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1
Ballinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.
Повний текст джерелаАнотація:
This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.
2
McWhinney, Heather L. "Early immersion students' first language literacy at home and at school." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33303.
Повний текст джерелаАнотація:
This study investigates students', parents' and teachers' beliefs about first language literacy experiences at home and at school. Written questionnaires and interviews were used as tools of inquiry. The students were grade five, majority language students in an early immersion program. Students, parents and teachers were asked about their beliefs on first language reading development, literacy experiences at home as well as at school, second language impact on first language and related topics.Results showed that all students in the study had similar types of literacy experiences at home, regardless of reading ability. By adhering to an Emergent Literacy perspective, parents provided many diverse opportunities for their child(ren) to engage in literacy activities at home. The school had similar views about the importance of literacy practices. Students' literacy experiences at home appear to be in synchrony with their literacy experiences at school. This finding aligns with the aims of a Social Construction of Literacy perspective.
Learning to read in a second language did not hinder a child's development of first language reading, although for students having difficulty reading in the first language, the addition of a second language seemed to pose some difficulties for some students.
Recommendations are made for future research into family literacy in immersion programs and a follow up study. Research on individual differences among siblings could provide insight into why some children appear to have difficulties reading in their first language while others do not. A follow up study on some or all of the participants would provide continuing data on immersion students' literacy at home and at school.
3
McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.
Повний текст джерелаАнотація:
This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.
4
Riddick, L. Alline Bagley. "A comparison of student performance in partial immersion and FLES programs." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39769.
Повний текст джерела
5
Reed, Julian. "Promoting collaborative dialogue in the immersion classroom." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
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6
Cadez, Ronald V., and University of Lethbridge Faculty of Education. "Student attrition in specialized high school programs : an examination of three French immersion centres." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/340.
Повний текст джерелаАнотація:
Student attrition has always been a problem for French immersion programs, especially at
the high school level. In response to a lack of current research, this study seeks to
discover if the problem persists. It also examines how today's French immersion high
schools are dealing with other problem areas identified in research done in the past.
These areas include, among others, students' learning challenges, behavioural challenges,
and difficulties with the French language. The study documents the attrition rates from
1990 to 2004 in three high schools in Manitoba that are French immersion centres. In an
effort to understand why students remained or left the immersion programs, 35 teachers,
220 current students, and 18 former students who have left the program to attend English
schools were surveyed. All three sample groups' perceptions of the program show that
while many things that were considered problematic in the literature are no longer a
concern, other issues continue to persist. Furthermore, the data show that male and
female students tend to leave the French immersion program for different reasons.
However, the common motive that instigates the decision to leave appears to be the
perception that higher grades can be achieved in an English school.xi, 161 leaves ; 29 cm.
7
Armstrong, Robert A. 1969. "The fifth competence : discovering the self through intensive second language immersion." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30142.
Повний текст джерелаАнотація:
This inquiry examines observations made by nine former participants in the 1996 Dalhousie University Summer Language Bursary Program (SLBP) in Halifax, Nova Scotia. The SLBP is a five-week residential total second language immersion characterized by its intensity. In individual interviews, the informants were encouraged to explore whether and to what extent they had perceived changes in themselves as a result of their participation in the immersion program. These changes were not related to target-language proficiency. Rather, they focused primarily on aspects of the informants' self-perceived or other-perceived identities, which are conceived of as contextual, multiple, fluid and dynamic. Analysis of these observations indicates that changes to identity may indeed be an important byproduct of intensive second language immersion. Elements of such personal growth include perceived increases in participants' senses of resourcefulness, self-confidence, wanderlust, autonomy, open-mindedness, and sociability. Informants also enumerate the SLBP's unique factors which promote changes in self-perception. Changes in participants' perspectives on identity are not viewed simply as incidental immersion outcomes. Rather, they are viewed as components of 'personal competence', both as factors in and results of successful participation in residential total second language immersion.
8
Ferguson, Michele Carey. "The formulation and expansion of an alternative education program (Spanish immersion) : an institutional-political analysis /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7620.
Повний текст джерела
9
Davies, Susan. "English language skills of minority language children in a French Immersion program." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.
Повний текст джерелаАнотація:
The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
10
Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.
Повний текст джерелаАнотація:
This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.
11
Ramos, Mabel. "Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersion." Connect to resource online, 2009. http://hdl.handle.net/1805/1900.
Повний текст джерелаАнотація:
Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Elena Natal, Nancy A. Newton, Marta M. Antón. Includes vita. Includes bibliographical references (leaves 61-63).
12
Gavard, Karen. "Gender differences and oral production in French immersion." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19717.
Повний текст джерелаАнотація:
The main purpose of this descriptive study was to examine gender differences in French oral production, in a French immersion context. The following criteria were developed to investigate these differences: quantity in production, the use of verbs and conjugations. Eleven boys and thirteen girls from the same fourth grade class located in Montreal, Quebec, Canada, participated in this study. Both quantitative and qualitative data were gathered through one-on-one audiotaped story retelling sessions and questionnaires. This analysis did not reveal any gender differences but instead similarities were found in relation to the types of errors they made. Limitations, such as the number of participants, or the variation across participants' inhibition, memory, and creativity may have affected the results. It is suggested that these results may be linked to a lack of opportunity to speak French in the classroom, and that the use of a story retelling activity might be one way to encourage speaking.
13
Riches, Caroline. "The development of mother tongue and second language reading in two bilingual education contexts /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.
Повний текст джерелаАнотація:
The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.
14
Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq36654.pdf.
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15
Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.
