Dissertations / Theses on the topic 'English language in Jamaica'

This descriptive research paper looks at English teaching in Jamaica, and examines what perceptions upper secondary school teachers have of the teaching mission, the teacher role and the responsibility that comes with the teacher profession. The paper also examines the teachers’ attitudes towards Jamaican Creole and Standard Jamaican English and the relation between these two languages. The paper discusses inequality connected to language diversity in Jamaica and aims to explore attitudes, language ideologies and educational policies, in relation to English teaching in a Jamaican Creole speaking classroom.The study was carried out with a qualitative approach where semi-structured interviews were conducted with five teachers at three public upper secondary schools in Jamaica. The collected data was analyzed with an explorative approach.The main conclusion drawn from this study is that English teaching in a Jamaican Creole speaking classroom is affected by a number of factors. Firstly, the teachers expressed an ambivalence opinion about what language is or should be the first and second language. Secondly, teaching English in Jamaica is difficult due to the absence of a standardized written form of the students’ vernacular. Lastly, the teacher role is not limited to teach a first or second language, the teachers’ role is extended to include a great responsibility for the students’ future life

Thesis (M.A.)--Georgia State University, 2008.
Title from file title page. Mary Zeigler, committee chair; Marti Singer, Lynée Gaillet, committee members. Electronic text (113 [i.e. 112] p.) : digital, PDF file. Description based on contents viewed Oct. 1, 2008. Includes bibliographical references (p. 105-110).

A majority of students at the local University College of Science and Education (UCSE, pseudonym) in Jamaica do not have the conceptual understanding of mathematical principles to function in a competitive and highly globalized marketplace. In 2013 and 2014, 88% and 92% of freshmen education students scored at the lowest 2 levels on the Mathematics Diagnostic Test (MDT). The instructional language at UCSE is Standard English (SE) whereas most students speak Jamaican dialect (JD). The purpose of this study was to determine the effect that the language of instruction has on student achievement in math as measured by the MDT. Guided by Vygotsky's social development theory, the research questions focused on comparing MDT change scores between students who were taught using JD and those using SE as the instructional language. The quasi-experimental design used ex post facto data including pretest and posttest MDT scores from 40 freshmen of whom 20 were instructed in JD and 20 in SE. The results of an independent sample t test showed that the difference in the MDT change score was significant. The JD students had a higher improvement score. Consequently, it is recommended that math instructors use JD to instruct freshmen education students whose native language is JD. A professional development session for math teachers was created that demonstrates how to teach in JD while simultaneously scaffolding the instruction in a way that students can learn SE and be prepared for the following year at UCSE. If students understand the math concepts in their freshman year, they are more likely to continue their college education and to become productive members of Jamaica's economy which is dependent on employees that are proficient in math.

Teaching & Learning
Ed.D.
This qualitative study sought to gain deeper insights into how English Language Heads of Department (H.O.D.) perceive their roles in teacher development and efficacy, what leadership style inform their role enactment and the different skill sets and beliefs they take to their H.O.D. roles. The population was limited to selected schools in central Jamaica with a sample size of eight Heads of Departments in upgraded and traditional high schools. The motivation to conduct this research arose out of the concerns about Jamaica’s poor ratings in CXC English Language passes and my perception that insights into how H.O.D.s perceived their roles could possibly generate a solution to enable them to facilitate teaching learning experiences that could redound to improved CXC English Language results. Extensive case-based interviews, ranking activity and stimulated recall of artefacts were my primary sources of data, and I used open coding axial coding systems to analyze my data. Presently H.O.D.s engage in more traditional roles align them to a transactional approach as their leadership style. However, the changing roles of the H.O.D.s demand a more transformational leadership style. The findings suggest that some H.O.D.s’ approach is transformational, some transactional, while others display no distinct leadership style. Some play an excellent role in teacher development and efficacy, others play very little or no role. H.O.D.s perception of their role conflict with how they enact these roles and what they believe about them. The conclusion is that i H.O.D.s need a comprehensive system of training in their H.O.D.s specific roles and to help them develop and utilize more transformational leadership skills for use with their departments. Keywords: transformational and transactional leadership, heads of department/department chairs, Jamaican education
Temple University--Theses

