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Dissertations / Theses on the topic 'Emergent bilinguals'
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Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.
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The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.
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Williams, Melanie Nicole. "A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88823.
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The learning of science presents difficulties to bi/multilingual learners (BMLs), mostly due to the demands of scientific language. However, when viewed through a contemporary language lens the language of science is multimodal and presents alternate meaning opportunities. This study attempts to address the BML's needs by reconceptualising their issue through a contemporary theoretical lens. The aim is to investigate and describe how the use of non-linguistic resources, plays a role in BML’s meaning-making in science.
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Herbold, Jennifer. "Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196038.
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The research is clear; given the opportunity to do so, children begin transacting with print at very young ages (Ferreiro & Teberosky, 1982). Deaf children with full access to language from birth frequently experience higher success rates in literacy acquisition (Kuntze, 1998). However, there remains a paucity of studies on how young Deaf children whose success with literacy development can be reasonably predicted, begin their journeys toward literacy. With the understanding that early literacy experiences significantly impact all children's literacy development (Bus, Van Ijzendoorn, & Pelligrini, 1995), it is important to have a clearer understanding of how Deaf children develop emergent literacy skills.This dissertation presents a year-long case study on four young Deaf children from native-ASL families who were immersed in literacy-rich environments and how they developed literacy skills in school and at home. In order to provide the fullest possible picture, parents, teachers and children were interviewed and observed. As literacy development does not happen in isolation; this dissertation provides information about the children's sociocultural context that included the literacy experiences and beliefs of the adult participants and the children's own experiences at home and in school. Artifacts including writing samples and data from an early literacy checklist were also collected to provide information about each child's individual written language development.The data were organized and analyzed based on salient themes and framed by socio-psycholinguistic studies on hearing children by researchers such as Dyson (1993), Ferreiro & Teberosky (1982), and Goodman (1996). Results show that with full access to language and opportunities to develop reading and writing abilities, Deaf children's emergent literacy development is highly similar to that of monolingual and bilingual hearing children with some characteristics unique to Deaf ASL-English bilinguals. The results of this dissertation study adds to the general body of knowledge of how children develop literacy abilities even when they do not have face-to-face communication in their literate language. The results also inform current practices in Deaf education and provide researchers, educators, and parents with a framework for understanding the critical role that language and communication play on Deaf children's literacy development.
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Johns, Janet Rachel. "Abriendo caminos : peer coaching of culturally relevant pedagogy for teachers of adolescent emergent bilinguals /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
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Sugimoto, Amanda Tori. "A Qualitative Study of the Positioning of Emergent Bilinguals during Formal and Informal School-Based Interactions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612433.
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The education of emergent bilinguals in the United States is overtly and covertly shaped by social, political, and institutional ideologies about languages and speakers of languages other than English. Using a multiple case study design, this study sought to explicate the often-complicated intersection of outsider institutional and societal ideologies with the insider lived experiences of emergent bilinguals in schools. The population of the school under study uniquely positioned emergent bilinguals as not only the linguistic minority but also the numeric minority, a population dynamic notably underrepresented in the literature. Using a positioning theory framework that focused on the normative constraints that support meaning making during social interactions, this study explored how primarily monolingual English-speaking teachers and peers interactionally positioned three fourth grade emergent bilinguals, as well as how these emergent bilinguals reflexively positioned themselves. Data collection efforts consisted of multiphase observations of classrooms including the creating of sociograms and fieldnotes, interviews with emergent bilinguals, teachers, and key peers, as well as a localized artifact analysis. Findings suggested that the emergent bilinguals unique backgrounds contributed to their variable reflexive positioning, as well as teachers' variable interactional positioning. Additionally, peer positioning and institutional norms contributed to emergent bilinguals having limited access to academic language development opportunities.
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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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Azuara, Patricia. "Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196103.
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This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within literacy events. The findings of this study challenge public discourses which define marginalized children and their families as deficient. Literacy is part of the everyday life activities of minoritiezed families and these experiences provide their children with vast amounts of literacy knowledge. Through the two case studies presented, we document how different language and literacy practices shape children's different pathways to bilingualism and biliteracy.
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Amy, Margarita E. "Leadership Practices that Support Marginalized Students: How Leaders Support Teacher Leadership for Emergent Bilingual and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108823.
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Thesis advisor: Lauri JohnsonThis qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Enriquez, Jose Elder. "Improving Student Engagement: An Evaluation of the Latinos in Action Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3266.
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Hispanic students make up 12% of the enrollment in Utah elementary and secondary schools but only 3.4% of the enrollment at Utah's colleges and universities, according to Alemán and Rorrer (2006). The intervention Latinos in Action (LIA) seeks to increase high school completion and college graduation rates among emergent bilingual Latinos by involving them as paraprofessional literacy tutors for younger Spanish-speaking students. This dissertation, written in article-ready style, reports on two studies of the program. Study 1, a survey of 128 high school students, found that those involved in the service and literacy program scored higher than their bilingual Latino peers who were not involved on two dimensions of high school engagement: level of education desired and feelings that school contributed to increased self-understanding. Study 2, a coding analysis of 200 LIA student journals, demonstrated a high level of reflectivity across three emerging themes: satisfaction with the tutee's progress, growth in leadership and social skills, and increased drive for school success. Implications for educators and program administrators are discussed. Although intended for separate publication, the studies inform each other in important ways. For example, the qualitative finding in Study 1 that LIA students more than their non-LIA peers view school as important to their self-understanding correlates with the qualitative finding in Study 2 that 80% of LIA journal writers employed self-reflective language to describe experiences in LIA—indicating perhaps that elements of the program prompt the kind of thinking and communication that enhances understanding of self. Similarly, the new confidence and determination to succeed in school expressed by LIA journal writers supports the Study 1 finding that LIA students target higher levels of post-secondary education than do their non-LIA peers. Specific journal entries provide a window into how that growth in ambition comes to be. Within the hybrid dissertation format, Appendix A provides a literature review linking both studies. Appendix B gives detailed coding methods for Study 2. Appendix C combines the findings of both studies in a general discussion.
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Simonin, Marie-Claire. "Rôle de la langue première dans l'apprentissage du français à l'école maternelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.
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Ce travail de thèse s'inscrit dans les domaines de la linguistique de l'acquisition, de la sociolinguistique et de la didactique des langues. Il s'agit d'une recherche-action qui vise à mieux appréhender l'acquisition du langage chez des enfants bilingues émergents de 3 à 5 ans, c'est-à-dire l'appropriation simultanée et/ou consécutive de deux langues, dans le contexte d'une école maternelle située en éducation prioritaire et dont le public est multilingue (une vingtaine de langues premières). L'objectif de la recherche consiste à observer comment l'enfant peut s'appuyer sur des compétences déjà construites en langue première pour construire des compétences en langue seconde. Le corpus est composé de plusieurs types de données : - un « corpus de travail » multilingue constitué d'outils pédagogiques dans lesquels figurent des traductions audios réalisées grâce à la collaboration des parents; - des captations vidéos d'interactions enfant/adulte permettant d'observer l'appropriation des éléments linguistiques proposés dans les supports; - des enregistrements réalisés tout au long du processus et visant à éclairer les parcours langagiers singuliers des élèves: séances de traductions, entretiens avec les parents, activités en classe.L'analyse qualitative de dix études de cas montre que : - concernant les enfants qui acquièrent le français comme L2, l'utilisation en classe de la L1 favorise leur engagement, ainsi que la compréhension et l'appropriation d'éléments linguistiques de la L2 ; - dans le cas des enfants qui ont deux L1 dont le français, la valorisation de la langue héritée encourage son développementThis thesis is part of linguistics of language acquisition, sociolinguistics and language education. It is a practical research that aims to understand language acquisition by emergent bilingual children from 3 to 5 years old, i.e. the simultaneous and / or consecutive acquisition of two languages, in the context of a kindergarten in priority education and whose public is multilingual (almost twenty first languages). The aim of the research is to observe how the child can rely on skills already acquired in the first language (L1) to build second language (L2) skills. The corpus is composed of several types of data: - a multilingual "corpus of work" consisting of educational tools in which audio translations are produced with the collaboration of the parents; - video recordings of child / adult interactions to observe the acquisition of the linguistic elements proposed in the supports; - recordings made throughout the process in order to highlight in what particular way students build their own language: translation sessions, interviews with parents, classroom activities.Qualitative analysis in ten case studies shows that : - in the case of children who acquire French as their L2, the use of the L1 in class forsters their engagement, as well as the comprehension and appropriation of linguistic elements from the L2 ; - in the case of children who have two L1s, including French, valuing the heritage language encourages its development
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Lawrence, Alice. "The development and use of code switching in emergent bilingual children." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251193.
