Дисертації з теми "English literacy learning"
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1
Mmela, Edith. "Implementing Integrated Literacy Approaches in an English Classroom in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28025.
Повний текст джерелаАнотація:
The purpose of the study was to discover how teachers learn to teach. This was done through the process of answering the question â How does a teacher acting as a co-researcher come to understand the learner-centered integrated literacy approaches in an English classroom in Malawi?â The learner-centered integrated literacy approaches is a concept derived from a constructivist philosophy of teaching. English is an important language in Malawi because it is the official language (Kayambazinthu, 1998). For that reason children are motivated to learn it as a second language. However, their achievement in English is critically low (Banda, Mchikoma, Chimombo, & Milner, 2001;Kishindo, Susuwere, Ndalama & Mwale, 2005; Williams, 1993). According to Ministry of Education and UNICEF (1998) and Williams (1993) teachersâ complete reliance on traditional teacher-centered approaches was believed to be one of the major causes of school childrenâ s failure to acquire English as a second language for their literacy development in Malawi. The assumption was that improving teacher practice by introducing constructivists-based, learner-centered, integrated literacy approaches, which are believed to be more effective for second language learning, than the former, would illuminate how teachers learn and ultimately improve teacher education practices and consequently teacher English teaching in the classroom.
Data were collected from pre- and post-study interviews, a series of audio taped lesson planning and lesson reflections, lesson observation summaries, and a researcherâ s journal. Data analysis and interpretation suggested that teacher learning is a gradual developmental process that depended very much on other interlaced processes of collaboration, inquiry, and reflective practice. It also demonstrated that the learner-centered integrated literacy approaches of the constructivism-based philosophy, which are also included in the Malawi curriculum but implementation is still a challenge in the primary classes, are possible. The results and process of the study could be used to improve teacher learning in Malawi. Finally, the study experience has illuminated the need for more exploration in the new areas of growth in English literacy.Ph. D.
2
Clavijo-Olarte, Amparo. "Knowledge of literacy learning by Colombian teachers of Spanish and of English." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284080.
Повний текст джерелаАнотація:
The purpose of this research study is to analyze Colombian teachers' knowledge of literacy learning in Spanish and in English revealed in their narratives and in their practice through a teacher education program. The research questions addressed in this study aim to answer the following: (1) How do teachers in the literacy program perceive reading and writing as revealed through their personal literacy histories? (2) What knowledge of literacy learning in Spanish and in English do teachers in the literacy program reveal as presented in their self-selected classroom literacy project? (3) How is teachers' knowledge of literacy learning in Spanish and in English expressed in their practice? This study draws upon data collected during a year-long inquiry I conducted with public school teachers in Bogota, Colombia during March 1998 and April 1999. The 42 teachers who participated in this research project had an average of 10 years teaching. Their knowledge statements found in the data collected served as the unit of analysis from which six categories emerged. Additional information represented in classroom observation, interviews and videotapes was collected of three exemplar cases of elementary school teachers. The conclusions that I arrived at from the analysis of Colombian teachers' knowledge of literacy learning are the following: First, that writing and sharing the literacy histories contributed to transforming traditional pedagogical practices into innovative pedagogical practices of reading and writing. Second, the class sessions, readings, seminars attended, and the sharing of experiences with their peers permitted the generation of new knowledge on literacy learning by teachers. Third, the new knowledge of literacy learning generated by teachers was revealed in the innovations presented in their classroom literacy project. Finally, the conference on literacy contributed to exchanging knowledge and generating more questions for further investigation.
3
Mafandala, Mbembi Joel. "Towards an affective pedagogical model for teaching English language and literacy to migrant learners." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32515.
Повний текст джерелаАнотація:
Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education.
4
Robertson, Leena. "Early literacy in parallel literacy classes : young bilingual children learning to read in English, Urdu and classical Arabic." Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413719.
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5
de, Groot Freek Olaf. "Integrating out-of-class digital literacy development and English literacy practices with classroom language learning and teaching in Thailand." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/78468/.
Повний текст джерелаАнотація:
This thesis investigates the digital English literacy practices of Thai student-teachers in order to examine the pedagogical potential of these digitally mediated practices as they cycle through a network of linked social spaces inside and outside of the classroom. Thailand has been facing issues with English language education similar to those in other ASEAN member states. English language proficiency in Thailand is low and ineffective educational reform and traditional approaches to teaching have prevented the development of English language education and teacher education. However, Thailand’s high number of mobile internet subscriptions and high social media penetration suggests that there is great potential to explore learners’ out-of-class digital English literacy practices and the way they may contribute to our understanding of how digital media might be more effectively used in informal language learning contexts. The thesis takes a Mediated Discourse Analysis approach to studying student-teachers’ digitally mediated English literacy practices. A Nexus Analysis was carried out at a provincial teacher training academy in the center of Thailand in order to explore how student-teachers’ digitally-mediated social and literacy practices cycle through and co-exist with other practices in a network of social spaces. These practices and discourses were then traced to see how discourse and action at the microinterpersonal level are linked to wider socio-political and cultural relationships between various interest groups in English language education in Thai society. This thesis shows that the out-of-class digital English literacy practices of Thai student-teachers create affordances for their in-class learning practices as well as a way to mediate their anticipatory discourses regarding their future professional practices as English teachers. However, the pedagogical potential of these digital literacy practices are not effectively utilized due to the static nature of the Thai educational system, the strict social hierarchies it entails, and, the ambivalence between the ways digitally mediated English literacy practices are embedded in student-teachers’ individual historical bodies and the current dominant Discourses on English language education and the use of digital technology as a means to enhance language learning and literacy development in Thailand. Despite the limited utilization of this pedagogical potential, these findings do provide a better understanding of how digital English literacy practices, which are not directly observable, co-exist alongside other literacy and professional practices in a complex network of social spaces. These insights can help learners, teachers, and, administrators in the field of English language teacher education in Thailand and beyond develop the current learning and teaching practices and their application in future professional practices.
