards. Teachers painstakingly copy material from the textbooks on to the chalkboard and learners then copy this into their exercise books. The classroom environment is uninspiring, as there are hardly any learning materials on display. The interviews showed that the teachers had not been adequately trained to teach literacy and were in fact unaware of more effective ways of getting learners to engage with texts. They saw themselves as victims of frequent policy and curricular changes and blamed Government for poor training and lack of resources. The study in fact confirms findings of earlier research that the acquisition of literacy is simply not taking place in the poor, rural schools of South Africa and there is indeed a crisis in education in these schools
LIN, SHU HUI. "DYNAMIC RELATIONSHIPS BETWEEN BELIEFS AND PRACTICES: HOW CHINESE FAMILIES SUPPORT THEIR CHILDREN’S BILITERACY ACQUISITION". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398979965.
Pełny tekst źródłaDworin, Joel Edward. "Biliteracy development: The appropriation of literacy in English and Spanish by second and third grade students". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282273.
Pełny tekst źródłaHoskyn, Maureen Janet. "Relationships among metalinguistic awareness, cognitive development, verbal abilities and biliteracy in first grade early French immersion students". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29933.
Pełny tekst źródłaArts, Faculty of
Psychology, Department of
Graduate
Babino, Alexandra. "A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804910/.
Pełny tekst źródłaAzuara, Patricia. "Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196103.
Pełny tekst źródłaCallaway, Azusa. "Home Literacy Practices of Arabic-English Bilingual Families: Case Study of One Libyan American Preschooler and One Syrian American Preschooler". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/95.
Pełny tekst źródłaDelgado, Maria Rocio. "SPANISH HERITAGE LANGUAGE SOCIALIZATION PRACTICES OF A FAMILY OF MEXICAN ORIGIN". Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195638.
Pełny tekst źródłaCastro, Santana Alma Carina. "Herencia y legado| Validating the linguistic strengths of English language learners via the LAUSD Seal of Biliteracy Awards Program". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647114.
Pełny tekst źródłaA deficit orientation of English Language Leamer (ELL) Latino students permeates the climate at many schools across the state of California. School efforts to address the academic needs of ELL students emphasize disadvantages, and focus primarily on language remediation approaches. In turn, ELL students are submerged into a substandard curriculum that fails to capitalize on, and denies students access to, their cultural and linguistic strengths. In the Los Angeles schools, only 27% of EL students who began the ninth grade were eligible to graduate four years later. Latino ELL students are significantly academically challenged and struggle to meet high school graduation requirements; these students, by default, are not prepared for college. Reversing the desolate academic trajectories of Latino ELL students by validating and promoting their strengths as a foundation for learning was the impetus for this study.
This study documents student and staff perceptions of the implementation of the Los Angeles Unified School District (LAUSD) Seal ofBiliteracy Awards Program at one high school with a predominantly Latino student population. Guided by a conceptual framework utilizing the concepts of empowerment of minority students, community cultural wealth, funds of knowledge, and subtractive schooling, this qualitative case study examined the narratives of Latino ELL students and staff participants to gain an understanding oftheir perceptions about college access, the process of implementing the LAUSD Seal ofBiliteracy Awards program, and the purpose, value, and impact of the program on student achievement. The study included focus group interviews with 26 high school student participants, primarily female and mostly in the 12th grade, and individual interviews with six staff participants in various capacities with an educational experience ranging from five to 15 years.
The findings indicate that the LAUSD Seal ofBiliteracy Awards Program is active at the research site and is producing positive student social and academic impacts. School level impacts include an improved academic school climate and increased parent presence at school functions. In order to shift practice towards an "assets" schooling orientation, recommendations of this study call for a change in policy, converting a voluntary program into a mandatory program. Recommendations of this study urge educators to change current practices to ethically address the issue of evaluation of "transcripts" from foreign countries and to work with teachers to build capacity for additive schooling approaches. Furthermore, recommendations for practice suggest schools must provide all students equitable access to college information by establishing a college and career readiness pathways course that is also a graduation requirement.
Molyneux, Paul David. "Transportable literacies and transformative pedagogies : an investigation of the tensions and choices in the provision of education for bilingualism and biliteracy /". Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00002528.
Pełny tekst źródłaFeller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.
Pełny tekst źródłaO'Gorman-Fazzolari, Carolyn. "Becoming Bilingual: Examining Teachers' Perceptions and Practices for Achieving Bilingualism and Biliteracy in English and Spanish in a Two-Way Dual Language Bilingual Education Program". FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3203.
Pełny tekst źródłaJanulf, Pirjo. "Kommer finskan i Sverige att fortleva? : en studie av språkkunskaper och språkanvändning hos andragenerationens sverigefinnar i Botkyrka och hos finlandssvenskar i Åbo". Doctoral thesis, Stockholms universitet, Humanistiska fakulteten, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62277.
Pełny tekst źródłaSu, Liping. "Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249.