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Hutchinson, Jane Margaret. "The developmental progression of cognitive-linguistic skills in emergent bilingual children." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1743/.
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While there exists an extensive research literature that focuses upon literacy development in monolingual, English speaking children, very little research has been conducted regarding the problems encountered by children learning English as an additional language (EAL). Recent political and educational concerns have been the educational under-achievement of minority ethnic children and their underrepresentation in those identified as having specific learning difficulties. This thesis aims to further our understanding of factors underlying literacy development in both monolingual and EAL children to produce evidence to inform policy and practice in addressing these concerns. A three-year longitudinal study is reported together with a series of experimental studies. The longitudinal study examines the developmental pattern of the processes underlying literacy development in children learning EAL and also their monolingual peers. Forty-three children learning EAL and forty-three monolingual (English speaking) children were assessed on a range of cognitive-linguistic measures in School Year 2. Testing was repeated in School Years 3 and 4. The experimental studies explored in more detail the comprehension-related difficulties identified in the EAL children in the first year of the longitudinal study. Given that boys' underachievement in literacy is a general concern in the monolingual population, gender differences within both the monolingual and EAL children are also examined in the longitudinal study. Children learning EAL and their monolingual peers achieved similar levels of success on reading accuracy-related measures and made similar progress over the three years. For the EAL children there was no evidence of gender differences whilst for the monolingual children there were lower scores for the boys. On comprehension-related measures, although both groups of children made a similar level of progress at each point in time, children learning EAL experienced more difficulty than their monolingual peers. Gender differences in comprehension were, in general, not found for either group of children. The findings are discussed in terms of theoretical and practical implications for addressing the educational underachievement of ethnic minority children and the identification of specific learning difficulties in these children.
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Buckwalter, Jan K. "Emergent biscriptal biliteracy bilingual preschoolers hypothesize about writing in Chinese and English /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?urlv_er=Z39.88-2004&rftv_alf_mt=info:ofi/fmt:kev:mtx:dissertation&resd_at=xri:pqdiss&rftd_at=xri:pqdiss:3215285.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1192. Advisers: Larry Mikulecky; Jerome Harste. "Title from dissertation home page (viewed March 22, 2007)."
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Bohanan, Patricia Jean. "A parent workshop for motivating emergent literacy in English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2257.
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The goal of this project is to help teachers create a motivation-enhancing literacy environment that increases students' reading ability, improves the understanding of written material, fosters a love of reading, and develops life-long learners.
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ALWEHAIBI, HALAH S. "Emergent Writing by Bilingual Kindergartners in an Islamic School in The United States." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159538785167387.
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Mastrota, Antonietta. "Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7338.
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The Hispanic population within the United States has grown to a considerable amount. The state of Florida’s population is 25% Hispanic, with projected estimates of this population continuing to grow in the coming years (Ortman & Shin, 2011). Statistics show that 28.3% of the state’s population, over the age of five, speak a language other than English at home. With this considerable number of Spanish-speakers comes the responsibility to adjust certain educational practices to best meet their needs. Literacy is an essential part of learning, and therefore assessing early literacy is an essential part to any child’s academic development.
Phonological awareness is the ability to manipulate and identify the phonological segments of a word (Blachman, Tangel, Ball, Black & Mcgraw, 1999). It is a strong predictor for early literacy abilities (Bradley & Bryant, 1983, Kozminsky & Kozminsky, 1995, Vandervelden & Siegel 1997). This relationship between phonological awareness and early literacy exists within the English language, and also within many other alphabetic languages such as Spanish (Anthony, Williams, McDonald, Corbitt-Shindler, Carlson, & Francis, 2006). Therefore, phonological awareness shares an important relationship to early literacy abilities for both English and Spanish speakers.
There are many morphological, phonological, syntactical, and lexical subtleties that exist between varied dialects of the Spanish language. Vocabulary and lexicon use has been shown to positively influence phonological awareness skills in young children. Dialectical classifications of the participants were determined through use of different dialect specific vocabulary word list in the Linguistic and Cultural Background Survey. This study sought to evaluate whether dialectical differences among young Spanish-English bilinguals were associated with performance on measures of phonological awareness and reading.
Twelve participants (children ages 3.17 years to 7.5 years and their parents participated in the study. Children completed a short form of the dynamic assessment of phonological awareness in Spanish (Loreti, 2015), the Letter-Word Identification of the Woodcock-Muñoz Language Survey-Revised (WMLS-R; Woodcock et al., 2005), the Elision, Rapid Automatic Naming, and Letter Name/Letter Sound subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea et al., 2003) and the Preschool Language Scales, Fifth Edition Spanish Screening Test (PLS-5; Zimmerman et al., 2011). Parents completed a Linguistic and Cultural Background Survey designed to identify potential dialectical differences among the children.
Results from the Linguistic and Cultural Background Survey indicated that all participants used the dialect consistent with Central America, and six additionally used lexical features of dialects outside of Central America. Consequently, children were categorized into either a Central group or a Central Plus group. The Central group indicated the use of words specific to the Central American dialect of Spanish. The Central Plus group indicated use of Central American dialect specific words, as well as words specific to Standard and Caribbean dialects of Spanish. These two groups were compared on the assessments of phonological awareness and early literacy. The results indicated that there were no statistically significant differences on any of the assessments between the dialect groups. Although the comparisons on the measures of Letter Word Identification Subtest and Letter Name Letter Sound subtest demonstrated medium effect sizes in favor of the Central plus another dialect group, and Rapid Automatic Naming demonstrated a medium effect in favor of the Central only group. Further investigation is needed to demonstrate these medium effects to a greater extent.
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Wyman, Chin Kelsey R. "Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7384.
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Within the current decade, the number of Hispanic students has doubled so that about 16% of the total student population within the United States are Spanish-speakers (U.S. Census Bureau, 2017). With this growing population comes a responsibility to understand and implement best practices for educating these students. Because literacy is a building-block for learning, one integral part of this responsibility consists of developing valid and reliable means of assessing pre-reading skills that are predictive of later reading abilities (Lonigan, Burgess, & Anthony, 2000; Wagner, Torgesen, & Rashotte, 1994).