Educational Leadership
Ed.D.
This case study explored students’ perception about their performance in CSEC English A at three evening schools in Savanna La Mar. While conducting the research I used ethnographic methods, including interviews, observations and document analysis to better understand students’ perceptions of their performance in CSEC English A. The central questions which guided the research are “how do students at three evening schools in Savanna La Mar perceive their performance in CSEC English A and what factors affect those perceptions, and what strategies do students think can improve their performance in English?” Creswell’s (2008) steps for analyzing qualitative data were used to explore the central research questions. The discussion sought to highlight how students perceived their academic performance in CSEC English A and what attributed for these perceptions. These views were examined using four themes: student factors that influence student learning outcome, influence of Jamaican Creole (JC) on learning Standard Jamaican English (SJE), teacher traits that influence learning and structure and operations of the evening schools. The Attribution and Expectancy Value Theories were used to make meaning of the data. The findings revealed that most of the students exhibited high self-concept and expressed that they would be successful in the upcoming CSEC English A Examination despite previous challenges they experienced with SJE. They attributed this success to the strategies they were using and the encouragement and positive feedback they got from their teachers. However, some students cited several factors which have negatively affected their performance such as the predominant use of JC in the home, school and community. Although the research was a multiple site study, it was limited to one geographical location which delimited the generalizability of the study. However, the insights gained can contribute to and fill gaps in the literature and also enlighten educators and other stakeholders of students’ perception about their performance in CSEC English A.
Temple University--Theses

Les réflexions des chercheurs en didactique de l'anglais ont contribué à l'avancement des notions de la langue-culture (Cain, 1981, 1984) et à la compréhension de l'enseignement de l'anglais dans un environnement créolophone (Alleyne 1971, 1980, 1989 ; Craig, 1990, 2000 ; Devonish, 1986, 2004 ; Pollard, 1998, 2003). Bien qu'aujourd'hui, la valeur culturelle du créole jamaïquain soit largement reconnue, peu de recherches ont toutefois, abordé la question des représentations des enseignants sur l'interaction entre les deux langues. Cette thèse étudie les univers de croyance et les représentations sociales des enseignants jamaïquains sur leur prise en charge des défis provoqués par les réalités sociolinguistiques de l'île. Les enseignants sont des conteurs (Connelly & Clandinin, 1990) et ils utilisent naturellement une structure narrative pour parler de leur vie professionnelle (Raymond Butt, McCue, & Yanagishi, 1992). J'ai donc opté pour une analyse de 30 heures de récit de pratique professionnelle d'enseignants. Les récits sont prélevés auprès de 10 sujets via MSN Messenger. L'objectif étant d'appréhender les croyances des enseignants du primaire en matière d'alternance codique entre créole et anglais et d'interculturalité en classe.L'angle méthodologique emprunté pour cette thèse est inspiré de la perspective ethnobiographique de Jean Poirier, Sylvie Clapier-Valladon et Paul Raybaut. Les dix récits sont tout d'abord soumis à une analyse sociolinguistique à l'aide de techniques d'analyse thématique, prenant en compte la théorie structurelle de la représentation sociale d'Abric et Flament. Les thèmes ainsi identifiés et analysés sont soumis à une analyse de discours inspirée de la théorie des opérations énonciatives d'Antoine Culioli. Les conclusions sont nuancées à l'aide des données secondaires en provenance de 100 questionnaires administrés à un échantillon d'enseignants jamaïquains et d'une analyse de six textes officiels. L'analyse croisée de ces données vise à assurer la fiabilité et la validité des résultats
Reflections of language education researchers have contributed largely to the advancement of the notions of language and culture (Cain, 1981, 1984) and the teaching of English in a Creolespeaking environment (Alleyne 1971, 1980, 1989; Craig, 1990, 2000; Devonish, 1986, 2004; Pollard, 1998, 2003). Today the cultural value of the Jamaican Creole is widely recognized, little research has, however, addressed the teacher representations on this issue. This thesis investigates the belief systems and social representation of Jamaican primary school teachers relative to their handling of the challenges brought on by the sociolinguistic realities of the island. Teachers naturally appropriate a narrative structure to talk about their professional lives (Butt Raymond, McCue, & Yanagishi, 1992). Indeed, teachers, even more so than the rest of us, are storytellers who lead storied lives (Connelly & Clandinin, 1990). I have therefore opted for an analysis of 30 hours of teacher narrative collected from 10 subjects via MSN messenger, with the objective of investigating beliefs and cultural identification with regards to Creole, English, code-switching and interculture in the Jamaican classroom at the primary level. The general methodological angle for the PHD is inspired by the ethno biographical perspective of Jean Poirier, Sylvie Clapier-Valladon and Paul Raybaut.The narratives are analyzed first from a sociolinguistic standpoint using thematic analysis techniques, specifically taking into account Abric and Flament's structural theory of social representations. The themes thus identified and analyzed are subjected to discourse analysis inspired by Antoine Culioli's theory of enonciative operations. The findings are then futher explored with the help of 100 questionnaires from Jamaican teachers and 6 official texts. This additional data provides a wider internal and external framework which ensures reliability and validity to the findings