Повний текст джерелаАнотація:
There is a critical need for college students to receive an education that fosters global learning in preparation for life in an increasingly interdependent and interconnected world. Universities recognize this need and endeavor to provide a range of programs that target global knowledge and skills, and meet the needs of traditional and non-traditional students. Domestic foreign language immersion programs can contribute to student global learning and development by providing students with an opportunity to participate in a rich global learning experience in the U.S. While some researchers have investigated impacts of domestic foreign language immersion on language proficiency, few studies of other kinds of global learning outcomes are available, and research is needed to gain an understanding of program impacts and make improvements.
The purpose of this study was to determine the extent to which participation in a domestic foreign language immersion program was perceived to influence global learning and development. The study used a mixed-methods design that incorporated as a key instrument a retrospective survey of former participants in a university-level domestic foreign language immersion program. Perspectives from short-term study abroad, foreign languages, transformative learning, and global citizenship informed the research.
The study found that participants in a domestic foreign language immersion program perceived influence in all three domains of global development. The degree of perceived influence was similar in the three domains except in the area of social responsibility, which received a significantly lower rating. Finally, student characteristics, including age, language level, prior international or other intercultural experience, and on/off-campus residence were not associated with perceived program influence. A qualitative analysis helped explain these findings.
16
Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.
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17
O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.
Повний текст джерелаАнотація:
Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.Department of English
18
Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.
Повний текст джерелаАнотація:
Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was to determine the existence of and features of a silent period for these children. Secondary goals included analyzing the kinds of speech that emerged in the early stages of language acquisition, to whom it was directed, and the circumstances under which it was produced; discovering when and how the children manifest bilingual awareness; and ascertaining what strategies were used by them for comprehension. Using a qualitative case study approach, eight monolingual three-year-olds attending a Spanish-language immersion school were observed using participant observation methodology for a total of 98.35 hours between September 6, 1994 and March 17, 1995. Classroom observation was supplemented by questionnaires completed by the children's parents, and by interviews of parents. The data generated revealed that although there is wide variation in the amount of speech produced by the children and when it was produced, there was no silent period for most children. These results are inconsistent with the literature which generally assumes that such a period exists. The study also revealed that although language mixing occurred, it appeared to be a function of language dominance and did not reflect mixing in the input. Children used a variety of strategies to make sense of the Spanish surrounding them, the most important of which was attending to context clues. Finally, all the children manifested bilingual awareness at the same time they began to produce Spanish utterances.
19
Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.
Повний текст джерела
20
Pei, Miao, and 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.
Повний текст джерела
21
O'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.
Повний текст джерела
22
Ridley, Natalie D. "The Effects of Bilingual Education on Reading Test Scores: Can Dual-immersion Support Literacy for All Students?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4751/.
Повний текст джерелаАнотація:
Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.
23
Apodaca, Monica Sophia. "Dual language educators: Tambien tenemos sentimientos." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3338.
Повний текст джерелаАнотація:
The purpose of this study will show that teaching is a career that involves a relatively high degree of stress. Without the proper coping skills or strategies, educators can face the risk of burn-out. This study will provide a qualitative and quantitative look into the professions of a group of dual language educators, offering suggestions and insights into the stressors unique to this group of educators.
24
Charbonneau-Gowdy, Paula. "May I come in? : social identity and investment issues for a group of Ukrainian military officers in a NATO-sponsored immersion program." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31095.
Повний текст джерелаАнотація:
After a decade of suffering from a lack of attention in second language research, interest in motivational issues has recently shifted the focus of its analysis from the individual as learner to learning as participation in social activities and social worlds. If we accept the notion that language learning results from involvement in communicative events, then to what degree learners participate in an event, if at all, is crucial to that learning. In this thesis I add to the body of research that has begun to examine the complexities of the interface between individuals and learning contexts. I examine the historical, cultural and personal influences that a group of Ukrainian military officers bring to a NATO sponsored immersion program, as well as their perceptions of their place within the power structures that are inherent to this setting.I argue that for the group of learners in this study, second language acquisition theories have not provided an adequate explanation for the reason why they did or did not participate in communicative events both inside and outside the classroom. Drawing on Vygotsky's (1962, 1978) language learning theories and Peirce's (1989, 1993, 1995, 1997) notions of social identity and investment to support my findings, I identify elements that served to marginalize these learners and disempower them, and which were responsible for their apparent lack of investment in language learning. I also suggest how, for some of these officers, changes in their social identities led to more opportunities to practice English and eventually to feel empowered both during the language course and once they returned home.
25
Qin, Yuan. "Becoming an early partial English immersion teacher in Chinese context : a case study in Macao." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180964.
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26
Byrne, Damian. "An evaluation of ESP teaching methodologies at Udmurt State University in Russia." Thesis, Northumbria University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341659.
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27
Bouffard, Laura Annie. "Maturing metalinguistically : negotiation of form and the refinement of repair." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82686.
Повний текст джерелаАнотація:
Research has shown that children attending immersion programs reach a native-like level in comprehension and in reading by the end of elementary level. However, in writing and speaking, they rarely achieve target-like proficiency. Some conditions seem to favor the production of output. This study presents an investigation of children's ability to notice errors in their French second language in immersion program in Montreal. The study was conducted with forty-three (43) children aged 8-9, and aimed to gather information related to the following research questions:Can we train 8 year-old second language learners to: (a) notice their errors; (b) self-correct (given certain prompts); (c) use metalinguistic terminology to identify forms; and (d) negotiate form using language as a conscious tool to improve their L2 oral production?
Children were required to participate in two (2) stages: first, video recording of communicative activities whit ungrammatical episodes with provision of corrective feedback were selected; and second, audio recording of children's attempts to negotiate form. The database was collected from these stimulated recall sessions of collaborative discussion. Results show how young learners may benefit from the provision of metalinguistic information, thus facilitating their second language learning development.