English-language learning children are being identified for having reading difficulties and disabilities two to three years later than their English-proficient peers (Chu & Flores, 2011). As a population, they are also overly misidentified as having reading difficulties/disabilities and being unnecessarily placed into a special education system (McCardle, Mele-McCarthy, Cutting, Leos, & D’Emilio, 2005b; Sanatullova Allison & Robinson-Young, 2016). Per a nationwide survey of Speech-Language Pathologists, one large contributing factor for this dilemma is the lack of appropriate assessment instruments (Roseberry-McKibbin, Brice, & O’Hanlon, 2005).
Phonological awareness is the ability to focus on and manipulate units of spoken language (words, syllables, onsets, rimes, and/or phonemes). It is one of the most significant predictors of later reading abilities. A large body of evidence provides support for this within the English language but also within other alphabetic languages, such as Spanish (e.g. Carillo, 1994; Durgunoglu, Nagy, Hancin-Bhatt, 1993; Schneider, Kuspert, Roth, Vise, & Marx, 1997). Thus, assessments of phonological awareness have been shown to be reliable measures that predict later reading abilities in Spanish-speaking children and English-proficient children alike (Farver, Nakamoto, & Lonigan, 2007).
There are many standardized assessments available to test phonological awareness as an emergent literacy skill in English. In congruence with the previously mentioned nationwide survey, Spanish assessments of phonological awareness are less abundant. Additionally, these tests tend to be expensive, time-consuming to give, and require training of the administrator. These tests are static in nature and regularly require the child to comprehend complex administrative instructions which is often problematic for children with limited language skills in Spanish and/or English (Barker, Bridges, & Saunders, 2014).
The current study aims to build upon existing data regarding development of the DAPA-S by evaluating the validity of a shorter version of the DAPA-S (the DAPA-S Short Form) with children from Spanish-speaking backgrounds. The DAPA-S Short form was designed with the purpose of retaining all the test items of the full version but with an altered structure which allows for significantly shorter administration time. The DAPA-S and the shorter version were both designed as Spanish dynamic assessments of phonological awareness which are computerized, have simple instructions, provide information about a child’s ability to learn from instruction, and do not require speech responses.
The twelve participants that were involved in this study were given the DAPA-S Short Form as well as other assessments related to phonological awareness or emergent reading. Three of those participants did not complete the study due to poor attendance or behavioral challenges. Therefore, this study reports on nine participants who completed the full assessment battery.
To investigate concurrent validity, correlational analysis was performed with the DAPA-S Short Form scores and scores from a measure of phonological awareness, the Test of Phonological Sensitivity in Spanish (TOPSS; Brea, Silliman, Bahr, & Bryant, 2003). The Elision, Rapid Automatic Naming, and Letter Name/ Letter Sound subtests from the TOPSS were administered. No significant correlations were observed between either subtest from the DAPA-S Short Form and any of the subtests from the TOPSS (r = .49 for Elision, r = .36 for RAN, r = .43 for Letter Name/Letter Sound subtests). Therefore, concurrent validity was not established as measured in this study.
To investigate convergent validity, correlational analysis was performed with the DAPA-S Short Form subtests and the scores from a measure of Spanish emergent reading skills, the Letter-word Identification (LWID) subtest from the Woodcock-Muñoz Language Survey – Revised (WMLS-R; Woodcock, Muñoz – Sandoval, Ruef, & Alvarado, 2005). Significant correlation was observed between the First Syllable subtest of the DAPA-S Short Form and the test of emergent literacy (r = .87, p < .01); no significant correlation was observed for the Last Syllable subtest of the DAPA-S Short Form (r = .44) and the test of emergent literacy. Therefore, the First Syllable subtest from the DAPA-S Short Form demonstrates good convergent validity, while the Last Syllable subtest did not.
Data suggests that the DAPA-S Short Form demonstrates excellent internal reliability (Cronbach’s alpha = .99 for both subtests) but requires modifications and further testing with a larger sample size in order to be considered as a valid measure of phonological awareness. If developed through further research, the DAPA-S Short Form as well as the full version of the assessment could prove to be invaluable tools in educational and clinical settings.
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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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Mackinney, Erin. "Spanish Production Among Middle-School Latina/o Emerging Bilinguals in Miami, Florida." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/332905.
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This case study explores the Spanish speaking and writing practices of middle-school Latina/o youth in Miami, Florida. Its ethnographic approach aims to re-present students learning English as a second language as emerging bilinguals (Escamilla, 2006; García, 2009) who access, maintain, and develop their first language to varying degrees while learning English. Through my position as an attached member (Wax, 1971) of a Spanish-English dual language school, I examined students' Spanish production within larger socio-historical and institutional frames of reference. Shadowing students in their Spanish-instruction classes (e.g., Mathematics, Humanities, and Spanish), I drew from observations, student work, interviews with students, educators and parents, and student focus groups. Analysis of data sources reveal that students, together with influential adults, created and received messages about language--ideologies of language as standard, evolving, and dynamic. Youth engaged in normative translanguaging and transliteracy practices in mathematics class; confronted institutionally-created labels and articulated their bilingual identities as members of two language programs; and developed their Spanish writing as part of varying, yet often prescriptive, literacy instruction. This study adds to the limited research on Latina/o middle-school experiences and K-12 heritage language education. This research has pedagogical and language policy implications for those who educate and oversee the education of bilingual youth.
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Serratrice, Ludovica. "The emergence of functional categories in bilingual first language acquisition." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/17548.
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This thesis is a case study on the emergence of functional categories in bilingual first language acquisition. The investigation focuses on the transition from one-word to multiword utterances and the shaping of functional projections of Determiner, Agreement and Tense and their associated formal features. The empirical basis of this work is a corpus of thirty-nine videorecorded observations of Carlo, an English-Italian bilingual child, during free-play sessions with an adult. Data was collected separately for English and Italian for a period of fifteen months from when the child was 1;10 until he was 3;1, and was then transcribed in CHAT format. Four interrelated lines of enquiry inform the analysis presented here. The principal research question concerns the acquisitional strategies adopted by C. in these early stages of development in the two languages. A bilingual child is the closest one can get to a perfect matched pair where a number of variables such as socio-cognitive development, socio-economic status, parents' education, etc. are eliminated, and the two main variables to be investigated are the child's two input languages. This is an ideal situation in which the respective roles of general acquisitional strategies and language particular ones can be teased apart. An analysis of the emergence of the morphosyntactic correlates of Determiner, Agreement and Tense categories in English and Italian reveals a discrepancy between the two languages in the age of acquisition, rate of acquisition and in the language-specific strategies the child adopts. The observation of a significant difference in C.'s acquisitional strategies in English and Italian leads us to the second and third research questions: the way in which the emergence of functional categories differs between the two languages, and the reasons why this should be the case. The most obvious difference is the extent to which morphological correlates of functional categories emerge in the child's speech. In Italian, verbal and nominal morphology emerges earlier than in English and, at least in the nominal system, there is evidence that an Agreement category is part of the child's grammar. In English, verbal morphology is virtually non-existent by the end of the period of observation, and there is no substantial evidence that either Agreement or Tense are realised. Lexically-specific, item-based learning plays a substantial role in both languages, but in Italian there is some evidence that a number of grammatical contrasts are becoming productive by age 3;0, albeit some of them are still limited to a small number of lexical items. Two reasons were identified for the observed differences in the emergence of Determiner, Agreement and Tense in English and Italian: a typological reason, and an environmental reason. The former concerns the richness of Italian morphology, where grammatical contrasts are transparently marked both on nominal and verbal paradigms, as opposed to the relative poverty of English morphology where such contrasts correlate less obviously ans systematically with morphophonological markers. The latter reason concerns the very different input conditions in which C. is exposed to Italian and English: Italian is the home language spoken to him by his family and his babsysitters, while he is addressed in English by the staff at the nursery where one adult is in charge of several children and cannot engage in the one-to-one interaction which is typical of the dyadic situation in which C. finds himself at home. The differences observed in the lead-lag pattern between C.'s Italian and his English also provide sufficient evidence to address the fourth research question concerning the separate developement of the two languages. The analysis of the data did not reveal any systematic interferences from one language to the other. On the contrary there is evidence that C. is sensitive to the different morphosyntactic cues of his two input languages, and that he can treat the two as independent, self-contained problem spaces.
