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Okayama, Yoko. "DECLINE OF A HERITAGE LANGUAGE, PALAUAN: THE INTERPLAY OF LANGUAGE POLICIES, PLANNING, PRACTICES AND OPINIONS IN PALAU." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/322863.
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Teaching & Learning<br>Ed.D.<br>This case study investigates the language policies and planning (LPP) implemented in Palau since the occupation by Japan before and during World War II, and by the United States of America under the United Nation's Trusteeship after the war. Palau is an island country in the Pacific with a population of 17,500, including 4,600 foreign-born citizens. The society is multilingual as a result of a 150-year occupation by other countries, including Japan and the United States, before its independence in 1994. In this study I also explore the effects of LPP during that time, including the policy regarding a standard writing system, practices at pedagogical institutions, and Palauans' opinions about languages, especially the two official languages, Palauan and English. Data were gathered through interviews, historical document study, observations of classes, and a questionnaire administered in Palau, by visiting the country more than 20 times, for one- to two-week stays beginning in 2001. Hornberger (2006) stated that the terms language policy and language planning have been used interchangeably or as a single concept in many previous studies. Her suggestion was to use the two terms as a set, as the relationship between them has been ambiguous in the past (p. 25). I agree with Hornberger that the two terms fundamentally form a single concept, and therefore, they are used as a set in this study. The theoretical framework proposed by Taylor (2002) is used to analyze the current LPP in Palau: that is, (1) language planning composed of (1.1) status planning, (1.2) corpus planning, and (1.3) acquisition planning; (2) language-in-education policy; and (3) aspects of language-in-education implementation program that consist of (3.1) curriculum policies, (3.2) personnel policies, (3.3) material policies (methods, content), (3.4) community policies, and (3.5) evaluation policies (p. 318). He stated, "[t]he process of devising a new national language policy" affects "language-in-education implementation programs" (p. 318). Major LPP studies were reviewed chronologically based on three phases suggested by Ricento (2000, pp. 10-22). It was helpful to consider the history of LPP "as a dynamic interplay between academic concerns... and political/bureaucratic interests" (Wee, 2011, p. 11). Also, some previous researchers have noted that localized studies of language goals, language use, and language change are needed. According to Kaplan and Baldauf (2003), who studied languages and language-in-education planning in the Pacific Basin, it is rare for Pacific Basin countries to have a language policy: "... [L]anguage planning is frequently undertaken by the education sector in the absence of any such higher-level policy or in the light of such a policy so vaguely articulated as to be quite incapable of implementation" (p. 6). Although their study provided a great deal of valuable information, they did not investigate the language policies of Palau. In this study I describe the government's policies, and real life situation of the policies. To describe the real life situation of the policies, interviews, and a questionnaire survey were used. I interviewed Palauans, such as those who had experienced the occupation(s) and postwar period to better understand the historical background of the current LPP. I also interviewed incumbent teachers after observing their classes. Most of them described various problems in teaching the compulsory Palauan Studies Course, on Palauan language, history, tradition, and culture. I also interviewed officials of the Ministry of Education, who provided a great deal of information about the educational system in Palau and the curriculum of the Palauan Studies Course. The 62-item questionnaire provided data concerning people's language use in various social contexts, as well as the effects of language policies and planning on people's opinions about languages. The 137 respondents were divided into five groups according to their year of birth, considering the years when important transitions had occurred in the LPP. Their responses were compared, and some of the respondents were interviewed to illuminate the questionnaire results. I interviewed eight Palauans in March and September 2012 and asked why they had selected certain responses to the questionnaire items. The questionnaire results indicated that there is a tendency for the younger generation to use English more than the older generations in various contexts, and that the efforts Palauans have made, such as making the new writing system a compulsory part of the school curriculum, have yielded positive effects on the opinions of the younger generation, who learned the Palauan writing system at school. Overall, the results showed that Palauan is not in danger of extinction at present, but it might lose its status as the primary language in the future. I suggest strategies for preserving Palauan as the primary language.<br>Temple University--Theses
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Matsumoto, Kazuko. "Language contact and change in Micronesia : evidence from the multilingual Republic of Palau." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327065.
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Goldstein, Julie. "Language and Culture in Perception." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.
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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4
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Ilieva, Roumiana. "Conceptualizations of culture, culture teaching, and culture exploration in second language education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.
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Jansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.<br>Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence.
The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
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Bird, Angela. "The emotions : biology, language and culture." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7596/.