This thesis examines how skin bleaching can be understood within the cultural context of Jamaican dancehall. I argue that as a cultural practice, skin bleaching can be viewed as a critique of the concomitant structural inequalities precipitated by colorism, which is a by-product of racism. In proposing skin bleaching as a queer performance of color, I attempt to illustrate the manner in which the lightening of the skin exposes the instability of racism and colorism as socially constructed, discursive regimes. If race and skin color are biological and embodied facts dictated by social reality, then bodies, which are racially marked and colored subjects, can be used to project counter discourses that challenge these specific regimes. The space of discursive limit imposed on the racialized or colored body-subject is a space from which critiques of dominant discourses can be projected, and bleaching does precisely that. I conclude therefore, that skin bleaching is performed resistance which challenges the dominating discourses on race by first destabilizing the notion that skin color is an immutable biological fact, and second by contesting subsequent discourses that are contingent on the “facts” of color and race.

This thesis examines Antiguan narratives’ peculiar engagements with the national question. It draws largely upon the works of four writers—Jamaica Kincaid, Joanne C. Hillhouse, Marie-Elena John and Frieda Cassin—and selected calypsonians including Antigua’s leading female and male calypsonians, Queen Ivena and King Short Shirt. It reads anxiety as the chief organising principle of the singular deconstructions of gender, ‘racial’, ethnic, and class identities undertaken by these texts. I offer a retooled account of anxiety that elaborates the local/regional concept of bad-mindedness informing the core of the narratives’ deconstructive and recuperative projects. Chapter one probes the bad-minded delimiting of Antiguan literary production. It interrogates the singular cohesive Caribbean canon typically suggested by critical readings, which obscure the narratives/ literary traditions of smaller territories such as Antigua. It also highlights locally produced canons’ intervention into the dominant canons/maps of Caribbean literary traditions. Its discussion is underpinned by the concept of bad-mindedness which I use to frame the evils that locate the smaller territory and its inhabitants at the cultural periphery. Chapter two examines the texts’ enunciations of the bad-mindedness inherent in the construction of the composite gendered identities of 19^th century Creole women, 20^th century working-class Afro-Antiguan women and men, and 20^th century proletarian Carib women. It refashions Erna Brodber’s kumbla trope, Kenneth Ramchand’s notion of terrified consciousness, and Jamaica Kincaid’s line trope to elaborate these enunciations. Chapter three examines Antiguan calypsos’ record of the peculiar responses of small-islanders to their subordinate position within the ‘global village’ and continuing entanglement in British colonialism and neo-colonial relationships and processes. It draws upon Charles Mill’s theory of smadditization/ smadditizin’ or the Afro-Caribbean struggle for recognition of personhood and Paget Henry’s account of the dependency theory to analyse the calypsos’ anxious insistence upon Afro-Antiguan personhood. The primary conclusion of my thesis is that an engagement with the neglected literary traditions of the smaller territories and national literatures on the whole, is likely to excavate a cornucopia of currently sidelined experiences, issues, and transnational relationships which can only serve to enrich our postcolonial conversations.

The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

The Caribbean islands have been distinguished by mass migratory patterns and diasporic communities that have moved into and out of the region; as a consequence, the genre of the letter has been an important one to the culture and has provided a template for many creative works. This dissertation is the first major study on West Indian epistolary practices: personal letters, emails, verse epistles, epistolary novels, letters to editors, etc. It focuses on a contemporary period – from the 1930s to the present, and on examples that have come out of Jamaica. The dissertation offers both close-readings on a range of epistolary texts and theoretical frameworks in which to consider them and some of the ways in which Caribbean people have been addressing themselves to each other, and to the wider world. My first chapter looks at the non-fictional letters of Sir Alexander Bustamante and Sir Vidia Naipaul. It reflects on the ways in which the public personas of these two men had been created and manipulated through their public and private letters. My second chapter tries to expand a critical project which has been satisfied to simply place contemporary epistolary fiction within an eighteenth century genealogy. I propose another conversation which understands recent examples of West Indian epistolary fiction within their contemporary cultures. My third chapter looks at examples of Jamaican verse epistles and considers how three poets – Lorna Goodison, James Berry and Louise Bennett – have attempted, with varying degrees of success, to create an epistolary voice that is both literary and oral. My fourth chapter looks at the popular Jamaican newspaper advice column, Dear Pastor. It considers the ways in which evangelical Christianity has impacted on the construction of a West Indian epistolary voice and consequently the shape of a West Indian public sphere. My final chapter considers how technology has changed epistolography; specifically how the email, Facebook messages, and tweets have both transformed and preserved the letter. I end with a presentation of a personal corpus of emails titled The Cold Onion Chronicles with some reflections on remediation of epistolary forms.