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Julbe-Delgado, Diana. "Spanish Spelling Errors of Emerging Bilingual Writers in Middle School." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1673.
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In spite of the significant growth in the Spanish-English bilingual population, there has not been sufficient research on cross-language effects, or how language transfer may affect important components of literacy, such as spelling. Many studies have focused on the influence of Spanish on the acquisition of English spelling skills; however, few studies have focused on how the acquisition of English influences Spanish spelling. The purpose of this investigation was to study the spelling errors of bilingual adolescents as they learn English.
A total of 20 bilingual Spanish-English students in grades 6 through 8 (ages 11 to 14 years) were selected from a larger mixed methods study (Danzak, 2009) not concerned with spelling. These students were enrolled in English as a Second Language (ESL) classes in a public middle school located on the west coast of Florida. The students completed four writing samples in each language (evenly divided between narrative and expository genres). All samples were analyzed using the Phonological Orthographic Morphological Assessment of Spelling-Spanish (POMAS-S), a linguistically-based analysis system that qualitatively describes Spanish spelling errors and is sensitive to effects of cross-language transfer.
Misspellings were extracted from the students' writing samples and were examined by looking at the effects of linguistic category, genre, and gender. Results of the three-way ANOVA revealed that the greatest number of errors occurred in the orthographic category, accounting for over 70% of the errors. Errors attributed to the other linguistic categories occurred less than 10% of the time each. There were no effects attributed to genre or gender.
The qualitative analysis revealed that the most common linguistic feature error was OAT (orthographic tonic accents) comprising 37% of the total number of errors followed by OLS (letter sound) errors, which comprised 11% of the total number of errors. All other phonological, orthographic, morphological, and phonological-orthographic linguistic feature patterns occurred with a frequency of 5% or less. Knowledge of the English language had a minimal, but obvious, influence on their spelling. These findings would suggest that Spanish-English bilingual adolescents predominantly made spelling errors that did not follow the orthographic rules of Spanish. Educational implications are presented.
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Soto, Xigrid T. "Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7952.
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Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children.
This study applied a multiple probe design across units of instruction to evaluate the effects of a supplemental PA and AK intervention delivered in Spanish that explicitly teaches transfer of these skills to English. The aims of the study were to determine: 1) whether children receiving this intervention would make gains in their Spanish PA skills following the intervention; 2) whether they would apply the PA skills they learned from Spanish to English; 3) whether they would make gains in their Spanish AK skills; and lastly; 4) whether they would apply these Spanish AK skills to English.
Four Latino preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills. The results indicated that children made large gains in their Spanish PA skills and small to moderate gains in their AK skills. Children also applied the skills they learned in Spanish to English. These findings provide preliminary evidence Latino preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.
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Jansen, Abigale E. "Navigating Internal and External Borderlands| The Experience of Emergent Bilingual Cape Verdean Middle School Students." Thesis, University of Rhode Island, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807312.
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The purpose of this grounded theory research study was to better understand the experiences of emergent bilingual Cape Verdean Middle School students as they navigate internal and external borderlands. This study was conducted in an urban middle school in New England. Nine female, emergent bilingual Cape Verdean middle school students participated in this study. This study was also completed with the assistance of the school district’s middle school language acquisition coach. The participants contributed to student surveys, focus group discussions, participant observations and member checking. All data was analyzed using coding and grounded theory, which lead to development of theoretical constructs.
This study documents some EB students’ experiences and feelings pertaining to language, as well as their cultural, social, and linguistic identities while they navigate different linguistic and social worlds. In addition, this study documents how ideologies of linguistic superiority in different worlds or spaces can affect EB students’ sense of identity and connections to others. The evidence provided in this study is useful to help teachers, administrators, and anyone else involved in education to better understand some realities and challenges many EB students face, as well as how facing these challenges and differences can affect student’s sense of self, linguistic, and cultural identities. This study concludes that it is necessary for schools to work from a to create linguistic democracies.
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Chen, Yangguang. "The negotiation of equality of opportunity for emergent bilingual children in the English mainstream classroom." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410019.
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The thesis is based on the study of Chinese emergent bilingual children in English mainstream classrooms. Participants in the study include three children of newly arrived families and a group of 13-14 year old Chinese students who have lived in Britain for at least 5 years. I use a variety of ethnographic methods to highlight what it means to be a newcomer in the mainstream English classroom. Three themes - isolation, misunderstandins and frustration are highlighted in the pilot study, through which I illustrate the problematic nature of inclusion in the mainstream class, with particular interest in analysing what might be the root of the problematic nature of inclusion in the mainstream class, what `equality of opportunity' really means to emergent bilingual children as they enter English schools with a limited knowledge of English and the dominant culture, how equal `the same' curriculum is for them, and how far the provision for them in the present curriculum reflects generally accepted principles for successful second language learning. I conclude that it is the loss of individualism that promotes problems in the mainstreaming of the educational provision. In the main study I investigate the key questions that have arisen from the pilot study, through an ethnographic approach to studying EAL programmes within the framework of the mainstream provision, the role of bilingual peer support in second language learning and the role of parental involvement, I want to identify `what is it that contributed to the success of those older bilingual children? ', `which features in L2 learning have been most significant in explaining some good examples of linguistic support for emergent bilingual children? ', whereby I argue that the principle of inclusion does not exclude strategies that involved some withdrawal EAL support out of the mainstream classroom; that an exaggeration of the advantages of bilingual learner diverts attention from the children's need for extra help in English; that the potential cognitive and linguistic advantages of bilingual learners can only be developed through an effective learning environment. Whether or not bilinguality is a positive asset depends on how those emergent bilinguals are treated in the mainstream class or in other words, recognition of the children's `disadvantage' could lead to a more positive recognition of their `advantage' in school. This study is of prime importance to those concerned with the education of emergent bilingual children, including local education authority (LEA) officers, inspectors, advisers, teachers, community associations, parents, teacher trainers and policy makers. I hope the proposed work will make a contribution to our knowledge of the school experience of emergent bilingual children as well as possible curriculum and policy developments that might take place in future to serve better bilingual students.
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Rosenkrans, Dreama J. "The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278320/.
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Fung, Wei-yan, and 馮卉欣. "Developing descriptions: the emergence of Cantonese adjectival constructions in a bilingual child." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48521838.
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The setting up of the lexical category ‘adjective’ in Chinese has been a controversial topic in linguistics. This is due to the phenomenon that in Chinese, among the group of words which denote properties of noun phrases, there is a notable amount manifesting the characteristics of verbs. That is, they can be potentially qualified as both verbs and adjectives. Over the years, studies on syntactic distributional patterns and semantics on this group of words have been carried out in order to address the problem. However, a theory which adequately describes this multifunctional category in the Chinese language still seems to be lacking.
