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Dissertations / Theses on the topic 'Bilingual method'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Mohammed, Abdul Majid. "Integrated technologies instructional method to enhance bilingual undergraduate engineering students." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.
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Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.
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3

Gonzales, Manuel. "A study of the compliance review of the NEP/LEP program at Pomona High School." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/535.

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4

Adams, Natalie. "Possibilities for multilingualism: a critical case study with selected financial information systems (FIS) students." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1011052.

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This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.
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5

Kusama, Koichi. "Bilingual method in CALL software : the role of L1 in CALL software for reading." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247831.

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6

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.

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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.
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7

Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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8

Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.
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9

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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10

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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11

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/.

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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.
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Leung, Woon Ching Jane. "Language problems experienced by S.4 students during the change from CMI to EMI in a secondary school in Hong Kong." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/490.

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13

Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.
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14

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.

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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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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.

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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.
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Cevallos, Tatiana Margarita. "Understanding Biliteracy: Exploring the Lived Experiences of Bilingual Reading Specialists." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1790.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.
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Apodaca, Monica Sophia. "Dual language educators: Tambien tenemos sentimientos." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3338.

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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.
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18

Lin, Angel, and 練美兒. "Teaching in two tongues: language alternationof bilingual teachers in English language lessons in Hong Kongsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31209348.

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19

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.

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20

Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.
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Richards, Jeffrey Robert. "The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4696.

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The purpose of this study was to determine the difference in the short term and and long term second language (L2) gains of first year Spanish students exposed to the Audiolingual Method (ALM) and the Natural Approach. The experiment consisted of two randomly selected groups which were exposed to four presentations. Two of these presentations delivered content material following a Natural Approach lesson design while the other two delivered content material following an ALM lesson design in such a way that both groups were exposed to two ALM lessons and two Natural Approach lessons. All subjects were pre-tested prior to the delivery of these lessons and subsequently tested after the first lessons for short term L2 gains. They were then re-tested after several weeks to measure long term L2 gains. The number of subjects that participated in the experiment was 249 and included all enrolled first year Spanish students at Oregon State University for the 1992 fall term. The data were analyzed using the two-way analysis of variance. The results of the investigation indicated that teaching method was not a significant factor in students' short term and long term L2 aquisition gains. The study thus implies that neither the Natural Approach nor the ALM can be considered superior in terms of quantifiable student gains and retention. Recommendations for further study are presented.
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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.

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23

Huber, Jeanine L. "The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5029.

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language choice, Ll or TL, among instructors. Over a ten week period, six languages were observed and audiotaped on five separate occasions. The study asked the following questions: 1) If Ll (English) is used in university-level foreign language classrooms, what is the ratio of Ll to TL?; 2) For what purposes is the Ll used?; 3) What are teachers' and students' perceptions and attitudes regarding use of the Ll in the foreign language classroom? A categorization grid was created to answer the second research question. A student questionnaire and teacher interview were administered to answer the third research question. The results were analyzed using descriptive statistics. It was found that three out of the six languages used the Ll an average of 10% or less of the time, while the remaining three languages used the Ll for an average of 13% or more of the time. In regard to the second research question, four out of the six languages used the Ll most frequently for the purposes of language analysis and vocabulary translation. This investigation has attempted to explore and discuss practices within some foreign language classrooms at the university-level and to create greater awareness of those practices.
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McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

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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.
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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
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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.

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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.
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Ruiz, Martín Christopher. "Assisting Hispanoamericano parents to recognize children's literacy requirements by recontextualizing the academic language of social studies." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/818.

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Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

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Jakubsonė, Sigita. "Kurčiųjų ir neprigirdinčiųjų mokymo problematika." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_141554-75564.