28
Simmers, Lisa Anne. "An examination of the applicability of implementing Canada's immersion model in a language minority educational setting in the United States." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1151.
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29
Ketterer, Kimberley Anne. "Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998039.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
30
Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.
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31
Hunt, Beverly Thornhill. "The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277646/.
Повний текст джерелаАнотація:
This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were made: 1. Research should be done to write standardized mathematics tests that would be accurate and fair for Spanish-speaking LEP students. 2. Further research should be done into teaching strategies and classroom management particularly suited to Spanish-speaking LEP students. 3. Attitude measures should be used as pretest and posttest to study the effect of sheltered mathematics classes on LEP students in relation to attitudes toward mathematics and motivation to continue schooling. 4. Recruit and train qualified mathematics teachers to teach English as a second language (ESL) mathematics.
32
Dibblee, Ivonne Karina. "Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent Bilinguals." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4390.
Повний текст джерелаАнотація:
In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs.
The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement.
The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups.
As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.
33
Diaz-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.
Повний текст джерелаАнотація:
In response to the increasing number of United States school students from diverse linguistic and cultural backgrounds at all grade levels, often called "simultaneous bilinguals," the U.S. school districts are opening schools that offer bilingual instruction. One instructional strategy that seems promising is the "Bridge," where students contrast and connect the literacy skills learned in one language to the literacy skills in their other language. An underlying component of learning a language is student attitude and motivation to learn. Research also seems to indicate that student attitude and motivation toward biliteracy can affect their achievement. There seems to be a lack of research on how students respond to becoming biliterate. The purpose of this study is to explore how simultaneous bilingual middle school students respond to becoming biliterate in Spanish and English as a result of participation in a humanities dual language/immersion class, taught through the instructional strategy the Bridge. This study used a case study design. The focus was on 12 simultaneous bilingual middle school students who had at least three years of bilingual education. The methods used to gather data were: the students' achievement in biliteracy, a survey, a Draw-a-Bilingual-student activity, a narrative response, and a focus group. I identified five themes from the data analysis: (a) Positive role of family in developing biliteracy; (b) Confidence in becoming biliterate; (c) Using their biliteracy skills in the community; (d) Biliteracy valued for their future; and (e) Appreciation of bilingual programs in our schools. Future research should continue to investigate the power of the Bridge strategy in furthering student success in becoming biliterate.
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Hernandez, Yvette. "Peer capital a network of support in dual language settings ; a case study approach /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Повний текст джерела
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Solares, Vega Edgar Ubaldino. "More than Meets the Eye: Latino Students in a Two-Way Immersion Program and Stereotype Threat." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/3147.
Повний текст джерелаАнотація:
Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very rapid growth rate of 43%, which accounted for over half the total population growth. More and more Latino students are entering our public schools and face the reality that 62 years after the Brown V. Board of Education ruling to integrate schools and equalize educational opportunities, schools are more racially and economically segregated and more unequal than they were more than half a century ago. As a group, Latinos continue to struggle academically and there is a large academic achievement gap between Latino students and White students.
Using the lens of Latino Critical race theory, this narrative study was an attempt to understand the educational experience of five Latino students in a two-way immersion program within a racialized public education system in which negative stereotypes, such as lack of intellectual abilities, could create a threatening environment hindering their academic success. This narrative inquiry study sought to understand how, if at all, Latino students in a fifth grade two-way immersion program experienced anxiety about the ways they believe to be perceived in the classroom and school settings by their teachers and other classmates.
Finding of this study confirmed the relative success of two-way immersion programs educating Latino students and highlighted the urgent need to conduct more research in bilingual settings trying to understand the role stereotype threat might play in the educational experience of Latino students. The fact that Latino students were still lagging behind their native English-speaking counterparts in the TWI program is a reality that must be researched further to understand the lived experiences of Latino students in bilingual programs.
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Lecocq, Katia. "Acquisition d'une seconde langue en milieu scolaire: évaluation longitudinale réalisée auprès d'enfants francophones immergés en néérlandais." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210570.
Повний текст джерелаАнотація:
Une évaluation longitudinale (de la 1ère à la 6ème année primaire) a été réalisée auprès d'enfants francophones apprenant le néerlandais comme langue seconde dans un contexte scolaire d'immersion linguistique. Leur développement linguistique a été comparé à celui d'enfants monolingues francophones et néerlandophones. Les objectifs de la recherche consistaient à déterminer (1) les conséquences positives ou négatives de la méthode immersive sur le développement linguistique des enfants dans leurs langues maternelle et seconde, (2) la langue la plus appropriée aux premiers pas dans l'acquisition de la lecture et de l'écriture (la langue maternelle ou la langue seconde caractérisée par un système écrit plus transparent), (3) les difficultés spécifiques rencontrées par ces enfants en immersion (acquisition de séquences phonologiques spécifiques à la langue seconde, interférences entre langues, etc.).
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Powers, Brooke Leann. "Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/337.
Повний текст джерелаАнотація:
Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report.
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Turienzo, González Maria Cristina. "El aprendizaje del español en una escuela de inmersión dual estadounidense: culturas, motivación y forja de identidades." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/405848.