To shed light on the issue, the current thesis investigates the behavior of words which are potentially considered as ‘adjectives’ occurring naturally in a Cantonese-English bilingual child’s corpus data. Patterns of child language development can provide a new perspective to the adjective-verb controversy in Cantonese from the viewpoint of language acquisition. At the same time, they might review whether interference between English and Cantonese occur. In this thesis, the use of adjectival verbs for attribution and predication, and the manner of their being modified are discussed. While the results in our data set do not show that English has prominent influence on the development of Cantonese in our subject, one of our major findings is that the distributional pattern of adjectival verbs in the child’s Cantonese is predominantly predicative. The current results contrast with theories supporting attributive use of adjectives as being the prototype.published_or_final_version
Linguistics
Master
Master of Philosophy
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Callaway, Azusa. "Home Literacy Practices of Arabic-English Bilingual Families: Case Study of One Libyan American Preschooler and One Syrian American Preschooler." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/95.
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Individual differences in early literacy skills can be attributed to children’s previous history of emergent literacy experiences during their preschool years. The purpose of this qualitative study was to learn about the emergent literacy experiences of one Libyan American preschooler and one Syrian American preschooler and how their families support these experiences in their bilingual homes. Through the lens of social theory of learning (Lave & Wenger, 1991; Wenger, 1998) and sociocultural theory (Rogoff, 1990; Vygotsky, 1978), this multi-case study was designed to explore family literacy practices with a preschooler in a naturalistic setting. The questions guiding this study were: (1) How did the texts, tools, and technologies available in two bilingual home settings impact the emergent literacy practices of a Libyan American child and a Syrian American child? (2) What support did family members provide for these two children as they developed emergent literacy practices in their bilingual home settings? Data sources included a demographic questionnaire, digital-recordings of family literacy practices with a preschooler, audio-recorded in-depth interviews with the parents, home visits, the preschoolers’ writing samples, and photographs of literacy activities, materials, and the home environment. The recorded family literacy practices and interviews were transcribed and analyzed to identify emerging themes. Both within-case analysis and cross-case analysis were conducted.
Findings revealed that the preschoolers in both families use a multimodal process such as talking, drawing, singing, chanting, recitation, technologies, and sociodramatic play in their daily literacy experiences. The parents are not concerned with teaching their children specific literacy skills; but they naturally use techniques for keeping them on task and questioning skills to enhance oral language and comprehension development. These families’ home literacy practices are Americanized by living in the mainstream social group, and English is frequently used among the family members. However, their bilingualism and religious literacy practices enrich and vary their children’s emergent literacy experiences and their family literacy practices. The significance of this study resides in the importance of getting to know individual families’ backgrounds to better understand and respect the cultural practices of family literacy.
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Miller, Gary. "Technology-enhanced Classroom Environments and English Language Acquisition Among Native Spanish-speaking, English Language Learners in the Preschool and Elementary Classroom." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500193/.
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This qualitative study addressed the question: What are the perceptions of preschool and elementary bilingual and ESL teachers on how technology-enhanced classroom environments support native Spanish-speaking English language learners in the acquisition of English as a second language? With the support of six school districts representing three different regions and 15 schools in Texas, this research investigated technology-enhanced learning environments and the influence of emerging technologies on language acquisition by focusing on classroom interactions and learner engagement in preschool and elementary settings. Forty-six teachers completed the self-identified online questionnaire and from that initial group of participants, 10 were chosen for the face-to-face semi-structured interviews. A two-cycle progressive refinement coding technique was used for the analysis of the teacher interviews. In Vivo coding was selected for the first-cycle coding methodology to study teacher perspectives using their direct language. For the second-cycle methodology, focus coding was chosen as a continuation of the analytical process examining the developing patterns resulting in the initial codes being grouped to form salient categories. This process of reanalyzing and reorganizing coded data led to the creation of four emergent themes and in the views of the teachers interviewed describes how emerging technologies influences English language acquisition. The four emergent themes identified were “engaging students for learning,” collaborating with others,” “developing and clarifying concepts,” and “creating authentic work.”
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Simpson, Allison. "A Curriculum Design for Emergent English Language Learners in Middle School Science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888.
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Celaya, Jesus R. "Students' and parents' understandings of school safety in relationship to emergency crises." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280261.
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This dissertation is a qualitative case study based in teacher research that focuses on the understandings of student and parent participants about school safety in relationship to emergency crises issues. Fourteen seventh-grade Eastern Magnet Middle School students and fourteen of their parents participated in the research. The purpose of the study was to develop findings that would enhance the safety and crisis management techniques of a school in which I taught named Eastern Magnet, based on the understandings of the children and adults in the study. Additional goals of the investigation were to develop findings that could enhance crisis management at additional schools and workplaces, and to carry out a project that would expand the school safety literature base and the field of qualitative case study teacher research. Data were generated from August of 2002 to January of 2003 through interviews, interview notes, surveys, and school and district documents addressing crisis-related issues. The data were primarily analyzed through the constant comparative method. Analytic notes, participant profiles, and data tables and figures were also elements of the analytical process. The findings of this study point to the need for schools to establish procedures to effectively manage crises to maximize the safety of all children and adults within educational institutions. The research highlights aspects of Eastern Magnet's crisis management that were effective and areas that needed improvement, and it demonstrates that all individuals expect schools to promote and ensure safety. Implications are presented for students, parents/guardians, teachers, school administrators, educational policy makers, school safety theorists, and educational researchers. The investigation reveals the significance of children and adults making concerted efforts to uphold safety and to manage crises.
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Sunday, Heather. "Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956.
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Feller, Nayalin Pinho. "Children Making Meaning of the World through Emergent Literacies: Bilingualism, Biliteracy, and Biculturalism among the Young Indigenous Children at Tekoá Marangatu, Brazil." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556877.
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There is a considerable body of research showing that before children enter school they are already equipped with language competencies and concepts developed particularly in their sociocultural environment. Although some studies have explored to some extent the lives of Indigenous children in their socio-cultural contexts, most of these studies do not systematically focus on the early years of their socialization processes. Furthermore, in Brazil, researchers have only recently–in the last 15 years–started to look at the child as a capable and competent being. Thus, the purpose of this study was to document and analyze the socialization practices used by and with Mbya Guarani children in the Tekoá [reservation] Marangatu Indigenous reservation in Imaruí, Brazil, particularly within the school and community contexts. The overarching goal of this dissertation study was to explore the role of Indigenous children's socialization processes in the development of bilingualism, biliteracy, or biculturalism within the school environment and how the bilingual school supports or hinders the development of the Guarani language. In this study, children are seen as social actors (Cohn, 2005a; Marqui, 2012; Mello, 2006; Tassinari, 2011), who transmit knowledge amongst themselves, the adults in their lives, and the different contexts in which they live and experience bilingualism and biculturalism, and in some cases, biliteracy. In this qualitative study, I used ethnographic instruments (Heath & Street, 2008; Seidman, 1998) to document in-depth the several literacy practices performed by first- and third-graders in the Escola Indígena de Ensino Fundamental Tekoá Marangatu (E.I.E.F. Tekoá Marangatu). Data include fieldnotes from participant observations, video and audio recordings, literacy samples (in the form of photographs), and informal interviews, which were collected during three months of fieldwork. Through open coding, I delineated specific domains regarding the use of literacy events (Heath, 1982) and the socialization practices of this specific Indigenous community, following previous empirical studies on immigrant and Indigenous children's emergent literacies (Azuara, 2009; Reyes & Azuara, 2008; Reyes, Alexandra, & Azuara, 2007; Teale, 1986). Through the use of narrative inquiry (Schaafsma & Vinz, 2011), I demonstrate how the role of translanguaging (García & Beardsmore, 2009) and the role that peers (Gillanders & Jiménez, 2004; Halliday, 2004; Moll, 2001) took in the socialization processes of these children are some of the important findings of this study. By also interviewing key members of the school, both Indigenous and non-Indigenous, I was able to understand more in-depth the importance of maintaining these children's cultural heritage at the same time that they learned their native language. In many instances the children in this study relied on more capable peers to understand the worlds and contexts in which they live. As they interacted with each other and with adults, children translanguaged across these multiple contexts as they brought their funds of knowledge (Gonzaléz, Moll, & Amanti, 2005) into the school setting. The modo de ser e viver [way of being and living] in this Indigenous community was intrinsically connected to how they saw themselves as Guarani and how they have adapted to the ways of living on the reservation. Being Guarani encompassed many aspects of their religion, ways of thinking, cosmology, and thus many times it was difficult to separate all of the aspects that composed the Guarani individual. The constant transformation of this reservation has been reshaping the social structures and activities the Guarani perform on a daily basis, yielding new forms of literacy. Even though Portuguese is the dominant language in the school context, both adults and children used Guarani as a way to escape the homogenization almost required by the outside world. Thus, understanding the role that the bilingual school plays in this community was also a key aspect of this research since both adults and children reinforced the use of Indigenous socialization practices within the school setting as a way to adapt to their way of living and being.