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Philosophers, and theorists in other disciplines, have disagreed over the character, function and mechanisms of emotions. Amongst the persistent issues that have arisen is the question of what exactly emotions are. Are they a vivid perceptual awareness of physiological processes? Evaluative judgments? Dispositions? Neurophysiological states? Or perhaps an aggregate of some or all of the above? Typically, theorists who study the emotions have tended to divide into two camps. On the one hand there are those who adopt a broadly biological / adaptationist perspective, which emphasises the corporeal nature of emotions. On the other side of the divide are those who adopt a socio-constructivist perspective, which emphasises the cognitive nature of emotions. Proponents of the biological stance have tended to favour universal, basic emotions whilst socio-constructivists tend to favour the more exotic. In support of the latter approach a significant literature has emerged from ethnography, anthropology and cognitive linguistics. This literature adopts a “lexicocentric” perspective on the emotions. The biological/adaptationist perspective seems to capture something important and right about the essential nature of emotions. However, the aim of my thesis is to demonstrate that the basic emotions theory, as characterised by Ekman, is weakened by its failure to pay attention to, and fully to engage with, the literature regarding the effect of language on our emotional landscape, an area which has ostensibly been the domain of the social constructionist. I argue that what is required is a linguistically inclusive theory of emotion. Such a theory acknowledges that any coherent and comprehensive theory of emotion must include a robust linguistic and cultural element.
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.
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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction.
Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Andersson, Josefin, and Emma Gregmar. "Culture in Language Education; Secondary Teachers’ and Pupils’ Views of Culture." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29803.
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Prior research in the field of culture and language education depicts the close relation between language and culture. Furthermore, such research emphasises that in order to understand and to be able to use a language properly, one needs to acknowledge that language is culture. Today English is a global language and a tool for communication in working life, in studies and when travelling. Hence, to be able to communicate in English one needs to know the cultural codes in these specific settings. Moreover, language teaching has many dimensions and according to the curriculum, teachers have an obligation to raise cultural awareness amongst pupils as well as teach fundamental values. The purpose of this paper is therefore to investigate how secondary teachers and pupils view and work with culture and how these views can be connected to the curriculum and to the syllabus of English Lgr.11. Through interviews with secondary pupils we found that their view of culture to an extent connects to the cultural content of the curriculum for Swedish compulsory school, Lgr.11. Through teacher interviews, we additionally found that even if the teachers had a broad view of culture that was connected to the curriculum, they did not always manage to convey their cultural teaching to their pupils.
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久保, 萬里子, and Mariko Kubo. "[III]TEACHING CONTENTS IN LANGUAGE EDUCATION : MODULETTE MATERIALS: LANGUAGE AND CULTURE." 名古屋大学教育学部附属中学校 : 名古屋大学教育学部附属高等学校, 1985. http://hdl.handle.net/2237/4804.
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Chang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.
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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.
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Bakhsh, Jameel. "SECOND LANGUAGE LEARNERS UNDERGOING CULTURE SHOCK:PERCEPTIONS OF ENGLISH LANGUAGE TEACHING METHOD." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent160042669071272.
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Zhu, Jia. "Weaving language and culture together : the process of culture learning in a chinese as a foreign language classroom." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3418.
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This dissertation is a qualitative case study exploring the process of culture learning in a Chinese as a foreign language (CFL) classroom. Guided by a socioculturally based theoretical perspective and adopting the stance of the National Standards, which says that language students "cannot truly master the language until they have also mastered the cultural contexts in which the language occurs" (1996, p. 27), this study describes how culture learning is tied to class practices aimed at developing students' language proficiency by exploring how culture and language are integrated in spoken discourse and interactions in the classroom.
The research questions of the study focus on both the instructor's and the students' perspectives towards the interrelationship between language learning and culture learning and their actual practices in the dynamic, complex, and emerging speech community of classroom contexts. Through analysis of student questionnaires, classroom observations, instructor interview, and stimulated-recall sessions with students, this study examines the contexts of culture learning, illustrates how language classroom contexts shape and are shaped by all the class members, including both the instructor and the students, and describes how the classroom spoken discourse in the current advanced-level undergraduate CFL course provides opportunities for culture learning and how culture learning actually happens in this language classroom.