6
Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.
Повний текст джерелаАнотація:
This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.
7
Bekos, Ioannis. "Phonological awareness and the process of learning to read in Greek-English bilingual children." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341400.
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8
Gamman, Richard. "English is more than just literacy : pupils' experiences of learning English at transition from primary to secondary school." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289651.
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9
Reed, Rachel Elizabeth Roozen Kevin Roger. "Re-envisioning the giants a longitudinal case study of one ESL learner /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1644.
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10
Peterson, Amanda Marie. "Motivation for learning through authentic print literacy practices a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Peterson_AMITThesis2009.pdf.
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11
Nielsen, Dea. "Cognitive, linguistic, and literacy development in young children learning English as an Additional Language." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16470/.
Повний текст джерелаАнотація:
Extensive research with monolingual children has established the importance of early code-related skills, memory, and oral language for children’s future literacy attainment, but less is known about the development of these skills in children who learn English as an Additional Language (EAL) in school. As there has been a particular lack of longitudinal research with this population spanning development during preschool and into early education, the aim of this thesis was to examine the performance and development of EAL children on measures of phonological awareness, letter-sound knowledge, rapid automatized naming, verbal memory, and oral language during this time frame. Additionally, once EAL children reached school age, their skills on these measures were compared to those of their monolingual peers, and the role of these cognitive and linguistic abilities in explaining individual differences in literacy skills (reading accuracy, fluency, comprehension, and spelling) was compared across groups. EAL children from diverse linguistic backgrounds (N=96) were first recruited in Nursery (3;7 years), and were reassessed in Reception, Year 1, and Year 2. Monolingual children (N=53) from the same schools were recruited and assessed in Years 1 and 2. Comparisons to both norms and the monolingual groups suggested that although EAL children’s cognitive and linguistic skills in English were very limited during Nursery, these skills showed accelerated development during Nursery to Reception, and their code-related and memory skills were very similar to those of monolingual children by the time they reached Reception or Year 1. However, oral language remained an area of weakness for these children, even at the final testing point. Finally, there were group differences in the contributions of cognitive and linguistic predictors to explaining differences in literacy outcomes. The relevance of these findings for our understanding of bilingual literacy development and the practical implications of this work are discussed.
12
Silvester, Katherine. "LITERACIES IN MOTION: TRANSNATIONAL LIVES AND LIFELONG LEARNING IN THE US AND NEPAL." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/555859.
Повний текст джерелаАнотація:
"Literacies in Motion: Transnational Lives and Lifelong Learning in the US and Nepal," is a multi-sited, ethnographic case study of adult Bhutanese refugees' English language and literacy learning in the transnational contexts of the Bhutanese Diaspora and subsequent refugee resettlement. Specifically, I look at two refugee education programs that provide intensive English language training, the Pima Community College Adult Education Refugee Education Project (REP) in Tucson, Arizona and Caritas-Nepal's Spoken English Center at the site of the Bhutanese refugee camps in Jhapa, Nepal. As a teacher engaged in classroom inquiry in the REP program in Tucson, I was interested in how multilingual adults who strategically and complexly identified as refugees also understood themselves as English language learners and what effect these orientations might have on learning processes and classroom dynamics, especially related to literacy instruction. This initial classroom research gradually expanded to include research in the homes and community spaces of the Nepali-speaking Bhutanese students who invited me to participate as a teacher-researcher in their cultural events and neighborhood meetings and, eventually, to global sites of inquiry in the Bhutanese refugee camps in Nepal. Altogether, I conducted ethnographic research over a period of 5 years, including classroom observations, teacher and learner interviews, and literacy artifact collection in homes, schools, and community spaces. My findings show that while linguistic inequalities within the communicative contexts of refugee resettlement worked to constrain adult language learners' second language literacies in the classroom, refugees' own mobile knowledge networks and global language investments allowed for more flexible multilingual and multimodal literacy resources and practices. Furthermore, while there is a profound, collective investment in English language learning in refugee camps in Nepal prior to resettlement, this investment is complex and learners often demonstrate deeply ambivalent attitudes toward the benefit of learning English especially later in life. While much local effort is invested in "empowering" teachers and adult learners through English education, true fluency among older adults in the refugee camp remains extremely limited to a truncated classroom repertoire (i.e. copying from the board, repetition, and simple greetings). Instead, adult learners, especially women, flourished in other ways through language center leadership, recruitment, and coordination involving translingual, transcultural, and multimodal skills. By considering the ways in which women refugees' expanding communicative repertoires outside of class operate in the refugee camp, and then travel through the migratory space of refugee resettlement, this study supports the work of emerging voices in the field of rhetoric and composition (i.e. Rebecca Lorimer Leonard's "traveling literacies") as well as those more established in literacy studies and applied linguistics (i.e. Jan Blommaert's "grassroots literacies" and "mobilization of language resources") to forward a mobile literacies construct that helps to explain the affordances and constraints of traveling language resources in a globalized world. Discrepancies found in both US and Bhutanese refugee camp contexts between the truncated English language repertoires of adult learners in class and their expanding translingual and multimodal repertoires outside of class, suggest important implications for translocal language policy and planning for multilingual learners.