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Tyrimas atliktas Kauno apskrities kurčiųjų ir neprigirdinčiųjų ugdymo centre. Analizuota mokslinė literatūra, Centro dokumentai, anketinio klausimyno metodu apklausti šioje institucijoje dirbantys pedagogai. Atlikus tyrimą paaiškėjo, kad kitaip organizuojant patį mokymo procesą, patobulinus kai kuriuos jo elementus, mokymo procesas vyktų efektyviau. Mokymo proceso metu mokytojas susiduria su tokiomis problemomis: nepritaikyti vadovėliai; vaikai nesupranta daugelio, kartais net ir labai elementarių, aiškinamų dalykų; nesunorminta gestų kalba ir nepakankamas jos mokėjimas bei kiti sunkumai perteikiant medžiagą gestų kalba, kurie apsunkina mokymo procesą. Neigiamą įtaka taip pat daro ir tai, kad vaikai dažnai nesidomi dalyku – tuomet išlaikyti jų dėmesį ir perteikti mokymo turinį yra. Tyrimas taip pat atskleidė, kad nedrausmingi moksleiviai trukdo mokymo procesui. Nepakankamas dėmesys skiriamas plėtoti bilingvinio metodo plėtoti taikymui, siekiant, kad jis įsitvirtintų mokymo procese kaip pagrindinis, nes šitaip perteikiamas mokymo turinys yra priimtiniausias kartu mokant kurčius ir neprigirdinčius moksleivius. Norint išvengti, ar bent sumažinti šias problemas, reikėtų kuo daugiau rengti kurtiesiems ir neprigirdintiesiems pritaikytų mokymo priemonių, ypač vadovėlių. Reikėtų atsižvelgti ir į tai, kad šie moksleiviai, kaip iš prigimties bilingvistai, būtų mokomi bilingviniu metodu, kuris jiems yra tinkamiausias. Kad tai būtų galima padaryti, reikia kuo skubiau vystyti pedagogų... [toliau žr. visą tekstą]
The research was accomplished at Kaunas County Deaf and Hearing Impaired Educational Centre. Scientific literature and Centre documentation were analysed, educators working at the Centre were interviewed in method of questionnaire survey for its purpose. The research revealed that, the process of education was more successful, if the process of teaching itself was differently arranged, and some of its elements were improved. In the course of education, teachers encounter different problems: inapplicable texbooks, students unable to perceive most of, even elementary, topics, non-standardization of gestural language, or inaptitude to speak it appropriatelly, as well as other difficulties in conveying material in gestural language, aggrevate the teaching. The negative signs also occure as students often are not interested in the subject taught – it becomes especially complicated to attract and retain their focus of attention, and subsequently to convey knowledge. The research revealed, that undisciplined students intervene process of teaching. More attention should be paid to develope bilingual method, and seek to introduce it as the main in the process of teaching, as this pattern is the most acceptable to communicate knowledge to boths deaf and hearing impaired students. On purpose to avoid or at least to decrease these problems, more learning facilities, especially handbooks, for deaf or hearing impaired should be prepared. Considering these students being inherently... [to full text]
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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.

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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.
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Wilson, Joan Elizabeth. "The effects of cross-age tutoring on the oral fluency of the language minority student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/642.

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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.

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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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33

Villagomez, Delia. "Mini shared reading: A mediational reading strategy." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.

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This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.
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34

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.

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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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35

Baltazar, Sofia Yolanda. "The integration of Mexican culture in the development of Mexican student literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/884.

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36

Hanneman, Linda Louise. "Increasing ESL student language production and altering the affective climate in a mountain community high school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1280.

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37

McQuarrie, Maureen Anne. "An empirical validity study of the Canada French individual achievement test." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28171.

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38

Compton, Michelle L. "THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH." UKnowledge, 2015. http://uknowledge.uky.edu/ltt_etds/6.

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This paper evaluates whether students’ perceptions of Appalachian English improve through a method of instruction that uses dialect literature in the classroom. Most existing methods of instruction tend to portray dialects as wrong, incorrect, or in some way less rule-governed than Standardized English, despite the numerous studies that have demonstrated otherwise (e.g., Labov 1969, Wolfram 1986). The data from this study derives from two groups of students enrolled in introductory composition and communication at the University of Kentucky. Each group is given a pre-test to determine attitudes toward Appalachian English and Standardized English. An experimental group is then exposed to a method that incorporates texts that use Appalachian English features, while no specific dialect literature is included in the control group. After the conclusion of the lessons, students in both groups complete a post-test used to analyze whether their perceptions of Appalachian English changed throughout the study. The experimental method results in significant increases in several of the attitude measures for Appalachian English, while the students that did not receive this method of instruction experienced no increase for the linguistic variety. These results demonstrate that this method has potential for reducing negative perceptions towards speakers of non-standard dialects.
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39

Pierce, Beth Suzanne. "Art in a sheltered-English multicultural classroom." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/803.

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40

Stear, Ezekiel Glenn. "Dual-language drama as a door to classic literature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3270.