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Naregal, Veena. "English in the colonial university and the politics of language : the emergence of a public sphere in western India (1830-1880)." Thesis, SOAS, University of London, 1998. http://eprints.soas.ac.uk/28959/.
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The introduction of English as 'high' language and the designs to reshape the 'native vernaculars' under its influence through colonial educational policy altered the universe of communicative and cultural practices on the subcontinent. Colonial bilingualism also introduced hierachical and ideological divisions between the newly-educated and 'illiterate', 'English-knowing' and 'vernacular-speaking' sections of native society. On the basis of an analysis of the possibilities for a laicised literate order opened up through the severely elitist project of colonial education, the thesis proposes an argument about the structural links between these crucial cultural shifts and the strategies adopted by the colonial intelligentsia in western India to achieve a hegemonic position. The main argument of my thesis is set against a discussion of the relations between linguistic hierarchies, textual practices and power in precolonial western India. My thesis is a study of the bilingual relation between English and Marathi and it traces the hierarchical relation between the English and vernacular spheres in the Bombay-Pune region between 1830-1880. The initiatives to establish the first native Marathi newspaper, the Bombay Durpan. a bilingual weekly, in 1832 signified the beginning of the intelligentsia's efforts to disseminate the new discourses among wider audiences and to establish a sphere of critical exchange through the vernacular. Later attempts, from the 1860s onwards, to aestheticise vernacular discourse by creating 'high' 'modern' literary forms were undoubtedly important in enhancing the intelligentsia's hegemonic claims, but they also corresponded with crucial shifts in their self-perception and their ideological orientation. The emergence of Kesari and the Maratha in early 1881 indicated that the bilingual relation that structured the colonial-modern public sphere had, by this time, yielded two separate, largely monolingual literate communities within native society. Concomitantly, by the early 1880s, the upper-caste intelligentsia had renounced even the minimal scope that had existed for them to act as agents for a more egalitarian cultural and social order. In analysing the conditions under which the colonial intelligentsia in western India were able to achieve a position of ideological influence, the thesis also aims to raise questions about the displacement of the meanings and spaces for hegemonic articulation within colonial modernity.
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Lowrance-Faulhaber, Elizabeth M. A. "Young English Learners as Writers: An Exploration of Teacher-Student Dialogic Relationships in Two Mainstream Classrooms." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin161374409348238.
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Vãsquez, Anna Teresa. "Critical dialogue: A study of social justice and academic language in emergent literacy." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2412.
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Chan, Lydia L. S. "The development of L2 emergent literacy in Hong Kong kindergarten children." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:98c42993-96ec-469e-bbcd-daf9d3bd2fc1.
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This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. The majority of research on emergent literacy has been conducted on First-Language (L1) English-speaking children, and it is possible that these established concepts and models could also be relevant to L2 children. The first is a 2-year longitudinal study examining the continuity of L2 emergent literacy development in Hong Kong children from Kindergarten to early Primary school. The convenience sample of 51 children were initially assessed in their final or penultimate year of Kindergarten (mean age: 4;6 SD = 6.16) on 3 emergent literacy measures (receptive vocabulary, phonological awareness, letter identification) and a non-verbal cognitive measure. They later progressed onto the Primary section of the same school, and were assessed again as first or second-graders (mean age: 6;4 SD = 6.21) on a more comprehensive battery of measures. An extensive parental questionnaire on family demographics and the home literacy environment was also administered. In addition to assessing a wide range of L2 emergent literacy skills and English word reading ability, a Chinese syllable deletion task was also included, to explore the potential effects of cross-linguistic phonological transfer between the children’s L1 (Cantonese) and L2 (English). The second study sought to improve upon the first by selecting a larger, more representative sample of children from 3 bilingual Kindergartens in the Kowloon City School District. It examines the concurrent relationships between emergent literacy skills and L2 word reading ability in 137 children. They were all in their final year of Kindergarten (mean age: 5;2 SD = 5.61), and were assessed once on largely the same battery of measures as Study 1 (Time 2). Again, a non-verbal cognitive measure was administered, as well as the parental questionnaire on home support for language development. The main data analysis was carried out via multivariate statistical techniques such as multiple regression. Further analysis was conducted using structural equation modelling in Study 2, but in a cautious and exploratory manner. The overall findings suggest that like the L1 emergent literacy model, early L2 word reading ability is predominantly influenced by children’s code-related skills, especially print knowledge and phonological sensitivity. Also, the relationship between oral language and word reading seems to be mediated by code-related skills. Thus, while oral language abilities do not appear to make substantial direct contributions to early L2 reading, they do play an essential albeit indirect role. Furthermore, L2 children’s home influences seem to make their strongest impact before formal schooling begins, again in the form of indirect effects on pre-school oral language skills. In short, the development of emergent literacy and early word reading skills is similar in many ways for both L1 and L2 children, and implications for practice are considered.
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Wang, Yuqing. "Bicultural identity and emergent/developmental reading strategies in English as a foreign language in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2689.
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Doyle, Rebekah. "Perceptions of Emergency Preparedness Among Immigrant Hispanics Living in Oklahoma City, Oklahoma." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2811.
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Tornadoes are occurring with increased frequency in Oklahoma. Emergency preparedness planning is essential to decreasing individuals' risks of injury or death from a tornado. Research on immigrant Hispanics' knowledge and perceptions of emergency preparedness is limited. The purpose of this study was to explore the perceptions and lived experiences of immigrant Hispanics who had experienced a tornado or other crisis weather conditions in Oklahoma during spring of 2013. The research questions explored their perceived risk for injury and knowledge of tornado preparedness planning. The health belief model provided the theoretical underpinnings for this qualitative phenomenological study. Semi structured interviews were conducted with a purposeful sample of 10 immigrant individuals living in and around Oklahoma City, Oklahoma. Data were subjected to triangulation and analyzed to identify themes and patterns. Findings indicated that immigrant participants had experienced multiple tornadoes, routinely sought shelter during a tornado, and 50% had created a family emergency plan and supply kit because of their experience with tornadoes and perceived risk for injury. Identified barriers to preparedness planning were language barriers and lack of information on natural disaster preparedness. Recommendations included conducting public health outreach and establishing multidisciplinary partnerships within communities to provide cultural and linguistically appropriate disaster preparedness information to immigrant individuals. Findings provide public health practitioners with the ability to improve access and dissemination of preparedness planning information that may promote positive social change by decreasing immigrants' risk of injury and death.