Повний текст джерелаАнотація:
La immersió dual és una opció didàctica que gaudeix de gran popularitat als Estats Units i Canadà i que es va perfilant com un nou format educatiu dins les noves configuracions plurilingües d'ensenyament a escala mundial. Atès que el potencial creatiu d'una llengua s'expressa principalment a través del patrimoni literari i musical en les seves diverses manifestacions, el docent que ensenya una llengua estrangera hauria de, per tant, proveir als alumnes models significatius que integrin tant el patrimoni d'aquesta llengua, com aquelles trajectòries històric-culturals dels països amb els quals els aprenents se senten identificats. Amb base a això, s’ha dut a terme una recerca qualitativa des d'una perspectiva etnográfica. Amb aquesta finalitat es va dissenyar i implementar un guió didàctic en què els aprenents de castellà als EUA hi veissin reflectides les seves cultures, pel que fa als aprenents de castellà com a llengua de la llar (E/L1) o com a llengua d’herència (E/LH), o la cultura de la llengua meta com és el cas dels alumnes que tenen el castellà com a segona llengua (E/L2). Amb la finalitat última de motivar en l'aprenentatge de l’espanyol (o castellà), així com d’analitzar el possible canvi d'actitud envers la llengua meta i / o la matisació de la seva identitat lingüística al llarg de tot un curs escolar. Dotze alumnes de tercer grau de l'escola nord-americana Thomas Edison Charter Academy de San Francisco, California, van ser l’objecte de tal estudi. Els resultats obtinguts pretenen llançar llum sobre l'impacte que produeix en l'aprenentatge de la llengua meta, dins d’un sistema dual, el fet d'integrar el component cultural i el que s'escolti la veu dels aprenents a l'aula, a través dels treballs mutimodals per tasques i les presentacions orals individuals.Dual immersion is an educational option that is very popular in the United States and Canada and is emerging as a new educational format within the new multilingual educational settings worldwide. Since the creative potential of a language is expressed primarily through the literary and musical heritage in its various manifestations, the teacher who teaches a foreign language should, therefore, provide students with significant models that integrate both the heritage of the language as well as those paths of the cultural history of the countries with which the students identify themselves. Based on this, we conducted a qualitative research from an ethnographic perspective, by implementing a Didactic Sequence where Spanish learners saw their cultures reflected, which would be the case of the learners of Spanish as the home language (E/L1) and the learners of Spanish as a heritage language (E/LH), and on the other hand, the learners of Spanish as a second language (E/L2) saw reflected as well the different cultures of the target language. With the ultimate aim to motivate the learning of Spanish as well as analyze the possible change in attitude towards the target language and/or refine their linguistic and cultural identity over an entire academic year. Twelve third-graders at Thomas Edison Charter Academy in San Francisco, California, were subject of such a study. The results of this research are intended to shed light on the impact that integrating the cultural component could have on learning a foreign language, and the importance that the students´ voices are heard in the classroom through their multimodal tasks and their individual oral presentations.
La inmersión dual es una opción didáctica que goza de gran popularidad en los Estados Unidos y Canadá y que se va perfilando como un nuevo formato educativo dentro de las nuevas configuraciones plurilingües de enseñanza a nivel mundial. Dado que el potencial creativo de una lengua se expresa principalmente a través del patrimonio literario y musical en sus diversas manifestaciones, el docente que enseña una lengua debería por tanto proveer a los alumnos con modelos significativos que integren tanto el patrimonio de dicha lengua en general, como con aquellas trayectorias histórico-culturales de los países con los que los alumnos se sienten identificados. Con base a ello, se llevó a cabo una investigación cualitativa desde una perspectiva etnográfica. Para ello se implementó una Secuencia Didáctica, diseñada por la investigadora, en la que los alumnos de español vieran reflejadas sus culturas, en el caso de los alumnos de español como lengua del hogar (E/L1) y como lengua de herencia (E/LH) o la cultura de la lengua meta en el caso de los alumnos de español como segunda lengua (E/L2). La finalidad era motivar al alumnado en el aprendizaje del español, así como analizar el posible cambio de actitud hacia dicha lengua y la forja y/o matización de su identidad lingüística y cultural a lo largo de todo un curso escolar. Doce alumnos de tercer grado de la escuela de educación primaria Thomas Edison Charter Academy de San Francisco, California, fueron objeto de tal estudio. Los resultados obtenidos de esta investigación pretenden arrojar luces sobre el impacto que puede tener en el aprendizaje del español la inclusión del componente cultural en el currículo y el hecho de que se escuche la voz de los aprendices en el aula a través de sus presentaciones orales individuales y de sus producciones multimodales.
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Serra, i. Bonet Josep M. (Josep Maria). "Programa d'immersió versus programa d'aproximació en la primera llengua: aspectes lingüístics, cognitius i rendiment acadèmic en alumnes no-catalanoparlants de nivell sociocultural baix." Doctoral thesis, Universitat de Girona, 1995. http://hdl.handle.net/10803/96407.
Повний текст джерелаАнотація:
In the present work, we have done an assessment about academic and linguistic performance of pupils from low sociocultural status who follow a Catalan immersion programme in Catalonia. In 1991, about 50% of all public and private Catalonian schools follow this kind of programmeEn la present investigació, hem realitzat una avaluació del rendiment acadèmic i lingüístic d’alumnes de nivell sociocultural baix que segueixen un programa d'immersió al català a Catalunya, Comunitat en la qual, el 1991, prop del 50% del total d'escoles públiques i privades seguien aquest tipus de programes
40
Bechtel, Molly M. "First-generation college students and greek membership : understanding college experiences through the lens of community cultural wealth." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/752.
Повний текст джерелаАнотація:
Although first-generation college students and fratemity and sorority members have been explored and described independently within higher education research, less is known about the overlap in these two experiences and the culminating student population which provides the focus for this study. This study investigates the college experiences of six first-generation college students who are members of Greek-letter organizations at universities on the west coast. Case study methodology and community cultural wealth (Y osso, 2005) are used to analyze semistructured, in-depth interviews and provide rich descriptions, which inform an understanding of why students join Greek-letter organizations, the nature of their experience, and how their membership may influence how they experience college. Although participants did not describe their experience in college or in a Greek-letter organization as particularly unique as a result of their generational status, findings indicate a substantial gain in social and navigational capital, which they intended to utilize during and after their college years. Findings also indicate that due to the involvement in the Greek community, first-generation college students experienced college with a greater commitment to persist. By utilizing community cultural wealth to describe and explain first-generation college students in Greek-letter organizations, it emerges as a relevant framework for student affairs educators to incorporate into their practice.