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The author believes that the mediation of classic literature through drama would increase student's opportunity for academic success on the secondary and post-secondary levels of education. This project develops curriculum and materials using dramatic adaptations of ancient literature created by the author.
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41

Nicholls, Kristine Dianne. "A correlational study of reading comprehension in Spanish and English." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.

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42

Lyons, Renee. "Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5348.

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Constituting a proposal for a book talk associated with the scholarly title Foreign-Born American Patriots: Sixteen Volunteer Leaders of the Revolutionary War, the presenter of this session (and author of the book) will introduce the scholarly work to participants for the purpose of highlighting research based in contribution, rather than interpretation. The author will detail the means by which the investigation of human experience and work product, storylines/patterns, and social cause may provide the context for creative scholarly works. The author will also reveal the unique contribution of Foreign Born American Patriots to historical and Southern Studies discourse, the book serving, up through the date of this proposal, as the only collective work regarding those foreigners who helped the newly formed United States defeat the British Army (many battles fought in the Southern States).
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43

Silver, Melinda. "The Effect of The Book of Mormon Diglot Reader: A Study of the Vocabulary Acquisition, Reading Comprehension, and the Reduction of Negative Affective Variables in Missionaries." Diss., CLICK HERE for online access, 1997. http://patriot.lib.byu.edu/u?/MTNZ,22812.

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44

Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.

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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.
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Lee, Kwong-hung, and 李廣雄. "Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.

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46

Rosas, Pedro. "A process of using mini-shared and guided reading to transition fluent readers in Spanish to English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2161.

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A descriptive study was conducted using a modified approach to Guided Reading and Mini-Shared Reading to improve the reading comprehension levels of bilingual second graders in their second language, English.
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Todd, Kathryn Brantley. "GLOBAL COMPETENCE SURVEY DEVELOPMENT." UKnowledge, 2017. http://uknowledge.uky.edu/edsc_etds/29.

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The research objective for this dissertation study was to build a preliminary survey that would, in its final form, allow educators and administrators to establish baseline information on individuals’ global competence characteristics prior to instruction, cross-cultural experience, international study or collaboration. A secondary aim concerned length: The intent was to keep the eventual final survey at 15 minutes or less to make it adaptable to a variety of settings. The researcher extracted terms and phrases from existing global competence definitions (e.g., Boix-Mansilla, Jackson, Asia Society & Council of Chief State School Officers, 2011; Hunter, 2005), related literature (e.g., Lambert, 1994), and previous research (Todd, 2013) to develop a definition and theoretical framework for this competence. Central to the developed definition and framework were the disposition/affective realm, knowledge, skill, and action elements, and a clear connection to cosmopolitanism (e.g., Appiah, 2006). Currently, a global competence definition and survey tied directly to cosmopolitanism do not exist. The learning theories of Vygotsky (1986), Bandura (1977), Lave (1993), and Kolb (Kolb, Boyatzis, & Mainemelis, 1999) also provided insight into global competence development for measurement purposes. The four-step study method included building a draft survey from the developed global competence definition, field testing the draft survey with a purposive sample (e.g., Babbie, 2007b; Teddlie & Yu, 2007) in order to make initial revisions to the instrument, conducting a Delphi review (e.g., Cyphert & Gant, 1970; Fogo, 2014; Helmer, 1967) of the revised draft survey to further refine the instrument, and describing the field-test sample using data from items retained in the resulting survey from the Delphi review. The outcome of each of the four steps constituted the findings for this research. Future research could involve adding new items and then field-testing the survey once again to examine the statistical structure of the developing instrument.
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Qu, Tong Fu. "Language choice, language attitudes and identity of the Korean-Chinese ethnic minority in Qiqihar, Heilongjiang." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586633.

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49

Garcia, Paula Riley. "Comparison of quiet and outgoing language minority students through journal writing." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.

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Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.
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50

Do, Thi My Ha. "Bilingual curriculum enactment in Vietnam in an era of economic and social reform." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208014/1/Thi%20My%20Ha_Do_Thesis.pdf.

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This thesis reports on a case study of two Vietnamese primary schools’ implementation of English language bilingual education to support economic and social reform in Vietnam. The study found that bilingual curricula are adopted differently depending on whether the schools are public or private; the former adopt a nationally-based curriculum while the latter use imported curricula, often in the form of textbooks. The respective curricula influence staff recruitment and parental expectations, and pedagogical issues including misalignments between students’ proficiency levels and curriculum objectives. To be more effective, future bilingual education programs need to engage more closely with Vietnamese contextual conditions.
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