The findings suggest that as the instructor and the students interact in the language classroom, it is not so much the particular pieces of cultural and linguistic information under discussion that delineate the actual culture learning process, but rather the active exchanges and sometimes disagreements between the instructor and the students that provide opportunities for interactive cultural dialogues and discussions. In other words, cultural knowledge and understanding are situated in actual contexts of language use. Language learning is also embedded in the same interactive and collaborative discussion of texts. By exploring the complexity of the culture learning process in the language classroom setting, this study adds theoretical and pedagogical support to the premise that culture learning should be an integral part of language instruction at different levels throughout the language curriculum.
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Chen, Ying-Chuan. "Becoming Taiwanese: Negotiating Language, Culture and Identity." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24934.
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Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek’s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of “becoming Taiwanese” by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one.
This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people’s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity. The study recognizes the role of human agency and highlights the interactive and performative aspects of identity construction. The results reflect the different possibilities of living with hegemony in different eras, and also show that Taiwanese identity is not fixed, nor is there a single, “authentic” Taiwanese identity.
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Rahman, Omar. "Language, culture, and the fundamental attribution error." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217390.
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Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed.<br>Department of Psychological Science
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Bellis, Elizabeth Anne. "'Race', language and culture in adult education." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313979.
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Godoy, Maria Cristina. "Spanish language and culture in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22198945.
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Inghilleri, Moira. "Language, culture and the quest for commensurability." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10007390/.
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The thesis examines the key concept of 'incommensurability' in relation to issues of language and culture as they became salient to developments in English as a school subject in the United Kingdom during the 1960s and 1970s. Beginning with an outline of the notion of incommensurability as it has been discussed within anthropology and philosophy within the 20th century, the thesis traces the roots of a complex of educational issues through their immediate intellectual and social background in the mass culture debates in the 1920s and 1930s and as they were developed in the post-war period. The thesis analyses the dominant themes within the paradigm shift towards a focus on language that took place in English education during the 1970s. This it does particularly with respect to their immediate intellectual heritage, paying special attention to the position of F. R. Leavis, Basil Bernstein, James Britton and M. A. K. Halliday in the intellectual field. The thesis continues to pursue its analysis of ideas underlying issues in the period by tracing their origins and interrelations in the work of 18th century German philosophers of language, in particular, J. G. Hamann, J. G. Herder and W. von Humboldt. Within the work of these three writers, fundamental notions concerning the relation between language and thought and language and culture are found complexly explored. Some of the concepts generated by these thinkers came to have a direct and obvious influence on the thinking and writing of subsequent generations. However, this thesis attempts to clarify some of the contradictions and confusions evident within the domain of English education during the 1960s and 1970s with reference to less well knoWn aspects of the work of these thinkers. The argument attempts to draw together the threads of its investigation particularly to shed light on the question of the extent to which communication/understanding across difference is achievable.
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Zheng, Yawen. "Behavioral Culture in the Chinese Language Classroom." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313666561.
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Brookes-Lewis, Kimberly Anne. "The significance of culture in language learning." Thesis, University of Kent, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507532.
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This is an inquiry into adult Mexican English foreign language learners' perceptions of the significance of culture in teaching and learning of English as a foreign language. The participants were Spanish-speaking adults studying at the university level in Morelia, Michoacan, Mexico. Working within the framework of qualitative-interpretative methodology, the focus of this inquiry is the investigation of the participants' perceptions of their experiences in the context of the inquiry in the classrooms. This context was an EFL course designed specifically for Spanish-speaking adults in Mexico based on the analysis of my personal experiences as an adult language learner and as an EFL teacher in Mexico. The research questions of this inquiry are: • What are adult learners' perceptions of beginning with an overview of the history and development of the target language? • What are adult learners' perceptions of learning about a particular target culture where the target language is spoken? • What are adult learners' perceptions of the inclusion of their maternal language and culture in foreign language learning? • What are adult learners' perceptions of working with awareness of language, culture and learning in the foreign language classroom? • What are adult learners' perceptions of explicit teaching in the foreign language classroom? The indications of this inquiry are that some adult EFL learners in Mexico perceive that an introduction to the target language and culture for the adult learner is called for in order to meet adult learner needs, along with the inclusion of the learner's maternal language and culture in EFL teaching and learning, an orientation to foreign language learning, and explicit teaching rather than other types of activities in the classroom. The practical application of these issues in the foreign language classroom with adults may not be indicated in all situations or appreciable for a" adult learners.
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Okamura, Akiko. "The roles of culture, sub-culture and language in scientific research articles." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313548.