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Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
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Portillo, de Yúdice Sandra Elizbeth. "Addressing Higher Education Issues of Latino Students in Greenville County, South Carolina." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1917.
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Latino college enrollment rates in South Carolina do not reflect the overall increase in the Latino population in the state, which suggests that schools, colleges, and universities may be unprepared to serve the unique needs of Latino students. Consequently, Latino students are less likely to pursue opportunities in higher education than their non-Latino counterparts, which raises significant public policy concerns about equity and the potential economic contributions of the Latino communities. The purpose of this narrative policy analysis (NPA), based upon critical race theory, was to explore the perceptions of Latino students, parents, and advocates related to opportunities in pursuing education after high school in Greenville County, SC. Criterion and snowball sampling identified 15 individuals from whom interview data were acquired. Participants included 7 Latino students, 3 of their parents, and 5 advocates of Latino student attainment of college education. Secondary data consisted of higher education related legislation, policy documents, and reports. Data were inductively coded and analyzed using Roe's NPA procedure. These findings suggest that, at least according to these 15 participants, multiple barriers to college enrollment exist, including cultural expectations and unfamiliarity with the college application and financial aid processes. This study could encourage policy makers to consider perspectives of critical race theory as they create policies and support culturally relevant programs and financial aid guidance to Latino parents, students, and high school counselors. Such programs would lead to positive social change by promoting higher educational achievement, which is essential for the profitable employment of Latinos in the private and public sectors in South Carolina.
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"A picture of oral language behavior by emergent bilinguals in a K--1 classroom." PRESCOTT COLLEGE, 2010. http://pqdtopen.proquest.com/#viewpdf?dispub=1469754.
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Rodriguez, Sanjuana C. "Emergent Bilinguals' Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop." 2014. http://scholarworks.gsu.edu/msit_diss/130.
Full textAbstract:
While many research studies have examined the early literacy development and experiences of monolingual children (e.g. Clay 1982, 1991, 2001; Dyson, 1984, 1993, 2003), there are few studies that investigate the early literacy development of young emergent bilingual students (Dworin & Moll, 2006; McCarthey et al., 2004; Moll, Saez, Dworin, 2001). Drawing on sociocultural theory (Rogoff, 1990; Vygotsky, 1978), 1995), critical race theory (Ladson-Billings, 1998; Solorzano & Yosso, 2009; Taylor, 2009; Yosso, Villalpando, Delgado Bernal, & Solórzano, 2001) and ethic of care perspectives (Noddings, 1984), this case study examined emergent bilingual students’ writing development during writing workshop in the context of an “English only” official curriculum. Questions guiding the study were: (1) How do emergent bilingual writers participate in writing events? (2) What social, cultural, and linguistic resources do emergent bilingual writers draw upon when engaged in the composing process? and (3) What impact do these resources have on emergent bilingual writers’ understandings of the writing process?
Data sources included teacher, student, and parent interviews; field notes and transcripts of focal students' talk and interactions during the whole class mini-lessons and share sessions, individual writing time, and teacher/student writing conferences, and student writing samples. Constant Comparative approach (Charmaz, 2006; Glaser & Strauss, 1965) was used to analyze the data. Findings from this study indicate that emergent bilingual students draw from rich social, cultural, and linguistic repertoires as they write. Findings also indicate that issues of power and agency play out as student position themselves within the group based on language proficiency. On the basis of this study, teachers can support students as they draw upon their rich resources by supporting talk in multiple languages in the classroom. This study also demonstrates how the politics of language education impact young students as they position themselves in the classroom based on access to linguistic resources. Implications for classroom practice include challenging deficit perspectives that fail to view students’ home language and culture as a resource in learning. Teachers can support students as they draw upon their rich resources by encouraging talk and writing in multiple languages in the classroom. Further questions are reasied about English only policies that deny students opportunities to engage in multilingual practices as they learn to read and write in classroom settings.
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Cain, Amelia A. "Investigating Elementary School Teachers' Interactions Relating to Newcomer Emergent Bilingual Students." 2016. http://scholarworks.gsu.edu/ece_diss/27.
Full textAbstract:
ABSTRACT
Five of the top 16 counties in the United States with the fastest growth in the Latino population from 2000 to 2007 are in Georgia (Pew Hispanic Research Center, 2015). The Georgia metropolitan area where the study occurred has more Latinos than Austin, Tampa, Fort Lauderdale, or Tucson (Pew Hispanic Research Center, 2015). Particularly following the New Latino Diaspora (Hamann, Wortham, & Murillo, 2002; Murillo, 2002; and Villenas, 2002) schools in the Southeastern United States have more and more Spanish-speaking students (Pew Hispanic Research Center, 2015). However, most classroom teachers have not received specialized training or professional development relating to these students (Ballantyne, Sanderman, & Levy, 2008; Barrera & Jiménez, 2000; Carrasquillo & Rodríguez, 2002; Dove & Honigsfeld, 2010; Echevarria, Short, & Powers, 2006; Kim, 2010; Walker, Shafer, & Iiams, 2004). My study’s purpose was to explore the interactions between an English to Speakers of Other Languages (ESOL) teacher (myself) and classroom teachers in my school relating to newcomer emergent bilingual students. The main research question guiding this study was: What happens when an ESOL teacher and classroom teachers intentionally gather to focus on newcomer emergent bilingual students? Teachers attended 12 weekly gatherings which were audiotaped, transcribed verbatim, and analyzed. This study exemplifies practitioner research and thematic analysis of the data. Sociocultural theory (Vygotsky, 1978, 1986) and critical pedagogy (Freire, 1970) frame this study and were used as interpretive lenses for data analysis. Five major themes emerged: newcomers, resources, connections with classroom experiences, perceptions, and professional development. Findings related to teachers’ sense of self-efficacy relating to newcomers, their awareness of linguistic and cultural issues, and the importance of the social-emotional climate. A kit for classroom teachers of newcomers was prepared. Recommendations include support for classroom teachers who receive newcomer students—resources for the first days with a newcomer and ongoing interaction with other teachers for discussing strategies and reflecting on classroom experiences. Additional research is needed to increase awareness of the transition for classroom teachers and students when a newcomer arrives.
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"Exploring the Intersections of Local Language Policies and Emergent Bilingual Learner Identities: A Comparative Classroom Study at an Urban Arizona School." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49357.
Full textAbstract:
abstract: This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2018
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Garza, Irene Valles. "Bilingual elementary teachers : examining pedagogy and literacy practices." Thesis, 2014. http://hdl.handle.net/2152/28377.