Food – its organization and consumption–offers a unique lens through which to understand the early workings of English colonialism, as well as national, bodily identity. In the seventeenth century English intellectuals sought to understand and prescribe national identity on a bodily level. However in the early stages of colonialism this same process was taking place across the Atlantic, in Jamaica, an island that supported a significantly different demographic makeup. Through the use of physicians’ casebooks, prescriptions and natural histories, buttressed with the words of English travelers, this paper argues that due to the efforts to encourage and define English bodily identity there was a simultaneous demarcation of an emerging Creole population. This Creole population was defined by what they were able to consume- particularly dishes such as turtle meat and chocolate.

This thesis describes the origins and development of the English mahogany trade from its origins to the beginning of the French Revolutionary War. It is based primarily on statistical and commercial information, most of which is drawn from government and other official sources. The bulk of the text is a chronological account, charting the growth of the trade from its small beginnings in Jamaica after 1700 to its late eighteenth century heyday. It considers the effect of economic conditions, shipping costs, government commercial policy and imperial colonial strategy, and shows how these had a direct bearing on the scale and direction of the trade. The various sources of mahogany are discussed, together with the characteristics and uses of the timber. Popular conceptions about the various types of mahogany used in 18th century furniture making are discussed in the light of statistical and other contemporary evidence. The thesis also considers the effects of the introduction of mahogany on furniture manufacturing in England. It investigates the cost of mahogany relative to other furniture woods, and suggests that its chief appeal in the initial years of importation was its low cost. This suggestion is born out by the early use of mahogany as a joinery rather than a cabinet wood. The thesis goes on to argue that the cost of mahogany was often a primary determinant of stylistic and technical development. As demand for the wood grew, so costs rose and inflation became at times a notable feature of the mahogany market. The effects of this inflation are recorded in the archives of contemporary furniture makers and are apparent in extant 18th century furniture. The most important single finding of the thesis is the paramont role of government in determining the scale and direction of the mahogany trade. In this respect mahogany reflects the historical development of British West Indian commercial policy. Mahogany was not merely an art-historical phenomenon, but a symbol of Britain's rise to commercial dominance in the 18th century.