13
Churchill, Natalia. "Digital storytelling as a means of supporting digital literacy learning in an upper-primary-school English language classroom." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1774.
Повний текст джерелаАнотація:
Digital literacy learning has become a requirement created by the wide development and application of new technologies for communication and representation. In the context of this study, ‘digital literacy’ is defined as a set of skills that enable an individual to use technologies to work with information. It builds on the traditional literacies of reading, writing, listening and speaking and includes elements of information literacy, media literacy and technology skills.
The purpose of this study was to investigate digital literacy learning in terms of the set of competencies - aspects of digital literacy - that a student in an upper-primary school English-language classroom in an international school in Hong Kong needs to possess to participate meaningfully and actively in representing through digital multimodal texts such as digital stories. In this study, digital storytelling is defined as a contemporary strategy for the creation of digital multimedia content for expressing ideas, representing knowledge and otherwise communicating information through digital artefacts.
This study adopted a case study approach, mapping the development of digital literacy skills in three students. Data collection included, a whole class student questionnaire, interviews with the three case study students, participant observations, class discussions, students’ written reflections, peer evaluation, discussion of planning documents and digital artefacts by the researcher and three students as well as analysis of the digital artefacts by the researcher. In the course of the study, the three participants engaged in the planning and creation of three digital stories based on different genres: pourquoi story (narration), story review (response) and show & tell (personal story with a predefined genre). Analysis of the collected data provided insights into how digital storytelling supports digital literacy learning in an upper-primary-school English language classroom, what aspects of digital literacy develop through digital storytelling and what are the factors that inhibit the effective implementation of digital storytelling.
The key findings of the study suggest that digital storytelling is an effective strategy for digital literacy learning in a Primary 6 English-language classroom. Digital storytelling has supported the digital literacy learning of the three participating students and provided a context for the development of digital literacy. In addition, it has enhanced other aspects of teaching and learning that contribute to digital literacy development. To identify and analyse the aspects of digital literacy that the three students developed, an assessment rubric was constructed by the researcher. The application of this rubric produced evidence that suggested that all aspects of digital literacy were developed through the three digital storytelling projects.
Each of the three projects completed by the students enabled them to build on their skills while learning new digital literacy skills. The study also found that the implementation of digital storytelling in the classroom was mediated by a range of issues that were affected by both curricular and extracurricular constraints. The study produced a number of recommendations for teachers and curriculum designers in relation to integrating digital storytelling into the school curriculum.
14
Hong, Huili, Karin Keith, and Chih-Che Tai. "Exploring Young English as an Additional Language Children’s Content Area Literacy Learning: A Dialogic Approach." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1025.
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15
Facun-Granadozo, Ruth. "The Heart of the Matter: Facilitating the Magic of Literacy Among English Language Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5963.
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16
Mantei, Jessica. "An examination of the role of computer-based technologies in the learning and teaching of writing in a Stage 2 classroom." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070207.164406/index.html.
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17
Rahim, Fowzia. "Assessing the emergent literacy of grade two learners in terms of specific literacy skills in English." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/4507.
Повний текст джерелаАнотація:
Thesis (MEd )--University of Stellenbosch, 2009.This research was undertaken due to the increase of Afrikaans L1 learners in an English medium class and the problems these learners face. This study reports on An Observation Survey of Early Learning Achievement (Clay, 2002) in order to assess the emergent literacy of grade two learners in terms of specific literacy skills in English. This survey aimed to assist the educator in determining the progress and processing behaviours made by Afrikaans L1 learners in terms of literacy content in an English medium class. The Observation Survey was conducted thrice over a three month period. It was aimed at determining what processing skills and strategies the learners use and if traditional teaching combined with Outcomes Based Education (OBE) enabled learners to acquire strategies for learning. Simultaneously it was determined if code switching, code mixing and mother tongue (Afrikaans) use facilitated learning. The data indicated the language problems, preference and proficiency of the learners. This research necessitated the use of both quantitative and qualitative data. Using a case study design, a qualitative tool with quantitative elements was used to collect data. Further data was collected at parent meetings with the learners in the study as well as from written correspondence from parents. This data gave insight to the learner’s ethnographic background and the language proficiency of the parents. The findings of this study indicate the need for ongoing support and in-service training for educators in the ever changing curriculum. In conclusion it was determined that various factors contribute to the literacy development of learners. In order for them to stay abreast with the curriculum further research and support is imperative for educators.
18
Ntshuntshe, Nososi Anastina. "Literacy practices and English as the language of learning and teaching in a grade nine classroom." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1964.
Повний текст джерелаАнотація:
A full dissertation submitted in fulfilment of the requirements for the degree of Master
in Education.