Pełny tekst źródłaOutakoski, Hanna. "Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi". Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102922.
Pełny tekst źródłaLiteracy in Sápmi: multilingualism, revitalization and literacy development in the global north (Vetenskapsrådet 2011-6153)
Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University". Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.
Pełny tekst źródłaAt the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.
Sukapdjo, Amye R. "Reading and writing in the middle school foreign language classroom a case study of teacher beliefs, knowledge, and practices of literacy-based instruction /". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1235164656.
Pełny tekst źródłaWatkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers". Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.
Pełny tekst źródłaReath, Warren Anne. "Developing multilingual literacies in Sweden and Australia : Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia". Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144745.
Pełny tekst źródłaAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
Heston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.
Pełny tekst źródłaThe purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.
This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.
Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.
Trilla, Graciela. "Bilingual and biliterate by choice: profiles of successful Latino high school seniors". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33573.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual and biliterate over time, having arrived in the United States as children with limited English proficiency. Factors believed to have contributed to their bilingual status were categorized in the areas of home, school, individual and society. These were identified through questionnaire, interviews and accountings of academic histories. Language proficiency was measured with story retelling tasks in each language, and scores on the Test of English as a Foreign Language (TOEFL) and Spanish Advanced Placement exams. Each subject became bilingual and biliterate through varied and complex circumstances. The data revealed factors that interacted in different ways for each of the subjects although they reached the same results of bilingualism and biliteracy. Two factors, however, were present in each case. One was the use of Spanish in the homes as the dominant language of the parents, and the other was the participation in Spanish language arts classes in high school. The subjects exhibited values such as loyalty to the family, respect for elders and figures of authority, a strong work ethic, and a positive perception of both the Latino identity and the Spanish language. They had all been instructed in bilingual education programs. The Spanish language arts program at the high school provided the subjects with a challenging curriculum in Spanish. They shared the perception that the high school as well as society regarded them with respect as bilingual and biliterate Latinos. The subjects held a strong image of themselves as Latinos proud to be mastering English while educated in both languages. All eleven subjects believed that Spanish was integral to their lives and that learning English did not have to be at the expense of the continued development of Spanish.
2031-01-01
Ugen, Sonja. "Acquisition of reading and spelling skills of German-French biliterate children in Luxembourg". Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210480.
Pełny tekst źródłaAbstract The first two studies differentiate between top-level processes related to semantics (e.g. vocabulary) and bottom level processes implied in literacy (e.g. spelling). The first two studies established that the native language has an impact on reading comprehension as Germanic speaking children have an advantage on German tasks and Romanophone children an advantage on French tasks. By contrast, performances on bottom-level processes such as spelling and reading are not influenced by the native language. Structural equation models revealed that German top-level processes did not influence French top-level processes. Concerning bottom-level processes however, there was an influence from one academic year on the following as well as from German on French.
Abstract The last three studies focused on differences between biliterate GS and PS in German and in French. The third study examined the reading and spelling strategies (e.g. the application of orthographic rules) that both groups of children acquired in German and in French. Although GS outperformed PS, their overall reading and spelling performance patterns were different in German than in French. GS applied orthographic rules more systematically than PS in German. In French, both groups were strongly affected by frequency effects. The word frequency effect appeared clearly in French, showing that after one year of instruction children strongly rely on the orthographic lexicon for spelling and do not apply orthographic rules systematically. Study 4 establishes the link between the recognition and production of orthographic features. PS's performance is similar to GS's on orthographic judgments and for spelling they produce the same type of errors, showing GS and PS are sensitive to the underlying regularities of the orthography. However, PS produced more errors overall compared to GS. It seems that GS passed the level of automatic use of the most prominent response, whereas PS use the dominant responses as default spelling. In the last study, the emphasis was on GS and PS in French after two years of instruction in grade 4. GS and PS were re-classified to new groups according to their spelling performance in French. GS in French used more French specific phoneme-to-grapheme correspondences in a nonword dictation than PS. PS in French used more German phoneme-to-grapheme correspondences in the French and German nonword dictation. It seems that PS in French rely more on the phoneme-grapheme correspondences of the first acquired and thus dominant language (German). In the general discussion, the previously presented results are summarized and a theoretical model of bilingual spelling is proposed.
Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
Alshaboul, Yousef Mohammad. "From inside the Arab family: What literacy practices occur when raising bilingual and biliterate children?" Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4722/.
Pełny tekst źródłaHuang, Shih-Hao. "Foreign-language immerision as preferred bilingual/biliterate program model for elementary English education in Taiwan". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2696.
Pełny tekst źródłaBlack, Diane. "WE'RE BECOMING BILINGUAL AND BILITERATE!" AN ETHNOGRAPHIC STUDY ON HOW A DUAL-LANGUAGE PROGRAM IN FLORIDA CONTRIBUTES TO TH". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2285.
Pełny tekst źródłaEd.D.
Department of Educational Studies
Education
Curriculum and Instruction