This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

Orientador : Prof. Dr. Clarissa Menezes Jordão
Tese (doutorado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras. Defesa: Curitiba, 22/06/2017
Inclui referências : f.187-195
Resumo: Jamaica, uma das Antilhas Maiores do Caribe, compartilha com outras ilhas da região uma história de colonização, imigração e encontro de culturas que tem resultado na criação de uma cultura diversa e uma língua crioula. Como fenômeno integrador de cultura e história na sociedade, o crioulo jamaicano gera interesses múltiplos, segundo mostram a diversidade de estudos sobre essa língua e as diferentes questões de pesquisa em campos acadêmicos diversos, incluindo a linguística, a educação, a sociologia, a filosofia, entre outros. Seguindo um método cartográfico apoiado com o fundamento teórico da uma análise rizomática (Deleuze e GUATTARI, 1978), a tese apresenta um estudo panorâmico sobre o crioulo jamaicano, visando encontrar pontos de encontro entre a visão rizomática proposta para entender o desenvolvimento da língua jamaicana e os dados gerados a partir de entrevistas com os professores participantes. A tese discute aspectos diversos relacionados com a língua crioula jamaicana e apresenta uma interpretação de narrativas baseada nas percepções e concepções de língua prevalentes entre professores de espanhol como língua estrangeira na ilha. Estes professores compartilham com a autora interesses profissionais, especificamente por serem professores de línguas, o que aporta uma perspectiva diferente, dado que, ao considerar os assuntos das línguas, tanto os participantes quanto a autora estão incluindo pontos de vista que incluem a língua como um produto sociohistórico de amplo uso social e a língua como objeto de ensino. As narrativas interpretadas, portanto, incluem as experiências e ângulos pessoais de professores falantes nativos do crioulo jamaicano que têm informação de primeira mão sobre a realidade social dessa língua e sobre o seu impacto sobre a língua estrangeira que eles ensinam (espanhol). Consequentemente, a pesquisa sobre as narrativas compartilhadas e pessoais dos professores participantes mostra visões nascidas das experiências profissionais como professores de língua, e das suas próprias vidas dentro do contexto jamaicano. Conduzido entre professores jamaicanos que trabalham no contexto de educação secundária na Jamaica, o estudo conduz à interpretação de que esses participantes compartilham narrativas que têm a ver com a sua vida profissional e social, segundo há sido inferido de observações nas escolas, dos seus critérios e ideias nas entrevistas e conversas. Igualmente, a tese apresenta uma interpretação dos pontos de encontro entre as narrativas dos participantes com aquelas encontradas em publicações da mídia, as redes sociais, e conversas com pessoas proeminentes da sociedade jamaicana. O fato de não ser falante do crioulo jamaicano colocou à pesquisadora no papel de "outsider". No entanto, esse papel contribuiu para enriquecer o processo devido à experiência profissional e pessoal da autora como professora de espanhol e moradora da Jamaica há mais de 20 anos. Essa informação e vivências tem contribuído no desenvolvimento da própria narrativa da autora e conformaram uma outra perspectiva possível para interpretar o rico contexto jamaicano e as suas contradições lógicas. Palavras-chave: Crioulo. Rizoma. Crioulização. Descrioulização. Transcrioulização. Ensino. Espanhol. Jamaica. Narrativa. Percepções. Concepções de Língua. Cartografia
Abstract: Jamaica, one of the largest islands in the Caribbean, shares a history of colonization, immigration and culture convergence with other islands in the region, which has resulted in the creation of a diverse culture and a Creole language. As a phenomenon of sociocultural and sociohistorical integration, Jamaican Creole generates multiple interests; as shown by the diversity of language studies and the various research interests in several academic fields, including Linguistics, Education, Sociology, Philosophy, among others. Based on a cartographic approach, as proposed in DELEUZE & GUATTARI (1978) the thesis discusses various aspects pertaining to the language situation in Jamaica, especially the matter of Jamaican Creole, and presents an interpretation of narratives based on the language perceptions and conceptions prevailing amongst teachers of Spanish as a foreign language in the island. The thesis presents a discussion on various aspects pertaining to Jamaican Creole and an interpretation of participant's narratives about such situation, based on a study of the most prevalent language conceptions and perceptions found in this particular group composed of Jamaican Creole speakers involved in the teaching of Spanish in the island. The participating teachers and the author share common professional interests due to the fact that, being language teachers, they bring forth a different perspective to the discussion and analysis of language matters, particularly in connection with the socio-historical nature of languages and their use in education. The narratives interpreted, therefore, include the experiences and personal angles of teachers, who are native speakers of Jamaican Creole and who also have first-hand information about the social reality of that language, as well as its impact on the foreign language they teach (Spanish). Consequently, the research delved on the shared and personal narratives of language professionals, as views emerging from their personal and professional experiences within the context of Jamaica. After presenting a panoramic study of the language situation in Jamaica, based on a rhizomatic view of language development, the thesis discusses the data generated from interviews and unstructured conversations with Secondary Education Spanish teachers, most of whom are operating within a sociolinguistic context characterized by the presence of two languages: English (the official language of education) and Creole (the popular language). The study leads to the interpretation that these participants share narratives that involve their professional and social lives, as inferred from observations at their work spaces, their criteria and the ideas presented during interviews and conversations. Furthermore, the thesis presents an interpretation of connecting points between participant's narratives and those found in media publications, social network debates, and conversations with prominent Jamaicans. The fact of not being a Jamaican Creole speaker puts the researcher in a role of an "outsider". However, such role contributed to enrich the process due to the professional and personal experience of the author as a Spanish teacher and resident of Jamaica for more than 20 years. The sharing of information and experiences have contributed in the development of her own narrative and has brought forth yet another perspective to interpret the rich and multiple Jamaican context and its logical contradictions. Keywords: Creole. Rhizome. Creolization. Decreolization. Transcreolization. Teaching. Spanish. Jamaica. Narrative. Perceptions. Conceptions of language. Cartography