Presented to the Faculty of Education and Social Sciences
At the Cape Peninsula University of Technology, 2011This research was prompted by the discrepancy between levels of achievement in Grade 9 in a township school and the expectations at Further Education and Training (FET) Grades 10-12 levels. The literacy practices of Grade 9 learners were investigated to establish whether these practices prepared them adequately for Grade10. This research then sought to describe practices that were carried out in reading and writing in a Grade 9 classroom, with a specific focus on a township school in which the language of teaching and learning was English, which was not the learners’ mother-tongue. This research looked at the literacy gaps in reading and writing between the General Education and Training (GET) Phase and the FET Phase that impact on their preparation for the final phase of schooling and entry to tertiary level. Statistics show that in South Africa learners still perform poorly in reading and writing compared to their counterparts in Africa, especially in English. This is an empirical study using qualitative methods that include personal narratives, interviews and learner portfolios. The purpose was to establish how societal and pedagogical factors impact on literacy practices for effective learning and teaching in order for learners to acquire academic proficiency in English as a First Additional Language. The findings from this study revealed that the literacy practices that were investigated and the use of English as LoLT did not fully facilitate their preparedness for Grade10. Learners in this study still face challenges of acquiring basic reading and writing skills. Although they view English as an emancipatory and economic tool, it is still a difficult language to learn. Therefore their readiness to proceed to the FET level is minimal.
19
Jaffer, Kayzuran. "Accessing academic literacy: Perceptions of learning in English 101 at the University of the Western Cape." University of Western Cape, 1996. http://hdl.handle.net/11394/7457.
Повний текст джерелаАнотація:
Magister Philosophiae - MPhilThis dissertation explores the apparent mismatch between the expectations of first year students in the English department at the University of the Western Cape, and those who teach them. By exploring the perceptions of some of the students, lecturers and tutors in the department, I investigate how meaning within the discipline of English studies is negotiated and to what extent the learning experiences in the department contribute to the facilitation of "epistemological access" (Morrow, 1993). An important aspect of meaning negotiation is the redefining and rethinking of concepts such as "academic literacy" and "critical literacy
20
Rautiainen, I. (Iira). "The actualisation of the learning objective of information literacy in university studies:the case of English Philology at the University of Oulu." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201702231220.
Повний текст джерелаАнотація:
Information literacy, that is, the ability to identify, locate, evaluate, and use information effectively (ALA, 1989), is a central learning objective at all stages of education, and crucial also in postgraduate studies and working life. It is a practice that becomes more valuable as the quantity of information keeps on increasing and the quality of it becomes even more uncertain. University education has a mission to support lifelong learning and to provide students with versatile tools for their future. This pro gradu thesis studies the information literacy learning objective and its actualisation in university studies. The aim is to find out whether the general learning objective of information literacy is visible in the subject of English Philology at the University of Oulu. This study also aspires to discovering how the students see the objective and what perceptions they have about the guidance they receive in their studies to achieve the objective. The motivation is to provide support to students and the faculty staff by trying to understand how the students think and what difficulties they encounter, in respect of information literacy. The study is a case study, and the methods used in the study include content analysis of the curriculum, interviews of a group of students, two teachers and an information specialist at the Oulu university library. In addition, the group of the interviewed students was observed, as they participated in the course Master’s Seminar in autumn term 2016. The curriculum was scrutinised against the ALA’s and ACRL’s (2015) Framework for Information Literacy for Higher Education to see whether the different frames and their practices and dispositions were visible in the curriculum. Information literacy assessment is not uniform in higher education institutions. Without assessment, it is difficult to conclude whether an objective has been achieved or not. In Finnish universities, the main responsibility for the information literacy guidance is in the university libraries. The conclusion of this study was that the information literacy objective is visible in the subject of English Philology, although it is not spelled out as such, but through individual practices, abilities, and skills that are present in the course descriptions. The student interviews showed that all students could define the concept of information literacy, and that they experienced themselves to be average or above average in information literacy among their peers. The students evaluated that they had received guidance and appeared content with it. However, when the students specified the difficulties they encountered in information searches, the difficulties appeared fundamental, such as defining search terms and choosing the right databases. The students were also not acquainted with the learning objectives of higher education or the learning objectives of the Faculty of Humanities. Further research in a wider scale is called for and would be beneficial for developing the guidance in information literacyInformaatiolukutaito, jolla tarkoitetaan kykyä tunnistaa, paikantaa, arvioida ja käyttää informaatiota tehokkaasti (ALA, 1989), on keskeinen oppimistavoite kaikilla koulutusasteilla. Nämä kyvyt ovat varsin tärkeitä myös jatko-opinnoissa ja työelämässä. Informaatiolukutaidon arvo kasvaa, kun informaation määrän lisääntyessä sen laatu muuttuu entistä epävarmemmaksi. Yliopistokoulutuksen tavoitteena on tukea elinikäistä oppimista ja tarjota opiskelijoille monipuoliset työkalut joilla rakentaa tulevaisuutta. Tämä pro gradu -tutkielma tutustuu informaatiolukutaidon oppimistavoitteeseen ja siihen, näkyykö oppimistavoite englantilaisen filologian oppiaineessa