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Williams, Alan Brunton, and Alan Williams@latrobe edu au. "Resolving the culture conundrum: A conceptual framework for the management of culture in TESOL." La Trobe University. School of Educational Studies, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060714.142623.
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The thesis explores the place of culture in the teaching of English to speakers of other languages (TESOL). The study originally set out to investigate the ways in which teachers understand culture and deal with it in their teaching of English. A survey of teachers found that while the teachers had sophisticated understandings about culture and its relationship with language at a general level, they did not have clear understandings about how cultural teaching can be enacted in the classroom. This conundrum was also evident in the literature on teaching culture in TESOL. An extensive survey of the literature found that while there are a number of different perspectives on how culture can be understood and dealt with in TESOL, none of these provide a comprehensive basis for the understandings teachers need for the practicalities of teaching. The focus of the study shifted from an investigation of professional development to the articulation of a conceptual framework to inform teachers in the way they can manage the teaching of culture. The framework draws on some significant insights of one of the perspectives in the literature, Intercultural Language Teaching, as well as some insights from other perspectives. The framework identifies dimensions in which teachers need to understand how culture can be manifest and managed in TESOL. For each dimension a number of factors on which decisions need to be made are identified. The framework also identifies a number of principles to guide teachers in their decision-making about the teaching culture. The potential of the framework to inform the teaching of English to adult immigrants in Australia, as well as students studying English in a university in Vietnam is explored. The capacity of the framework to inform TESOL teacher education, research and theory building is also evaluated.
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Dunai, Amber Munshi Sadaf. "Semantic shift and the link between words and culture." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9785.
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Carroll, Tessa C. "Language planning and language change in Japan 1985-1995." Thesis, University of Stirling, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321990.
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Jabareen, Jennifer. "Investigating culture through story /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,299.
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Robinson, Alison Robyn. "Learning to Teach in Another Language and Culture." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/4463.
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The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand students are often unacknowledged and under-researched. This qualitative study, based on narrative inquiry, presents case studies of six participants from six different countries, languages and cultures. The findings point to challenges faced by pre-service teacher education students from other languages and cultures. Tensions created by language difficulties, new pedagogies and social and educational cultural differences lead to feelings, at times, of disorientation, heightened “otherness” and unease. Students who are crossing the border between one culture and pedagogical belief system to another require specific support.
This study did, however, find evidence of students developing new understandings about teaching and learning. The findings carry implications for the content, delivery and pedagogy of Initial Teacher Education programmes. The introduction of a Foundation Course and a Support Group, modelling of good practice by ITE lecturers using a variety of interactive teaching strategies and targeted reflective practices are suggested.
In a time of teacher shortages, changing demographics in schools and the changing nature of university-based ITE it is important that the assumption that one size fits all in ITE all needs to be put aside. From the perspectives of social justice and acceptance of diversity it is timely to pay attention in ITE to the learning of students from other languages and cultures. This study suggests ways of moving towards this goal.
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Ellis, Ceri Angharad. "How language, culture and emotions shape the mind." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/how-language-culture-and-emotions-shape-the-mind(70aa490f-bb0b-4774-9192-17261f7074bf).html.
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The influence of language on thought has been a fervent topic of philosophical and empirical debate for over half a century (see Wolff & Holmes, 2010, for a review). Recent advances in neuroscientific methods have enabled researchers to show that language influences perception and thought from the earliest stages of stimulus processing, even when the task is apparently dissociated from linguistic processes (c.f. Thierry, Athanasopoulos, Wiggett, Dering, & Kuipers, 2009; Boutonnet,Athanasopoulos, & Thierry, 2012; Boutonnet, McClain, & Thierry, 2014; Athanasopoulos et al., 2015). The purpose of the current thesis is to extend this investigation to specifically focus on the impact of culture-specific conceptual representations and linguistic context on semantic processing and affective biases. To this end, the thesis comprises four empirical studies in which we assess how each language possessed by bilinguals relates to their semantic cultural knowledge. Thus, this thesis seeks to establish (i) whether a particular link exists between native language and semantic knowledge concerning the native culture (Chapter 3); and (ii) the nature of this link, with a specific emphasis on long-term, immutable emotional associations (Chapter 4) and short-term, ephemeral emotional states (Chapter 6). I also examine the specificity of the language-culture link as a property of language status in the bilingual mind (Chapter 5). To summarize the findings in advance, I show that bilinguals’ languages diverge when processing information that is specifically related to the native culture. The findings also indicate – via our emotional manipulation – a fundamental difference in processing style between the two languages. Whereas the second language (L2) is characterized by a more rational processing style, the first language (L1) has a greater tendency to bias. Moreover, the particular language-culture link only appears to exist when the native language is not only strongly associated with the native culture, but when it is also the bilingual’s dominant language. Overall, the work presented in this thesis provides novel evidence for the effect of language, culture, and emotions on cognition, even at the level of semantic knowledge.