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
Повний текст джерелаАнотація:
This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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Tamara, Hrin. "Ефикасност примене системичког приступа у средњошколској настави органске хемије". Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=94847&source=NDLTD&language=en.
Повний текст джерелаАнотація:
Многе студије посвећене настави и учењу органске хемије истичучињеницу да ученици средњошколскогузраста показују значајне тешкоћетоком савладавања концепата из овогдомена. На основу тога, циљ овогистраживања био је да се помогнеученицима у превазилажењу тихтешкоћа, применом системичкихзадатака (СЗ) као инструкционогметода.У истраживању су учествовалиученици III разреда гиманзије „ЈованЈовановић Змај” из Новог Сада, аистраживање је спроведено токомшколске 2012/13. године. За потребеистраживања конструисани су тестовизнања који су садржали два основнатипа задатака: конвенционалне,линеарне задатке (ЛЗ) и системичкезадатке (СЗ). Поред тестова знањапримењена је и седмостепенаЛикертова скала за самопроценууложеног менталног напора.Резултати истраживања су показали даученици обучавани системичкимприступом (експериментална група),остварују боља постигнућа нафиналном тесту знања (како у ЛЗ, такои у СЗ) од ученика контролне групе,који су обучавани применомтрадиционалног приступа. Вишапостигнућа ученика експерименталнегрупе праћена су нижим нивоимауложеног менталног напора, у односуна ученике контролне групе.Испитана веза између постигнућа именталног напора резултовала јевисоком релативном ефикасношћу заинструкциони метод заснован напримени СЗ, и ниском релативномефикасношћу за традиционалниприступ. При томе је установљено да јеинструкциони метод примењен уексперименталној групи више погоданза испитанике женског пола, него заиспитанике мушког пола. Са другестране, традиционална настава је билаједнако неповољна за испитанике обапола.Надаље, након примене експлораторнефакторске анализе, СЗ суокарактерисани као валидни ирелијабилни алати за проценуученичког смисленог разумевања.Поред СЗ, конвенционални есејскизадаци, као и задаци допуњавања савише од два захтева такође су сепоказали ефикасним за проценуученичког смисленог разумевања.На крају овог истраживања, СЗ суокарактерисани као алати којиефикасно процењују нивое ученичкогсистемског мишљења. У овом делуистраживања је потврђено да су управоиспитаници женског пола у оквируексперименталне групе достиглинајвиши очекивани ниво системскогмишљења – ниво комплексногповезивања концепата у доменуорганске хемије.Mnoge studije posvećene nastavi i učenju organske hemije ističučinjenicu da učenici srednjoškolskoguzrasta pokazuju značajne teškoćetokom savladavanja koncepata iz ovogdomena. Na osnovu toga, cilj ovogistraživanja bio je da se pomogneučenicima u prevazilaženju tihteškoća, primenom sistemičkihzadataka (SZ) kao instrukcionogmetoda.U istraživanju su učestvovaliučenici III razreda gimanzije „JovanJovanović Zmaj” iz Novog Sada, aistraživanje je sprovedeno tokomškolske 2012/13. godine. Za potrebeistraživanja konstruisani su testoviznanja koji su sadržali dva osnovnatipa zadataka: konvencionalne,linearne zadatke (LZ) i sistemičkezadatke (SZ). Pored testova znanjaprimenjena je i sedmostepenaLikertova skala za samoprocenuuloženog mentalnog napora.Rezultati istraživanja su pokazali daučenici obučavani sistemičkimpristupom (eksperimentalna grupa),ostvaruju bolja postignuća nafinalnom testu znanja (kako u LZ, takoi u SZ) od učenika kontrolne grupe,koji su obučavani primenomtradicionalnog pristupa. Višapostignuća učenika eksperimentalnegrupe praćena su nižim nivoimauloženog mentalnog napora, u odnosuna učenike kontrolne grupe.Ispitana veza između postignuća imentalnog napora rezultovala jevisokom relativnom efikasnošću zainstrukcioni metod zasnovan naprimeni SZ, i niskom relativnomefikasnošću za tradicionalnipristup. Pri tome je ustanovljeno da jeinstrukcioni metod primenjen ueksperimentalnoj grupi više pogodanza ispitanike ženskog pola, nego zaispitanike muškog pola. Sa drugestrane, tradicionalna nastava je bilajednako nepovoljna za ispitanike obapola.Nadalje, nakon primene eksploratornefaktorske analize, SZ suokarakterisani kao validni irelijabilni alati za procenuučeničkog smislenog razumevanja.Pored SZ, konvencionalni esejskizadaci, kao i zadaci dopunjavanja saviše od dva zahteva takođe su sepokazali efikasnim za procenuučeničkog smislenog razumevanja.Na kraju ovog istraživanja, SZ suokarakterisani kao alati kojiefikasno procenjuju nivoe učeničkogsistemskog mišljenja. U ovom deluistraživanja je potvrđeno da su upravoispitanici ženskog pola u okvirueksperimentalne grupe dostiglinajviši očekivani nivo sistemskogmišljenja – nivo kompleksnogpovezivanja koncepata u domenuorganske hemije.