Oulun yliopistossa. Tutkimus pyrkii myös selvittämään, miten opiskelijat näkevät oppimistavoitteen ja miten he kokevat opinnoissaan saaneensa ohjausta saavuttaakseen tämän tavoitteen. Pyrkimyksenä on ymmärtää miten opiskelijat näkevät informaatiolukutaidon, ja selvittää minkälaisia ongelmia he kohtaavat informaatiolukutaitoon liittyen ja tämän tiedon ja ymmärryksen avulla tukea niin opiskelijoita kuin henkilökuntaakin oppimistavoitteen saavuttamisessa. Kyseessä on tapaustutkimus ja tutkimusmetodeina käytettiin opetusohjelman sisällönanalyysia ja opiskelijaryhmän, kahden opettajan sekä informaatikon haastatteluita. Lisäksi opiskelijaryhmää havainnoitiin Master’s Seminar -kurssin ajan, syyslukukaudella 2016. Opetusohjelmaa tarkasteltiin ALA:n ja ACRL:n (2015) kehittämää Informaatiolukutaito korkeakouluopinnoissa -viitekehystä vasten, pyrkimyksenä selvittää näkyvätkö viitekehyksen osa-alueet käytänteineen ja dispositioineen opetusohjelmassa. Informaatiolukutaidon arviointi ei ole yhtenäistä korkeakouluissa mutta ilman arviointia on vaikea tehdä päätelmiä tavoitteiden toteutumisesta. Suomen yliopistoissa päävastuu informaatiolukutaidon opetuksesta on yliopistokirjastoilla. Tämän tutkimuksen tulokset osoittivat, että informaatiolukutaidon oppimistavoite näkyy englantilaisen filologian oppiaineessa, vaikkei sitä sellaisenaan opetusohjelmassa mainitakaan. Tavoite näkyy sen sijaan käytänteinä sekä kykyinä ja taitoina, jotka käyvät ilmi kurssikuvauksista. Opiskelijahaastattelut osoittivat, että kaikki opiskelijat osasivat määritellä informaatiolukutaito-käsitteen ja itsearvioinnissa arvioivat informaatiolukutaitonsa olevan keskitasolla tai sen yläpuolella muihin opiskelijoihin verrattuna. Opiskelijat arvioivan saaneensa ohjausta ja vaikuttivat tyytyväisiltä ohjaukseen. Kuitenkin kun opiskelijoita pyydettiin yksilöimään minkälaisia ongelmia he olivat kohdanneet tiedonhaussa, ongelmat vaikuttivat olevan varsin perustavanlaatuisia, kuten hakulausekkeiden määrittely ja oikeiden tietokantojen valinta. Opiskelijat eivät myöskään tunteneet korkeakoulujen yleisiä oppimistavoitteita tai Humanistisen tiedekunnan määrittämiä yleisiä oppimistavoitteita. Laajemman skaalan jatkotutkimukselle olisi tarvetta ja tutkimuksesta olisi hyötyä myös informaatiolukutaidon opetukselle ja sen kehittämiselle
21
Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
Повний текст джерелаАнотація:
Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when
comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
22
Richardson, Lisa Kathryn. "The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312498.
Повний текст джерелаАнотація:
The purpose of this qualitative case study is to describe how students' talk unfolded during literacy learning experiences in an English Language Development (ELD) classroom of students in grades 9-12. NAEP data indicates that "less than 10 percent of 17 year olds, regardless of race/ethnicity or SES, are able to comprehend complex texts" (Lee & Spratley, 2010, p. 2 ). And if we look at the literacy practices of secondary school students in general, despite increasing attention on adolescents' literacy practices, there continues to be compelling evidence that there is little to no growth in literacy proficiencies in high school (Lee, 1995).This ten-week study was conducted using ethnographic methods of data collection to develop deeper understandings of students' literacy practices and participation as students of literature. Data for this study included classroom observations, which were analyzed using constant comparative analysis (Strauss & Corbin, 1990) and discourse analysis (Gee, 2005). The students in this study were all students for whom English was an additional language and who attended high school in a mid-size urban high school in the southwest. Data included 20 class periods of video clips. Findings indicated that students engaged in specific literacy practices during these small group interactions. Students' talk indicated that their practices included: metacognitive awareness and conversation, cognitive strategy use, and persistence with difficult text. This study extends the research by providing an illustration of what students do when they are offered the opportunity to make meaning of challenging text.
23
Porter, Alison. "An early start to French literacy : learning the spoken and written word simultaneously in English primary schools." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/374731/.
Повний текст джерелаАнотація:
The Primary MFL curriculum (DfE, 2013: 1-3) calls for the development of reading and writing in a foreign language in primary schools. Specific attainment targets refer to “accurate reading aloud for understanding” and the ability to “describe people, places, things and actions orally and in writing” (DfE, 2013: 2). Research, however, has shown both the teaching and learning of MFL literacy to be most problematic. Observation-derived evidence noted that writing was the “least developed skill” in primary MFL provision (Ofsted, 2011: 10, 25) and that written work tended to provide consolidation and support for oral learning (Cable, Driscoll, Mitchell, Sing, Cremin, Earl, Eyres, Holmes, Martin & Heins, 2010: 87). Meanwhile, empirical evidence holds that a lack achievement and motivation in school-based language learning is a reflection of limited progression in second language literacy and decoding (Erler, 2003; Macaro & Erler, 2008; 2011). Despite these findings, research has yet to identify teaching and learning approaches which could shape pedagogical practice and deliver the “substantial progress” that the curriculum expects (DfE, 2013: 2). This action research study, conducted over 23 weeks, presents an empirically-derived, principled and systematic approach to teaching MFL literacy and oracy simultaneously. Qualitative and quantitative data, collected throughout the intervention and at pre-, post- and delayed post-test allowed for both detailed statistical analyses of learning outcomes and the exploration of the learning process. The study finds that, in this beginner learner setting, MFL oracy is not disrupted by the simultaneous introduction of MFL literacy. It notes that both L1 reading age and verbal working memory proficiency are highly influential in L2 oracy and literacy learning but reports that learners across the L1 ability range can participate in L2 learning and make meaningful progress. It further suggests that the development of L2 sound/spelling links (through systematic phonics instruction) is slow and that familiar words are more likely to be successfully recoded. These findings together ii with evidence of an ever-dominant L1, support an argument for an early start to MFL literacy.