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Rudolph, Mytzi Maryanne. "Spanish for Health Care Professionals: Language and Culture." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5294.
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The purpose of this investigation is to examine formal and informal resources available for teaching Spanish to health care professionals mainly in the Portland, Oregon area. Seventeen different Spanish-for-health-care-professionals texts are commented on by the author, some of which are the texts used in medical Spanish language classes. The majority of the texts contain little if any instruction on cultural aspects which affect the Latino patient population's health care behaviors and decision making. With the recent growth in the Latino population there is a greater demand for health care services by Spanish-speaking persons of the Latino community. The author discusses at length current information about the health status of this population, factors affecting access to health care, and language barrier. There is a lack of bicultural and bilingual health care professionals to provide needed health care services to Latinos. One factor is that the percentage of Latino medical and allied health providers is a small fraction of the percentage of Spanish-speaking patients in the U.S. Therefore, Spanish language instruction must be provided to medical personnel who do not have the cultural and language background to provide culturally relevant and efficient health care to Latinos. This language training must incorporate instruction on cultural issues that affect Latino patients' health care. At present very few Spanish-forhealth- care-providers texts and courses have this type of focus. Exemplary clinical programs specializing in the medical treatment of the Latino population, both inside and outside of the Portland Oregon area, are noted to highlight that effective and culturally relevant medical treatment is possible with adequate training of personnel. Outstanding courses integrating the instruction of both the Spanish language and culture are discussed. Often these courses are not offered as permanent parts of the curriculum. The author gives examples of some of the cultural issues that need to be addressed in language instruction, and makes suggestions for adapting this focus into Medical Spanish instruction.
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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.
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Ferdinand, Vanessa Anne. "Inductive evolution : cognition, culture, and regularity in language." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11741.
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Cultural artifacts, such as language, survive and replicate by passing from mind to mind. Cultural evolution always proceeds by an inductive process, where behaviors are never directly copied, but reverse engineered by the cognitive mechanisms involved in learning and production. I will refer to this type of evolutionary change as inductive evolution and explain how this represents a broader class of evolutionary processes that can include both neutral and selective evolution. This thesis takes a mechanistic approach to understanding the forces of evolution underlying change in culture over time, where the mechanisms of change are sought within human cognition. I define culture as anything that replicates by passing through a cognitive system and take language as a premier example of culture, because of the wealth of knowledge about linguistic behaviors (external language) and its cognitive processing mechanisms (internal language). Mainstream cultural evolution theories related to social learning and social transmission of information define culture ideationally, as the subset of socially-acquired information in cognition that affects behaviors. Their goal is to explain behaviors with culture and avoid circularity by defining behaviors as markedly not part of culture. I take a reductionistic approach and argue that all there is to culture is brain states and behaviors, and further, that a complete explanation of the forces of cultural change can not be explained by a subset of cognition related to social learning, but necessarily involves domain-general mechanisms, because cognition is an integrated system. Such an approach should decompose culture into its constituent parts and explore 1) how brains states effect behavior, 2) how behavior effects brain states, and 3) how brain states and behaviors change over time when they are linked up in a process of cultural transmission, where one person's behavior is the input to another. I conduct several psychological experiments on frequency learning with adult learners and describe the behavioral biases that alter the frequencies of linguistic variants over time. I also fit probabilistic models of cognition to participant data to understand the inductive biases at play during linguistic frequency learning. Using these inductive and behavioral biases, I infer a Markov model over my empirical data to extrapolate participants' behavior forward in cultural evolutionary time and determine equivalences (and divergences) between inductive evolution and standard models from population genetics. As a key divergence point, I introduce the concept of non-binomial cultural drift, argue that this is a rampant form of neutral evolution in culture, and empirically demonstrate that probability matching is one such inductive mechanism that results in non-binomial cultural drift. I argue further that all inductive problems involving representativeness are potential drivers of neutral evolution unique to cultural systems. I also explore deviations from probability matching and describe non-neutral evolution due to inductive regularization biases in a linguistic and non-linguistic domain. Here, I offer a new take on an old debate about the domain-specificity vs -generality of the cognitive mechanisms involved in language processing, and show that the evolution of regularity in language cannot be predicted in isolation from the general cognitive mechanisms involved in frequency learning. Using my empirical data on regularization vs probability matching, I demonstrate how the use of appropriate non-binomial null hypotheses offers us greater precision in determining the strength of selective forces in cultural evolution.