Many studies dedicated to the teaching andlearning of organic chemistry courses haveemphasized that high school students haveshown significant difficulties in mastering theconcepts of this discipline. Therefore, the aimof our study was to help students to overcomethese difficulties by applying systemicquestions (SQs) as the instructional method.Тhis study included third grade students fromone high school („Jovan Jovanović Zmaj”) inNovi Sad, Serbia. The experiment wasconducted during the 2012/13. school year.For the purpose of this research, knowledgetests with conventional, linear questions (LQs)and systemic questions (SQs) wereconstructed. In addition to knowledge tests, theseven-point Likert scale for measuring ofmental effort was applied.This work shows that students from the groupexposed to the new teaching method(application of SQs) achieved higher scores onfinal testing than students from the controlgroup, who were taught by the traditionalmethod, when students’ achievements in LQsand in SQs, were studied. These results werefollowed by observation of lower levels ofmental effort by students from theexperimental group, and higher levels ofmental effort in the control group, investedduring solving both types of questions.This correlation between achievement andmental effort resulted in high instructionalefficiency for the applied method in theexperimental group, and low instructionalefficiency for the traditional teaching andlearning method applied in the control group.In addition it was found that the application ofSQs was more suited to female students thanfor male students in experimental group, whiletraditional method was less effective for bothgenders in control group.Furthermore, after conducting an exploratoryfactor analysis on the obtained data, SQs werecharacterized as valid and reliable tools forassessing students’ meaningful understanding.Apart from this, essay questions andcompletion type of questions with three ormore requests were found to be useful inassessing students’ meaningful understanding.At the end of this study, SQs werecharacterized as effective tools for assessingdifferent levels of students’ systems thinking.These results emphasized the fact that femalestudents from experimental group reached thehighest expacted level of systems thinking –level of complex connection of concepts fromorganic chemistry domain.
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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Повний текст джерелаАнотація:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics
(M.A. (Linguistics))
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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Повний текст джерелаАнотація:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics and Modern Languages
(M.A. (Linguistics))
45
"A task-based non-formal English immersion programme in the Chinese EFL context." 2001. http://library.cuhk.edu.hk/record=b5890811.
Повний текст джерелаАнотація:
Mak Ho-Yan.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 139-147).
Abstract and questionnaires in English and Chinese.
Chapter 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of the Present Study --- p.1
Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1
Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3
Chapter 1.2 --- A Response: The Present Study --- p.5
Chapter 1.3 --- Significance of the Study --- p.5
Chapter 1.4 --- Organization of this Thesis --- p.6
Chapter 2 --- REVIEW OF LITERATURE --- p.8
Chapter 2.1 --- Notion of Language Proficiency --- p.8
Chapter 2.1.1 --- Language Proficiency in General --- p.8
Chapter 2.1.2 --- Oral Language Proficiency --- p.9
Chapter 2.1.3 --- Working Definition of Oral Language Proficiency --- p.11
Chapter 2.2 --- Communicative Language Teaching and Learning --- p.13
Chapter 2.3 --- Task-based Learning --- p.15
Chapter 2.3.1 --- Definition of 'Task' --- p.15
Chapter 2.3.2 --- Tasks for Second Language Learning --- p.17
Chapter 2.3.3 --- Guidelines for Incorporating Element of Learners' Active Involvement in Task Design --- p.22
Chapter 2.3.4 --- Task-based Instructions --- p.25
Chapter 2.4 --- Related Theories in Task-based Learning and Teaching --- p.28
Chapter 2.4.1 --- Input Hypothesis --- p.28
Chapter 2.4.2 --- Interaction Hypothesis --- p.28
Chapter 2.4.3 --- Output Hypothesis --- p.29
Chapter 2.4.4 --- Humanistic Education and Experiential Learning --- p.31
Chapter 2.4.5 --- Learner-centredness --- p.32
Chapter 2.4.6 --- Cooperative Learning and Group-based Learning --- p.33
Chapter 2.4.6.1 --- Cooperative learning --- p.33
Chapter 2.4.6.2 --- Language development through (cooperative) group work --- p.34
Chapter 2.5 --- Immersion Programmes --- p.36
Chapter 2.5.1 --- Formal Immersion --- p.37
Chapter 2.5.2 --- Non-formal Immersion Programmes --- p.39
Chapter 2.5.2.1 --- "Approach to programme implementation: A ""Short, Sharp, Shock"" [3-S] Procedure" --- p.40
Chapter 2.5.2.2 --- English-speaking environment --- p.40
Chapter 2.5.2.3 --- Relaxing and enjoyable learning environment --- p.40
Chapter 2.5.2.4 --- Flexibility in time management and sufficient room for dynamism --- p.41
Chapter 2.5.2.5 --- Cooperative and supportive learning environment --- p.41
Chapter 2.6 --- Summary of the Chapter --- p.44
Chapter 2.7 --- Research Questions --- p.45
Chapter 3 --- DESIGN OF THE STUDY --- p.46
Chapter 3.1 --- Introduction --- p.46
Chapter 3.2 --- General and Specific Research Hypotheses --- p.47
Chapter 3.3 --- Selection of Subjects --- p.48
Chapter 3.4 --- Group Leaders and Their Roles in the Study --- p.49
Chapter 3.5 --- Identification and Classification of Tasks for the Immersion Programme --- p.50
Chapter 3.6 --- Selection of Tasks --- p.53