Resumen: Jamaica, una Antillas Mayores, comparte con otras islas del Caribe una historia de colonización, inmigración y encuentro de culturas que ha dado lugar a la creación de una cultura diversa y una lengua criolla. Como fenómeno integrador de cultura e historia en la sociedad, el criollo jamaicano genera múltiples intereses, según muestra la diversidad de estudios sobre el lenguaje y los distintos problemas de investigación en varios campos académicos, incluyendo la educación, la sociología, la lingüística, la filosofía, entre otros. Siguiendo un método cartográfico, basado en el fundamento teórico que ofrece el análisis rizomático (DELEUZE y GUATTARI, 1978), la tesis presenta un estudio panorámico sobre el criollo jamaicano, que tiene por objetivo encontrar y analizar puntos comunes entre la visión rizomática que se propone, para analizar el desarrollo del lenguaje jamaiquino, y los datos generados a partir de entrevistas con los profesores participantes. La tesis analiza diversos aspectos relacionados con la lengua criolla de Jamaica y presenta una interpretación de narrativas, en base a algunas percepciones y concepciones de lenguaje que existen entre los profesores de español participantes. Estos docentes comparten intereses profesionales con la autora, específicamente por el hecho de ser profesores de lenguas extranjeras. Tal hecho genera una perspectiva diferente, dado que, tanto los participantes como la autora aportan puntos de vistas que consideran aspectos del lenguaje como un producto sociohistórico de amplio uso social, incluyendo la educación. Las narrativas interpretadas, por tanto, incluyen experiencias y ángulos personales de profesores que son hablantes de criollo jamaicano, por lo que tienen información de primera mano sobre la realidad social de ese idioma y su impacto en la lengua extranjera que imparten (español). En consecuencia, la investigación sobre narrativas compartidas y personales de los profesores participantes muestra visiones relacionadas con las experiencias profesionales y de vivencia de los participantes dentro del contexto jamaicano. Sus experiencias y puntos de vista han conducido a una interpretación de narrativas, apoyada no solamente en los criterios e ideas presentados en las entrevistas, sino también en observaciones cartográficas del entorne característicos de sus escuelas. Al mismo tiempo, la tesis presenta una interpretación de los puntos de encuentro entre las narrativas de los participantes y las emergentes de publicaciones de los medios, redes sociales y conversaciones con personalidades de la sociedad jamaicana. El hecho de no ser hablante de criollo jamaicano puso a la autora en un rol de "outsider". Sin embargo, esa función contribuyó a enriquecer el proceso debido a su experiencia personal y profesional como profesora de español y residente de Jamaica durante más de 20 años. Esta información y experiencia ha contribuido en el desarrollo de su propia narrativa, a la vez que aporta otra perspectiva posible para interpretar el rico y múltiple contexto jamaicano y sus contradicciones lógicas. Palabras clave: Criollo. Rizoma. Criollización. Descriollización. Transcriollización. Enseñanza. Español. Jamaica. Narrativa. Percepciones. Concepciones de lenguaje. Cartografía.
Di Driff: Jamaica a wanna di biggess ailan inna di Caribbean an dem an di adda ailan dem inna di region ave di same istry a colonization an immigration, an dem copy tings from deh wanna nedda. A succum dem kultcha become suh mix up mix up, an a it mek dem ave patwa as a langwidge. Patwa great inna most people eye wen yuh considda di social an cultural fakta plus di social an istorical side a tings as well. Everybody interestid inna Patwa an yuh cyan si dat because a nuff study dem duh pan it, people weh interestid inna langwidge, Education, peeple weh study society, knowlidge an life an nuff more tings, study patwa. DELEUZE & GUATTARI (1978) suggess wan way fi duh research weh name cartography, i basically mean seh yaahgo map tings out, a it deh study yah use fi pree di langwidge situation inna Jamaica, exprecially Patwa, an di study explain certain tings base pa'how di Jamaican teecha dem weh teech Spanish feel bout Patwa. Deh study yah discuss wol heep a tings bout Patwa an it show yuh a meds bout how di participants dem feel bout it, an di study show yuh dem ting yah base pan di most common feelins weh dis particular group have wen i come to Patwa. An yuh dun know seh is a group a Jamaican Patwa-tawking teecha weh teech Spanish rait a yaad yah. Di teecha dem an di summady weh duh deh study yah have nuff tings in common wen yaah talk bout dem job because di wol a dem a teecha an dat a lone mean she dem kinda bring a different meds to di wol langwidge ting, exprecially if yaah tawk bout di social and history side a langwidge and how yuh use dem wen yaah deal wid tings fi duh wid education. From yuh hear dat yuh dun know seh anyting wi tell yuh, wi tell yuh base offa weh di teecha dem seh base pan dem own experience and feelins bout di matta. Plus, yuh know seh dem a Jamaican teecha weh tawk patwa from dem baan suh dem know firs han how peeple really treat pawta, plus dem know how it affeck tings wen dem a teech wan foreign langwidge like Spanish. Aarait, suh, di study use weh di teecha dem seh (buot weh di wol a dem agree pan an weh each a dem seh fi demself) fi get to di meet a di matta. After wi lay out everyting clear clear bout di langwidge situation inna Jamaica, base offa wan view weh dem use fi study how langwidge cum about weh dem call rhizomatic, weh mean seh langwidge can develop from different roots an levels, deh study yah discuss di response dem weh wi get from di interview dem an di conversation dem weh wi ave wid di teecha dem weh teech Spanish inna di high school dem. Most a dem deh teecha deh come from wan settings weh a two langwidge di people dem tawk, wan a Inglish, di wan weh dem use inna di skool dem, and di adda wan a Patwa, di wan weh almost all a people dem tawk. Di study lead up to wan andastandin seh di wol a di participant dem have similar experience, buot inna dem workplace an inna dem home an community surroundin, an wi realize dis base offa weh dem seh inna di interview dem an wen wi tawk to dem. Not ongle dat, but di study lead to wan andastandin of how weh di participants dem seh conneck wid weh dem always seh pan tv, an pan social media an weh sum a di big shot people dem always seh. Di fack seh di person weh a duh deh study ere nuh tawk Patwa mean seh yuh can basically call di person wan "outsaida". But di fack seh di person a wan outsaida add supm to di wol experience because of di professional an personal experience weh di person ave, because shi teech Spanish inna Jamaica an live deh fi ova 20 years. Because shi share infamation an experience wid di participants dem shi andastan di wol Pawta ting even betta now an can explain di nitty gritty a it much betta. Key word dem: Patwa. Rhizome. Creolization. Decreolization. Transcreolization. Teaching. Spanish. Jamaica. Di way people si tings. Feelins bout tings. How peeple si di langwidge. Mappin Out

Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.

Online Social Networking Sites (OSNSs) have become an essential part of human communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their use and perceived benefits of using OSNSs in English. The data were collected through an online survey distributed to undergraduate Yemeni learners of English at two universities in Yemen. The final sample included 60 participants (37 female and 23 male), between the ages of 19 and 33. The survey consisted of 31 questions, 28 of which were Likert scale questions and 3 were open-ended questions. The data were analyzed using descriptive statistics and multiple t-tests for independent samples to examine potential gender differences. The open-ended responses were subjected to content analysis to identify common themes and categories of responses. These were grouped, tabulated in tables, and illustrated with quotes from the data. The main conclusion of the study is that Yemeni college students are actively participating in OSNSs and are aware of the language benefits these online sites carry for developing their English skills. Moreover, the participants reported that OSNSs are helpful for building various aspects of their English proficiency, but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, Google Plus, Twitter, and LinkedIn. Additionally, the results reveal that both men and women have equal access to OSNSs and perceive OSNSs as equally beneficial for their English skills. There was only one statistically significant difference concerning the frequency of using Facebook as men reported higher frequency of use than their female counterparts. The study offers insights into the potential of using OSNSs in the language classroom. The majority of the participants believed that OSNSs can be a valuable teaching resource if used effectively by their English teachers. They saw the role of OSNSs as supplementary to the usual classroom procedures, mainly in providing authentic contexts for learning, assessment, and facilitating the communication between students and teachers. The findings also suggest that to take advantage of these new opportunities, Yemeni teachers need to have adequate training and regular access to resources, which appeared to be lacking at the time this study was carried out.