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Holman, Anna Caitlin. "Culture and identity : language use in intercultural theatre." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61176.
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In the practice and production of intercultural theatre, language has held a variety of functions. However, the connection between language and culture in the theoretical models of intercultural theatre has been largely unexplored. The theories of linguistic anthropologists Dell Hymes, Richard Bauman, Joel Sherzer, and Charles Briggs postulate that language is a fundamental component of culture and that performative events present ideal sites for analysis. Mary Bucholtz, Kira Hall, and Norma Mendoza-Denton theorize that identity is a performative act of the self and other through language. Given these theories, this research asks: how does language function as a property of culture and identity in intercultural theatre? To answer this question, I have examined the role of language in two intercultural theatre productions which previewed in Vancouver, Canada in 2016. The analysis of these two works, Kayoi Komachi: A Noh Chamber Opera and Lady Sunrise, includes live and video-recorded performance analyses, script analysis, and interviews with the participating artists. This thesis demonstrates that language in intercultural theatre both informs cultural representation and influences the identities of the performers and their characters. With these findings, this research suggests that future models of intercultural theatre frame culture within a linguistic context.<br>Arts, Faculty of<br>Theatre and Film, Department of<br>Graduate
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Chang, Alicia. "Language, culture and number differences in Mandarin Chinese and English numeric language input /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580830101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Alsubhi, Mai Salem. "How language and culture shape gesture in English, Arabic and second language speakers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8296/.
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This research project sheds light on how language and culture can shape gestures with certain gesture features. It consists of two studies: a cross-cultural study and a second language study. In the cross-cultural study, gestures of a group of the English speakers and a group of the Arabic speakers were compared in term of certain gesture features: expression of motion events, dual gestures, use of gesture space and gesture rate. Gestures were elicited through narrations of the Tomato Man video clips. It was found that English speakers produced more conflated gestures than the Arabic speakers. It was also found that the English speakers produced fewer dual gestures than the Arabic speakers. Moreover, it was found that the English speakers produced fewer representational gestures and used smaller gesture space than the Arabic speakers. In the second language study, gestures produced during the Arabic and English descriptions of the Arabic early learners of English were compared within subjects. The same methodology was applied. It was found that the speakers produced more conflated gestures while speaking L2 English than while speaking L1 Arabic. It was also found that they produced more dual gestures while speaking their L2 English than while speaking their L1 Arabic. In regard to the use of gesture space and gesture rate, there was no difference between L1 Arabic and L2 English.
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An, Ning. "Teaching Culture and Language to Chinese Heritage Language Learners: Teachers’ Perception and Practices." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1310055561.
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Williams, Alan. "Resolving the culture conundrum : a conceptual framework for the management of culture in TESOL /." Access full text, 2005. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20060714.142623/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2005.<br>"A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Educational Studies, Faculty of Education." Research. Includes bibliographical references (leaves 309-317). Also available via the World Wide Web.
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Campbell, Jennifer Riley Walters Frank. "Long strange trip mapping popular culture in composition /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/CAMPBELL_JENNIFER_10.pdf.
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Taggesell, Richard Patrick. "Popular culture in the language arts classroom a survey /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Taggesell_RPMIT2010.pdf.
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Mancuveni, Melania. "Urbanisation, Shona culture and Zimbabwean literature." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10782.
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This thesis examines the impact of urbanisation on Zimbabwean culture, particularly the Shona culture as it is represented in Zimbabwean literature. My main argument in this thesis is that Zimbabwean literature suggests that urbanisation is harmful and destructive to the Shona culture and the way of life of the Shona people.
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Dogan, Emre. "English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and Learning." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87337.
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This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.
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de, la Viña Dionisio. "Ideology, language and culture in religion: A single domain ethnographic study of language maintenance." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187453.