Chapter 3.6.1 --- Interactivity-oriented Task --- p.53
Chapter 3.6.2 --- Fluency-oriented Tasks --- p.54
Chapter 3.6.3 --- Accuracy-oriented Tasks --- p.55
Chapter 3.6.4 --- Integrated Tasks --- p.55
Chapter 3.6.5 --- General Characteristics of Tasks Selected --- p.55
Chapter 3.7 --- Non-formal Immersion Programme --- p.57
Chapter 3.7.1 --- Characteristics of Non-formal Immersion Programme --- p.57
Chapter 3.7.2 --- Sequencing and Grading Tasks --- p.59
Chapter 3.8 --- Construction of Research Instruments --- p.62
Chapter 3.8.1 --- Oral Proficiency Interview --- p.62
Chapter 3.8.2 --- Students' Pre-programme and Post-programme Questionnaire --- p.63
Chapter 3.8.3 --- Subjects' Perception / Evaluation of Task Effectiveness --- p.64
Chapter 3.8.4 --- Post-programme Semi-structured Narrative Journal --- p.64
Chapter 3.9 --- Previous Design Experience --- p.65
Chapter 3.10 --- Experimental Procedure --- p.66
Chapter 3.10.1 --- Overview of the Experimental Procedure --- p.66
Chapter 3.10.2 --- Administering the Orientation for Group Leaders --- p.68
Chapter 3.10.3 --- Administering the Pre- and the Post-programme Interview --- p.69
Chapter 3.10.4 --- The Non-formal Immersion Programme --- p.70
Chapter 3.10.4.1 --- Administrating the programme --- p.70
Chapter 3.10.4.2 --- Implementation of tasks --- p.70
Chapter 3.10.4.3 --- Leaders' daily programme evaluation --- p.72
Chapter 3.10.5 --- Administrating Subjects' Evaluation of Task Effectiveness --- p.73
Chapter 3.10.6 --- Administrating Team Leader's Observation --- p.74
Chapter 3.10.7 --- Administrating Post-programme Semi-structured Reflective Journal --- p.74
Chapter 3.10.8 --- Administrating Post-programme Questionnaire and Oral Language Proficiency Interview --- p.74
Chapter 3.11 --- Methods of Data Analysis --- p.74
Chapter 3.11.1 --- Pre-and Post-programme Questionnaires --- p.75
Chapter 3.11.2 --- Pre- and Post-Programme Oral Interviews --- p.76
Chapter 3.11.3 --- Subjects' Evaluation of Task Effectiveness --- p.76
Chapter 3.11.4 --- Qualitative Data from Reflective Journal and from Team Leader's Fieldnotes --- p.78
Chapter 3.12 --- Summary of Chapter 3 --- p.79
Chapter 4 --- DATA ANALYSIS --- p.80
Chapter 4.1 --- Introduction --- p.80
Chapter 4.2 --- Immersion Effect on Subjects' Oral English Proficiency --- p.81
Chapter 4.3 --- Task Effectiveness --- p.83
Chapter 4.3.1 --- Perceived Effectiveness of Task-Types in Enhancing Accuracy --- p.84
Chapter 4.3.2 --- Perceived Effectiveness of Task-Types in Enhancing Fluency --- p.85
Chapter 4.3.3 --- Perceived Effectiveness of Task-Types in Enhancing Interactivity --- p.86
Chapter 4.3.4 --- "Effectiveness of Accuracy-oriented Task-type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.87
Chapter 4.3.5 --- "Effectiveness of Fluency-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89
Chapter 4.3.6 --- "Effectiveness of Interactivity-oriented Task Type in Enhancing & Pinpointing Accuracy, Fluency, & Interactivity" --- p.89
Chapter 4.3.7 --- "Effectiveness of Integrated Task Type in Enhancing / Pinpointing Accuracy, Fluency, & Interactivity" --- p.90
Chapter 4.3.8 --- Summary of Section 4.3 --- p.91
Chapter 4.3.8.1 --- Accuracy enhancement --- p.91
Chapter 4.3.8.2 --- Fluency-enhancement --- p.91
Chapter 4.3.8.3 --- Interactivity enhancement --- p.92
Chapter 4.4 --- A Brief Summary of the Quantitative Results --- p.92
Chapter 4.5 --- The Research Hypotheses Tested --- p.93
Chapter 4.6 --- Reflective Journal --- p.95
Chapter 4.6.1 --- "Providing an ""English Speaking Environment""" --- p.97
Chapter 4.6.2 --- Enhancing Subjects' Confidence in Speaking and Using English --- p.99
Chapter 4.6.3 --- Evaluating Subjects' Overall Performance in Programme --- p.100
Chapter 4.6.4 --- Helping to Acquire a Higher Level of Communicative Fluency --- p.100
Chapter 4.6.5 --- "Helping to Acquire a Higher Level of Accuracy (Pronunciation, Accent, and Stress)" --- p.100
Chapter 4.6.6 --- Helping to Acquire a Higher Level of Interactivity --- p.101
Chapter 4.6.7 --- "Stimulating and Developing ""Creativity""" --- p.102
Chapter 4.6.8 --- Additional Comments --- p.102
Chapter 4.7 --- Summary of the Major Findings --- p.105
Chapter 4.8 --- Summary of the Chapter --- p.106
Chapter 5 --- DISCUSSION --- p.107
Chapter 5.1 --- Introduction --- p.107
Chapter 5.2 --- The Impact of the Programme on Learners' Attitudes and Language Learning Behaviour --- p.107
Chapter 5.2.1 --- Humanistic (Language) Education --- p.108
Chapter 5.2.2 --- Experiential Learning --- p.111
Chapter 5.2.3 --- Cooperative Learning --- p.112
Chapter 5.2.4 --- Learner-centredness Task-based Design --- p.114
Chapter 5.2.5 --- "A Short, Sharp, Shock (3S) Learning Experience" --- p.115
Chapter 5.3 --- Programme Impact on Oral Proficiency Enhancement --- p.116
Chapter 5.3.1 --- General Discussion of the Programme Impact on Oral Proficiency Enhancement --- p.116
Chapter 5.3.2 --- Roles of Designated Tasks in Pinpointing Specific Proficiency Area(s) --- p.118
Chapter 5.4 --- Sequencing of Tasks for a Balanced Language Development --- p.119
Chapter 5.5 --- Summary of Chapter Five --- p.123
Chapter 6 --- CONCLUSION --- p.124
Chapter 6.1 --- Limitations of the Present Research --- p.124
Chapter 6.2 --- Pedagogical Implications --- p.125
Chapter 6.2.1 --- Implications for Curriculum / Programme Designs --- p.125
Chapter 6.2.2 --- The Classroom Implications --- p.129
Chapter 6.3 --- Suggestions for Further Research --- p.135
Chapter 6.4 --- Summary --- p.137
Chapter 7 --- REFERENCE --- p.139
46
Lamarre, Patricia B. Grace. "A comparative analysis of the development of immersion programs in British Columbia and Quebec : two divergent sociopolitical contexts." Thesis, 1996. http://hdl.handle.net/2429/6718.