24
Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.
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25
Marum, Ed. "Narrative in the curriculum : perceptions of and provision for literary experience in learning in relation to the national curriculum in English." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343869.
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26
McKenna, Sioux. "A critical investigation into discourses that construct academic literacy at the Durban Institute of Technology." Thesis, Link to this resource, 2004. http://eprints.ru.ac.za/771/.
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Brown, Cherri Louise. "Using Cultural Cognition for Learning English: A Mexican Immigrant Family's Perspective." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.
Повний текст джерелаАнотація:
The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.
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Buescher, Eileen Maura. "Learning to Teach English Language Arts in Urban Middle Schools:A Cultural and Interactional Perspective." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691799114938.
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29
Tsai, Tzu-Ru. "Innovative literacy content, methods, and assessment in English-as-a-foreign language primary instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2878.
Повний текст джерелаАнотація:
The primary goal of this project is to offer Taiwanese teachers diverse innovative literacy instruction and assessments to motivate students' reading processes. Sample curriculum/lesson plans are included.
30
Curtin, Jolinda Kae. "Family reading circles (circulos literarios de familia): Supporting literacy development among English learners." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/676.
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31
Macauley, Peter Duncan, and kimg@deakin edu au. "Doctoral Research and Scholarly Communication: Candidates, Supervisors and Information Literacy." Deakin University. Graduate School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.085927.
Повний текст джерелаАнотація:
This study investigates information literacy and scholarly communication within the processes of doctoral research and supervision at a distance. Both doctoral candidates and supervisors acknowledge information literacy deficiencies and it is suggested that disintermediation and the proliferation of information may contribute to those deficiencies. Further to this, the influence of pedagogic continuityparticularly in relation to the information seeking behaviour of candidatesis investigated, as is the concomitant aspect of how doctoral researchers practise scholarly communication. The well-documented and enduring problem for candidates of isolation from the research cultures of their universities is also scrutinised. The contentious issue of more formally involving librarians in the doctoral process is also considered, from the perspective of candidates and supervisors. Superimposed upon these topical and timely issues is the theoretical framework of adult learning theory, in particular the tenets of andragogy. The pedagogical-andragogical orientation of candidates and supervisors is established, demonstrating both the differences and similarities between candidates and supervisors, as are a number of independent variables, including a comparison of on-campus and off-campus candidates. Other independent variables include age, gender, DETYA (Department of Education, Training & Youth Affairs) category, enrolment type, stage of candidature, employment and status, type of doctorate, and English/non-English speaking background. The research methodology uses qualitative and quantitative techniques encompassing both data and methodological triangulation. The study uses two sets of questionnaires and a series of in-depth interviews with a sample of on-campus and off-campus doctoral candidates and supervisors from four Australian universities. Major findings include NESB candidates being more pedagogical than their ESB counterparts, and candidates and supervisors from the Sciences are more pedagogical than those from Arts, Humanities and Social Sciences, or Education. Candidates make a transition from a more dependent and pedagogically oriented approach to learning towards more of an independent and andragogical orientation over the duration of their candidature. However, over tune both on-campus and off-campus candidates become more isolated from the research cultures of their universities, and less happy with support received from their supervisors in relation to their literature reviews.
Ill
The study found large discrepancies in perception between the support supervisors believed they gave to candidates in relation to the literature review, and the support candidates believed they received. Information seeking becomes easier over time, but candidates face a dilemma with the proliferation of information, suggesting that disintermediation has exacerbated the challenges of evaluation and organisation of information. The concept of pedagogic continuity was recognised by supervisors and especially candidates, both negative and positive influences. The findings are critically analysed and synthesised using the metaphor of a scholarly 'Club' of which obtaining a doctorate is a rite of passage. Recommendations are made for changes in professional practice, and topics that may warrant further research are suggested.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
Повний текст джерелаАнотація:
Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. CopyrightDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
33
Walton, Donna L. "The impact of computer assisted instruction on sensory cognitive factors in literacy learning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4380/.
Повний текст джерелаАнотація:
The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores did not increase. It can be concluded that spelling achievement can be improved through the introduction of intelligent software applications if the instructional program is designed to stimulate appropriate cognitive processes and to meet targeted learning objectives. A theory for designing instructional software to meet these criteria, The Integrated Processes Method, was presented.
34
Nylin, Kristina. "Why Read Fiction in the English Language Classroom? : Toni Morrison's The Bluest Eye." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12828.