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Language maintenance investigations have, for the most part, been limited to the study of the effect that socio-cultural factors have on language preservation. Unfortunately, language maintenance has been studied in tandem with language shift. Language shift has generated more interested from scholars than has language maintenance. This dissertation is an attempt to open up new ways to look at the study of language maintenance by presenting a theoretical framework whereby the domain of language use is the principal focus of study. I studied the domain of religion, subdivided into several dimensions. One dimension, that of ideology, is at the center of my study. The main objective of the dissertation was to identify ideological themes within the doctrinal body of the church selected for the study. Twenty-five such themes were identified and analyzed to determine the ways in which the themes influence language maintenance among the church members. The case study approach and the use of several ethnographic data collection methods were employed to assist us in having a better understanding of the phenomenon of language maintenance and to pave the way for future language maintenance studies.
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Fain, Jeanne G. "Children's dialogue about issues of language diversity and culture." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280471.
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This dissertation study examines urban and bilingual children's dialogue in the contexts of school and home. First and second graders talked about children's literature in literature circles throughout one academic school year. I was guided by the following main purpose in this qualitative classroom study: What issues of language diversity and culture do first and second grade students discuss in home and school contexts? Data sources connected to the children's dialogue in school included audiotapes, transcripts, response journals, and field notes. All families discussed the literature and three bilingual families consistently audiotaped their home discussions. The findings from this research demonstrate that working class bilingual children and their families do have the resources to construct rich literacy experiences through dialogue related to complex issues of language diversity and culture. Key issues that parents and children discovered to be relevant for discussion in the home and school contexts are: literacy, positionality within society, and resistance to structural inequality. Additionally, this study reveals how the home context ultimately scaffolds the child's native language by acting as a linguistically rich resource for the child. The child draws upon his or her linguistic resources from the home and has linguistic support as he/she enters the primarily English dialogue within small group literature circles in the schooling context. This study demonstrates the significance of drawing upon the home as a resource to support children in their native languages. Additionally, this study examines how one classroom uses children's native languages as a resource.
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Christe, Noël. "Language, culture and reification : linguistic negotiations in international institutions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196004.
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This research investigates the unstable relationship between language and culture and offers an alternative, non-essentialist model for their interaction. The thesis demonstrates that languages and cultures are ideological constructs and explores how these emerge and are maintained through social rituals, institutional measures, and individual consensus. The focus of enquiry is English as a global language.
Taking into consideration current linguistic debates surrounding English as an international language, this research demonstrates that feelings of cultural loss, appropriation and endangerment reproduce a particular language ideology, which could be called cultural/nationalist. It will also be shown how different levels of reification come into play in the discussion of language as an ideological product.
The discussions among linguistic theorists will be contrasted with the perspective of individuals immersed in what is conventionally labelled as a multilingual context. The fieldwork in international institutions provides a basis for exploring the subjectivity of the understanding of linguistic and cultural categories and reflexive insights into how meanings are constructed through experience, interaction and negotiation. The focus in the fieldwork discussions is again on English, its roles, functions, values and prestige as perceived by the informants. Unlike linguistic theories which take languages as systems of meaning encapsulation, it will be argued that meaning is inherently indeterminate and constantly re-created. Individuals respond to their communicational choices in ways that are not reducible to abstract and pre-given linguistic and cultural categories, although these categories still provide individuals with models to classify their personal experiences.
Finally, it will be shown that in the field of anthropology, a number of researchers have provided insightful models for rethinking linguistic categories in a non-essentialist way, drawing on notions of experience, performance, storytelling and indexicality. Meta-analytical interpretative tools will be deployed to address the issue of linguistic and cultural reification set out in the body of the thesis.<br>published_or_final_version<br>English<br>Doctoral<br>Doctor of Philosophy
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Meinhof, U. H. "Culture, discourse and foreign language teaching : A sociosemiotic perspective." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379349.
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Heaton, Sarah Anne. "Don DeLillo's space: language, visual culture, bodies and terrorism." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392174.
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This PhD thesis is a close textual analysis of Don DeLillo's fiction grounded in critical theory. The thesis re-evaluates and moves beyond descriptions of DeLillo's work as postmodern. The thesis addresses some comparatively overlooked but key texts from the poststructuralist tradition, taking us some way to a more adequate account of DeLillo's fascination with language, visual media and spatiality in all its forms. Jacques Derrida and Michel Foucault's work on architecture and the spatial frames the theoretical approach. Related writings by Walter Benjamin, Henri Lefebvre and Mark Wigley are also considered. The theory permits an approach that ties together postmodernity, visual culture, language, space, architecture and the 'everyday' to claim that DeLillo's fiction has developed ways of representing resistance to the economic, political and cultural determinism implied by most theories of the postmodern. DeLillo thus emerges not as a reflector of postmodernity, but as its analyst.