Full textAbstract:
This study is significant because U.S. schools are continuously being transformed due to the increasing numbers of linguistically and culturally diverse students, in particular Latina/o youths. Therefore, this qualitative dissertation study explored and described ways three Latina Tejana Maestras utilized Culturally Responsive Pedagogy (CRP) during literacy learning as they integrated students’ knowledge about their social and cultural environment, including their native language repertoire, while developing and implementing instruction. This study used sociocultural and borderlands theoretical construct to explore and describe ways the Maestras enacted and sustained CRP during literacy events. The sociocultural perspective is a fitting lens because it takes into account how knowledge is constructed in and through social interaction. Borderlands is also a fitting lens because it takes into account the Tejana Maestras borderlands identity of straddling simultaneous worlds — two languages, two cultures. Sociocultural theory and Borderlands theoretical lenses were complemented by CRP, a teaching approach that not only fits the school culture to the students’ culture, but uses the students’ culture as the basis for students to understand themselves and guiding them to becoming academically successful. The two questions used to guide this dissertation were: What culturally responsive pedagogical knowledge and practices do Tejana Maestras enact in bilingual classrooms? Second: How do Tejana Maestras acquire knowledge about the culture, language, and background experience of their students when planning and implementing instruction? The research revealed three themes, a) the presence of Building a Bilingual Classroom Community (BBCC) that was continuously evolving, and seamlessly functioning, as a system was clearly evident in each of the three classrooms, b) the Tejana Maestras notion of agents of change that guided their pedagogical literacy practices, and c) the notion of centering Mexican American students’ values, beliefs, and norms into the pedagogy and curriculum responsive to emergent bilinguals was recognizable. Six findings developed from the data; a) Tejana Maestras foster cultural awareness, b) embrace Latina/o bilingualism, c) employ a menu of culturally responsive literacy practices, d) learn from their students e) are conscious of their identity, and f) teaching philosophy. Due to U.S. schools being transformed by the increasing numbers of linguistically and culturally diverse students, the study demonstrated that it is important to conduct research about Tejana Maestras to learn the ways they are effectively meeting the needs of bilingual students by using CRP to promote academic success.text
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Lynch, Anissa Wicktor. "Cultivating literacies among emerging bilinguals : case study of a third grade bilingual/bicultural community of practice." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5258.
Full textAbstract:
This study focused on emerging bilingual students in an urban elementary
bilingual classroom. Schools and teachers play a fundamental role in emerging bilingual
children’s language acquisition and academic preparation. Emerging bilinguals currently
enrolled in U.S. schools must learn a new academic language and academic content in a
climate marked by standards-based reform and anti-immigrant sentiment. Utilizing case
study methodology, this investigation explored the ways in which emerging bilinguals
and their teacher co-constructed literacy practices and the connection between literacy
practices and identity. Microanalysis of discourse was performed on data collected during
literacy practices to examine positionings, the ways people present themselves in a
situation. Data included field notes from classroom observations, audio and video
recordings, teacher and student interviews, and artifacts in the form of student work and
district and curriculum documents.
Participants engaged in a wide variety of literacy practices utilizing material
resources of the classroom, their teacher, their emerging bilingual abilities, and prior
experiences both in and out of the classroom as resources to construct meaning from
texts. Literacy practices were characterized by high expectations for student achievement
and group membership, the development of students’ linguistic and cultural knowledge,
building students’ self-efficacy related to literacy, and affirmation of participants’
bilingual/bicultural identities. Students demonstrated several positionings during literacy
practices. Analysis of these positioning suggested that their identities were shaped by
their participation in literacy practices and their interactions with other members of this
community of practice.
The community of practice that participants co-constructed was characterized by a
focus on inclusivity, purposeful opening of interactional spaces, expanding repertoires of
practice, and caring.
Results of this study suggested that teacher and student disposition and affect can
be taught, which raised questions about the current focus on only knowledge and skills in
teacher education programs rather on teacher disposition and affect. There are also
implications for teachers and researchers who have an interest in communities of practice
and effectively educating emerging bilingual students.text
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David, Dana. "The Development of Language and Reading Skills in Emergent Bilingual Children." Thesis, 2013. http://hdl.handle.net/1807/35802.
Full textAbstract:
This dissertation examined language and literacy development in English-Hebrew emerging bilinguals. During their senior kindergarten year, one group of children participated in a bilingual English-Hebrew program (“early” group; n = 17) while another participated in an English-language program with minimal Hebrew instruction (“late” group; n = 19). Both groups were merged in Grade 1 and continued to receive a partial Hebrew immersion program. The first part of this dissertation explored longitudinally how an early partial Hebrew immersion program contributes to literacy (word reading, pseudoword reading, reading comprehension), language (vocabulary and morphological awareness (MA)), phonological awareness, and rapid automatized naming in English and Hebrew. Similar improvement from senior kindergarten to Grade 1 was noted for both groups across all measures, however the early group displayed significantly stronger Hebrew vocabulary skills. Literacy and language inter- and cross-linguistic correlation patterns were not significantly different between the two groups.
The second part examined the relevance of the Simple View of Reading framework (SVR; Gough & Tunmer, 1986) in Grade 1 (N = 36). The contribution of word reading and language proficiency was examined within and between languages. Two aspects of MA (derivational awareness and inflectional awareness) were considered as additional components of oral language. Word reading, vocabulary and both MA measures were used as predictors. The SVR model significantly explained English reading comprehension based on a combination of word reading and derivational awareness (but not vocabulary), and Hebrew reading comprehension based on word reading and vocabulary. In English, derivational awareness contributed unique variance to reading comprehension above word reading although this was not the case in Hebrew. In addition, English word reading and inflectional awareness predicted Hebrew reading comprehension, thus supporting the SVR model cross-linguistically, although the reverse was not true.
Overall, the children attending the Hebrew early immersion programming had an advantage for Hebrew vocabulary skills with no negative repercussions on their English language and literacy skills. The study supports the relevance of the SVR framework for young emerging bilinguals, and underscores the importance of considering aspects of MA as components of oral language proficiency that contribute to reading comprehension in these learners.
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"The emergence of perfective aspect in Cantonese-English bilingual children: bilingual development and language contact." 2015. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291427.
Full textAbstract:
Szeto, Pui Yiu.Thesis M.Phil. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 83-88).
Abstracts also in Chinese.
Title from PDF title page (viewed on 30, September, 2016).
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De, Sousa Diana Soares. "To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children." Thesis, 2016. http://hdl.handle.net/10539/22338.
Full textAbstract:
A thesis submitted to the Faculty of Humanities,
Department of Psychology at the University of the Witwatersrand,
in fulfilment of the requirements for the degree of Doctor of Philosophy
October 2016.Literacy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).
GR2017
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Rebelos, Margareta. "'Mami, lietadlo! Aeroplane, daddy!': a case study exploring bilingual first language aquisition in a mixed-lingual family." Thesis, 2013. http://hdl.handle.net/2440/78913.
Full textAbstract:
Family environment plays a crucial role in bilingual language socialization in early childhood. The bilingual family introduces the child not only to the languages-in-acquisition, but also to the preferred language use patterns. In recent years the discussion on how and when a bilingual child comes to use her two languages in contextually appropriate ways has become central to Bilingual First Language Acquisition (BFLA). While evidence for language differentiation and sensitivity to interlocutor’s preferred language is available in the two-word stage, few studies consider the language learning environment and its impact on bilingual development in the one-word stage and early combinatorial speech.
This longitudinal case study reports on linguistic developments from birth to 2;0 in a child who was acquiring Slovak and English simultaneously in the home. The effects of the child’s language learning environment on linguistic development from the onset of speech were considered, focusing on lexical development, word combinations, emerging morpho-syntax, and pragmatic aspects such as language choice and mixing.
The child’s two languages developed separately in a side-by-side fashion, as shown by use of translation equivalents and language specific morphological markers from the beginning. She used the two languages in contextually sensitive ways from the one-word stage, relying on several pragmatic language choice strategies. Mixing was productive and accounted only for a small proportion of productions. It was explained by sociolinguistic as well as psycholinguistic factors. Language differentiation thus emerged as grammatical as well as pragmatic differentiation at the end of the one word stage.Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2013.