Повний текст джерелаАнотація:
The essay makes a case for the use of the Nobel Prize-winning (1993) author Toni Morrison's novel The Bluest Eye (1970) in the English language classroom. The essay argues that the novel is an excellent reading choice and to what is appropriate according to the learning goals stated in Gy11's course syllabus English 6. Since the course English 6 syllabus is new some aspects different from previous course syllabus English B are mentioned by way of comparison. In order to develop the arguments for using the novel, different perspectives of reading and the learning process are discussed and how they match the curriculum Gy 11. Some points about how Morrison has managed to voice the former unspoken experiences of African American society are made to make it clear why reading The Bluest Eye is such a superb text in relation to the learning goals that are outlined in Gy11.The essay focuses mainly on mother - daughter relationships because most pupils will easily relate to this theme since they have experiences of this relation themselves, and therefore they will find it easy to find issues to discuss after reading the novel.
35
Dixon, Christopher. "Language and literacy development in children learning English as an Additional Language : a longitudinal cohort and vocabulary intervention study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20802/.
Повний текст джерелаАнотація:
Children learning English as an Additional Language (EAL) are a growing but understudied population of learners in English primary schools. As EAL learners vary in their amount of exposure to English, they often begin formal education with relatively lower levels of English language proficiency than their monolingual peers. Little is known about the English language and literacy developmental trajectories of EAL learners in England, and particularly, the extent to which the two groups of learners converge or diverge over time. Additionally, no studies to date have assessed the efficacy of explicit, targeted vocabulary instruction in this group of learners in the run up to the end of primary school. The present study comprised a longitudinal cohort study of 48 EAL learners and 33 monolingual peers who were assessed at three time points between Year 4 (age 8-9) and Year 5 (age 9-10) on a battery of English language and literacy measures. All EAL learners had received English-medium education since at least Year 1 (age 5-6). Relative to their monolingual peers, EAL learners showed strengths in rapid naming, single-word reading efficiency, and spelling, but weaknesses in vocabulary knowledge, expressive syntax, and passage reading accuracy. Where they exhibited weaknesses, EAL learners generally did not make sufficient progress in order to close gaps with their monolingual peers. A subgroup of nine EAL learners with English vocabulary weaknesses also participated in short-term vocabulary intervention. Working one-to-one with speech and language therapy students, children showed significant gains in receptive and productive knowledge of target vocabulary which were maintained six months later. Together, results indicate that regular classroom instruction may be insufficient for EAL learners to close gaps with their monolingual peers in certain domains of oral language, but that targeted vocabulary instruction may be an effective means of achieving this end.
36
Facun-Granadozo, Ruth. "Teaching Strategies and Learning Experiences That Worked for English/dual Language Learners." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4334.
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37
Fife, Megan Melissa. "A Meaning-Based Instruction to Enhance Literacy Learning in a Dual-Language Kindergarten Classroom." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1192.pdf.
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38
Wesierska, Marta. "The language and literacy profile of young Polish children learning English as an additional language in the UK school system." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22672/.
Повний текст джерелаАнотація:
Children's reading comprehension difficulties can lead to lower performance at school and limited access to the curriculum. Reading may be a particular challenge for those children who are learning English as an additional language (EAL). While a number of studies have been conducted on the development of literacy in children, this research aimed to add to a growing avenue of investigation into the population of children learning EAL. The aim of this research project was an in depth examination of the language and literacy performance of the population of Polish children learning EAL in the UK school system both in their first and second language. The three hundred and nineteen children who were assessed in this study were sampled from three language backgrounds: Polish children learning EAL and two monolingual groups of Polish and English native speakers. The children were assessed with a range of standardised and bespoke tools assessing pre-literacy abilities, oral language, decoding, reading comprehension and higher level comprehension skills. This thesis benchmarked the performance of children learning EAL against their monolingual peers in both languages spoken, along with investigating the relationships between reading comprehension, decoding and language comprehension in this language pair and in comparison to their monolingual peers. Cross-language transfer both within and between language and literacy constructs was also investigated in the EAL group. Finally, the issue of low language performance in this group and the necessity of conducting assessment in both languages spoken by the EAL child were explored. The relevance of these findings for this group of EAL learners in the school setting as well as practical implications and future directions were also discussed.
39
Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.
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40
Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.
Повний текст джерелаАнотація:
The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.
41
Mogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.
Повний текст джерелаАнотація:
Thesis (M. A. (Education)) -- University of Limpopo, 2016Poor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are: Do Physical Sciences teachers integrate language literacy skills in teaching the subject?; If yes, to what extent is the integration of language literacy skills practiced in Physical Sciences classroom? In an attempt to answer the above questions, a quantitative survey was carried out in Riba Cross District of Sekhukhune Region of Limpopo Province in South Africa. 211 learners and five teachers from selected nine schools took part in the study and questionnaires were used to collect data. Data were analysed using descriptive and inferential statistics and the Statistical Package for the Social Sciences (SPSS) version 22 was used. The results indicate that Language Literacy skills are integrated into the teaching of Physical Sciences in Riba Cross District, despite concerns raised by the teachers. The areas of concern include letting learners to argue using evidences and writing reports. Furthermore, schools with large classes have challenges in integrating Language Literacy Skills in the teaching of Physical Sciences. Therefore, further studies are recommended which should integrate both qualitative and quantitative approaches in school contexts.
42
Saternus, Julie A. "Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295.