Повний текст джерелаАнотація:
Current explanations for the development of immersion programs in relation to language
reform in Canada were found to be inadequate and superficial. The lack of attention to the existence
of different sociopolitical contexts has, furthermore, flawed the sociological interpretation of
programs. A comparative case study and multi-method approach was therefore proposed to
examine the historical development of programs in two provinces with very different sociolinguistic
and sociopolitical contexts, Quebec and British Columbia. Comparative analysis revealed that both
commonalities and differences could be identified in the development of immersion programs in
these two provinces and that these have implications for the political and sociological analysis of
programs. In both contexts, it was seen that the implementation and expansion of programs has
required similar organizational adjustments. The relationship of programs to language reform is,
however, very different In Quebec, programs represent a community response to the changing
status of French and are only indirectly related to federal efforts to implement a national policy of
official bilingualism. In British Columbia, programs were initiated by parents, but eventually became
directly related to federal involvement in language education and to Ottawa's efforts to implement a
national language policy. By providing support to the parent association "Canadian Parents for
French", Ottawa found a constituency in English Canada willing to promote official bilingualism.
"Canadian Parents for French" and federal funding have played a critical role in the development of
immersion programs in British Columbia; whereas in Quebec, neither of these elements has been an
important factor in the expansion of programs. Although the development of immersion programs in
Quebec and British Columbia has been framed by divergent language policies, in both provinces, the
development of immersion programs reflects the adjustment of the English speaking community to
the enhanced status of French. Similar sociological patterns were found in how the Anglophone
community has made this adjustment and in how schools have been called upon to respond to
societal change.
47
McIvor, Onowa. "Building the nests : indigenous language revitalization in Canada through early childhood immersion programs." 2005. http://hdl.handle.net/1828/686.
Повний текст джерелаАнотація:
Indigenous languages in Canada are critically at risk of extinction. Many Indigenous communities are working hard to save their languages through various methods. One method proven to be largely successful in other parts of the world is early childhood heritage language immersion programming, which is commonly known as a 'language nest' program. However, this method is sparsely employed in B.C. and Canada as a method of language retention and revitalization. Using qualitative research methodologies involving observations and interviews this study included key community members in two Indigenous communities which have developed 'language nest' programs. The goal of the observations and interviews was to identity factors contributing to successes and challenges in initiating and maintaining 'language nest' programs. The findings of the study indicate that the 'language nest' model is adaptable to the First Nations context in Canada. The findings combined with a literature review yielded practical recommendations for other communities and possibilities for future action.
48
Touchie, Bernice. "Ditidaht elders’ strategies for the introduction of immersion programs in a First Nation community." Thesis, 1997. http://hdl.handle.net/2429/6007.
Повний текст джерелаАнотація:
The thesis explores the possibilities for immersion in a First Nation small
community whose language survival hinges on the action by the 5% fluent
speakers. Curriculum planning is needed at a time when First Nations do not
have the resources or experience in teaching their language as a second language
and very limited experience with curriculum development and school
administration. The author is familiar with the deep emotional desire for
effective language programs but the communities cannot find an effective means
for truly successful results.
The occasional Native teacher searches for methods by learning linguistic
strategies or modeling literate classroom lessons. Community leaders face
surmounting obstacles while elders pass away with each crucial decade.
These obstacles and constraints are not only due to social ills but also to
the attempt at developing curriculum with models which do not origninate with
the community, the culture, or the language itself. The thesis therefore attempts
to find avenues for blending learning strategies of an oral culture and
recognizing and validating the culture which embraces the cultural background
to the language.
The avenues for language revitalization involve ethnographic research
which is seen as practical to the community if these are steps toward cultural
development. The social issues level is considered as Native language speakers
are often adversely effected due to schooling in residential schools.
The thesis then concludes the specific needs for the Ditidaht context as
concerns community process, as traditional protocol, and as the nature of an
effective curriculum (received in generalized concepts from the community
interviews).
Other First Nation Community strategies are reviewed from many nations
throughout Canada and the United States. The Canadian French immersion
experience provides a preview into immersion evolution. The research is found
necessary for any First Nation community in search of the crucial need for
effective second-language curriculum focus.
49
Boshoer, Jana. "Les réalisations par des élèves d'immersion de [e] et [E] en position finale accentuée dans les formes verbales /." 2004.
Знайти повний текст джерелаАнотація:
Thesis (M.A.)--York University, 2004. Graduate Programme in French Studies.Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11757
50
Ramos, Mabel. "Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersión." Thesis, 2009. http://hdl.handle.net/1805/1900.
Повний текст джерела