Assessing preference for stimuli has been shown to be of value when determining potential reinforcers for individuals with disabilities. Researchers have found that preference for forms of social interaction can be identified for persons with disabilities. Furthermore, these same social interactions can be used as reinforcers for these same persons. This study conceptualized different languages as different types of social interactions. Assessing preference for languages may be of use to identify forms of social reinforcement that can be used with English Language Learners (ELLs) with disabilities. Identifying reinforcers may be of value for this population to inform how to structure language supports in their environment. Five ELLs with disabilities between the ages of 10 and 17 years old participated in the study. We conducted a paired-stimulus preference assessment for specific language praise statements in English and Spanish to determine the language in which the participants preferred praise. Following the preference assessment, we conducted a concurrent-chains reinforcer assessment to determine reinforcing efficacy of praise in each language. We found two of five participants preferred Spanish praise to English praise. Three of five participants’ preference was undifferentiated between Spanish and English praise. For four of the five participants praise in different languages functioned as a reinforcer. All participants’ preference assessments predicted, to a degree, the results of their reinforcer assessments. From these results we concluded our paired stimulus preference assessment was effective for evaluating preference for different types of praise. Preference was also indicative of reinforcing efficacy of praise.

The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.

Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.
"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

Examensarbetet handar om språkval Engelska. Mitt intresse väcktes när jag erfor detta kontroversiella ämne som lärarstuderande. Meningen med ämnet är att det är en hjälp för elever som inte klarar av att studera ytterligare ett språk och för elever som behöver extra stöd i engelska. Ämnet har dock misskötts då många elever väljer ämnet utav lathet eller utav taktiska skäl. Iden med att endast låta de elever som som verkligen behöver extra stöd i engelska har förlorats. Jag har utfört intervjuermed sex olika lärare på fyra olika skolor angående hur språkval engelska är organiserat. Alla skolor har olika organisationer. Jag använde mig av formella intervjuer. Resultatet av dessa var att organisationen fungerar olika bra på de olika skolorna. Orsakerna till detta är många. På de skolor där det inte fungerar lika bra anges orsaker så som att ämnet har låg status, stora heterogena grupper och lärare och elever som är omotiverade.
This dissertation deals with what in Swedish schools is called ”Språkval Engelska”. It will be refered to as Language Choice English in the ongoing text. My interest was aroused after having experienced this controversial subject as a student teacher. I found that different schools work with the subject in different ways. There is no clear syllabus for the subject since the grading is a part of the ordinary English grade. Language Choice English is an option for those who do not want to choose French, German or Spanish as Language Choice. The idea is that the subject is meant for those who cannot cope with yet another language and who need extra support in English. This study shows that not only the so-called weak pupils choose to study Language Choice English. There has been a mismanagement of the subject since so many pupils who are good at English choose it out of convenience and for tactical reasons. The idea of only letting those pupils, who actually need more support choose it, has been lost. Four different secondary schools have been investigated concerning how Language Choice English is organized. I learned that all of these schools have different organizations. The method I used was formal interviews with six different teachers at four different schools. The results of the interviews show that at some schools the subject works well. At other schools it does not. The reasons for this seem to be many. Reasons such as low status of the subject, large and heterogeneous groups and pupils and teachers who are unmotivated can be mentioned.

I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.
This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.

Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: K. Aaron Smith, Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 253-265) and abstract. Also available in print.

This thesis considers the relationship between film and novels that were published by writers from Trinidad and Jamaica between the years 1950 - 1985. Through close textual analysis and by utilising a combination of cinematic and literary theories, the thesis examines the extent to which filmic references have been absorbed into fictional writing and reflects upon the implications for such cultural transformations. The thesis also provides a detailed, historical background to the development of cinema in both islands, with a further analysis of the specific role played by the Hindi film in Trinidad. The interdisciplinary nature of the literary analysis and the detailed historical data contained herein should be considered an original contribution to knowledge within the field of Caribbean studies.

The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.

Self-regulation is necessary for success in any learning context, but for adult immigrants to the United States who are trying to learn English, it is critical. This qualitative research investigated 46 such learners enrolled in a blended English language course. Using Zimmerman’s 6 dimensions of self-regulation as a framework and data from observations, interviews, and reflexive journals, we attempted to understand and describe how these learners experienced self-regulation. We found that although these learners had strong desires to learn English, they lacked the self-regulation abilities that could bring their desires to fruition. They had difficulty transferring their desires to learn English into persistent motivation, effective goals, and management of time and physical environment so they could prepare for class and complete the online modules. They were more proficient in proactively using language learning strategies and creating a social network to which they could turn for help. However, in both of those areas, they did not evaluate their activities to see where they could improve. The results suggest that embedding self-regulation instruction into a language course could increase learner retention and academic success. When designing such instruction for these adult learners, designers should adapt their instruction to the type of access the students have, their culture and values, and the context of their lives.

This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.