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43
Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
Повний текст джерелаАнотація:
The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
44
Hadia, Gharnasa M. "An analysis of english academic writing in a Libyan university." University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
Повний текст джерелаАнотація:
Philosophiae Doctor - PhDThis study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
45
Cales, Ryan. "Rethinking Success: A Person-Based Approach to Service Learning." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2421.
Повний текст джерелаАнотація:
This thesis explores the nature of service learning projects that are structured to make interventions in rhetorical spheres and seek to achieve social change on a smaller scale rather striving for grander, or even systemic, change. In structuring community projects that include inherently limited interventions and equally limited goals, I argue that such projects should be open to immediate adjustments within themselves –to abandon any particular form or goal—to satisfy the immediate needs of the individuals served. I draw upon my work with a reintegration program for ex-offenders in Richmond, Virginia called Working with Conviction to help demonstrate that service learning constituents who create community projects need to be acutely attuned to the temporal and spatial constraints of any project, the ideological commitments of the relevant community, and the various locations of agency that can be affirmed and explored regarding the individuals served.
46
Archibald, Robin. "Teaching basic writing in the midst of the great literacy debate." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1945.
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47
Ivanyuk, Lyudmyla. "LEARNING TO WRITE IN AN ACADEMIC GENRE: ADULT ENGLISH LEARNERS’ USE OF SOCIOCULTURAL RESOURCES." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/26.
Повний текст джерелаАнотація:
In this multiple case study, I examined what types of sociocultural resources adult English learners brought with them from their previous contexts and what new resources they drew upon in the U.S. while learning to write in the essay genre. The study also identified how the participants chose to use previous and new sociocultural resources as mediated by the essay genre in the U.S. The following research foci shaped this study: (1) What types of sociocultural resources do adult English learners use while learning to write in the essay genre prior to and after their arrival in the U.S.? (2) How does the essay genre mediate adult English learners’ choices about sociocultural resources in the U.S.?
Data collection involved semi-structured interviews, in-class and out-of-class participant observations and collection of artifacts over a period of seven weeks. Six weeks were dedicated to essay writing in an English composition course and English workshop, and one week was used to conduct a final in-depth interview with each participant. Analysis of data included coding and theme analysis. Four refugee students with diverse cultural backgrounds and who had different contacts within the educational system in the U.S. participated in the study.
Results indicate that the participants relied upon seven categories of social, symbolic, and material resources when they learned to write in the essay genre. The categories are not mutually exclusive, but they do capture the variety of resources participants drew upon as writers in the essay genre prior to and after their arrival in the U.S. To draw upon their resources in the U.S., the participants also made choices that resulted in three types of actions. Those actions included losses, retentions, and gains. The essay genre mediated some retentions and gains. Those choices were driven by the essay genre demands of the participants’ new sociocultural context and, consequently, were rooted in their interaction within the new environment. Not all of the participants’ choices were mediated by the essay genre; some of them were shaped by contextual influences. Contextual influences shaped losses, as well as some of their retentions and gains. Those were general choices that were situated within particular contextual realities.
As my study shows, the essay genre along with context played a significant role in contributing to shaping participant’s agentive capacity. The essay genre, in particular, shaped the kind of competencies they had to demonstrate; contextual influences shaped the types of resources and their access to them. Understanding this interaction and, in particular, how genre helps students make purposeful choices and act as competent writers contributes to a more holistic understanding of learning to write as a sociocultural act. Implications for theory, research, and practice are discussed.
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Clancy, Charlotte M. "Reading recovery : investigating differential effects on the literacy development of young children for whom English is an additional language in comparison with their native speaking peers." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cad85100-4bfc-4348-91d0-9a0fa7d3a216.
Повний текст джерелаАнотація:
This thesis studied young, struggling readers, all of whom had participated in the Reading Recovery literacy intervention, and investigated whether differential progress was made by children learning English as an additional language when compared with their native, English-speaking peers. The children were assessed on a pre- and post-test basis on literacy measures associated with reading comprehension in a UK context. Following a Pilot Phase, 52 children who were learning English as an additional language, and 48 native, English-speaking children were recruited from twenty-three primary schools in 8 local authorities across the UK. The children were administered standardised literacy measures, including the British Abilities Scale (BAS) single word reading test, the British Picture Vocabulary Scales (BPVS) vocabulary knowledge test, the Phonological Assessment Battery (PHAB) pseudo-word reading test, and two reading comprehension measures: the Wechsler Individual Achievement Test (WIAT) and the York Assessment of Reading for Comprehension (YARC). Statistical analyses were conducted on the data and the results indicated that differential progress was made by the groups, after initial levels of decoding or vocabulary were covaried. The first research question investigated the differential progress made by the two groups, and over the course of the intervention, the EAL children made more progress after controlling for initial skills at entry. After controlling for initial vocabulary levels, the EAL group made more gains than their NS peers, as measured by the BAS single word reading assessment. The second research question examined differential predictors of reading comprehension, and multiple regression analyses showed that vocabulary was a stronger predictor for EAL learners, whereas decoding was found to be a stronger predictor for NS learners. The findings suggest that it is important to develop the vocabulary abilities of EAL learners, as the relationship between vocabulary knowledge and reading comprehension acquisition was found to be stronger for this group than for the NS group. The findings also suggest that NS children’s decoding abilities must be supported, as the relationship between single word reading and the acquisition of reading comprehension was found to be stronger for this group than for the EAL group.
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Goff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.
Повний текст джерела
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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаАнотація:
The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.