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Saldana, Carmen Catalina. "Simplifying linguistic complexity : culture and cognition in language evolution." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31395.
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Languages are culturally transmitted through a repeated cycle of learning and communicative interaction. These two aspects of cultural transmission impose (at least) three interacting pressures that can shape the evolution of linguistic structure: a pressure for learnability, a pressure for expressivity, and a pressure for coordination amongst users in a linguistic community. This thesis considers how these sometimes competing pressures impact linguistic complexity across cultural time. Using artificial language and iterated learning experimental paradigms, I investigate the conditions under which complexity in morphological and syntactic systems emerges, spreads, and reduces. These experiments illustrate the interaction of transmission, learning and use in hitherto understudied domains - morphosyntax and word order. In a first study (Chapter 2), I report the first iterated learning experiments to investigate the evolution of complexity in compositional structure at the word and sentence level. I demonstrate that a complex meaning space paired with pressures for learnability and communication can result in compositional hierarchical constituent structure, including fixed combinatorial rules of word formation and word order. This structure grants a productive and productively interpretable language and only requires learners to acquire a finite lexicon and a finite set of combinatorial rules (i.e., a grammar). In Chapter 3, I address the unique effect of communicative interaction on linguistic complexity, by removing language learning completely. Speakers use their native language to express novel meanings either in isolation or during communicative interaction. I demonstrate that even in this case, communicative interaction leads to more efficient and overall simpler linguistic systems. These first two studies provide support for the claim that morphological and syntactic complexity are shaped by an overarching drive towards simplicity (or learnability) in language learning and communication. Chapter 4 reports a series of experiments assessing the possibility that the simplicity bias found in the first two studies operates at a different strength depending on the linguistic level. Studies in natural language learning and in pidgin/creole genesis suggest that while morphological variation seems to be highly susceptible to regularisation, variation in other syntactic features, like word order, appears more likely to be reproduced. I test this experimentally by comparing regularisation of unconditioned variation across morphology and word order in the context of artificial language learning. I show that language users in fact regularise unconditioned variation in a similar way across linguistic levels, suggesting that the simplicity bias may be driven by a single, non-level-specific mechanism. Taken together, the experimental evidence presented in this thesis supports the hypothesis that the cultural and cognitive pressures acting on language users during learning and communicative interaction - for learnability, expressivity and coordination - are at least partially responsible for the evolution of linguistic complexity. Specifically, they are responsible for the emergence of linguistic complexity which maximises learnability and communicative efficiency, and for the reduction of complexity which does not. More generally, the approach taken in this thesis promotes a view of complexity in linguistic systems as an evolving variable determined by the biases of language learners and users as languages are culturally transmitted.
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Lyon, Jean. "The development of children's language in a bilingual culture." Thesis, Bangor University, 1993. https://research.bangor.ac.uk/portal/en/theses/the-development-of-childrens-language-in-a-bilingual-culture(4ec82002-99e5-4bbe-832c-0131facc1f42).html.
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This research asks how young children become bilingual, and what best predicts bilingual language development. All mothers of new babies on Anglesey in North Wales were contacted and asked to complete a questionnaire for the family concerning their past and present use of Welsh and English, and their attitudes towards these languages. Use was. taken as more important than knowledge and respondents (N= 413), were allocated to five language background types on the basis of language use. Ten firstborn children with both parents resident were chosen to represent these groups, and recordings were made of their language development at three monthly intervals from age 16 to 36 months. Nine sessions took place at home, most during free play between mother and child, the last between fathers and children at three. This small sample allowed close scrutiny of the process of language acquisition. Families who replied to the first questionnaire were sent a. second three years later. This asked about current parental language use and attitudes, and. about the development of their child's Welsh and/or English. More than two thirds of families on Anglesey use Welsh and the large majority of families want their children to learn Welsh at school, English-speaking families giving mainly instrumental reasons and Welsh-speaking families mainly integrative reasons. Development in this large group paralleled that of the small sample. It is suggested that children who are becoming bilingual learn their languages sequentially, 'and an extension to the Threshold Model is proposed. Men are shown to influence the language spoken at home more than . women, but the English language has the greatest effect. Children from Welsh-speaking homes are more likely to become bilingual. Although fathers influence their children's language, by far the greatest predictor of future language use is the mother's language when the child is born.
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Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.
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There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.
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McGarry, Theresa. "Review Of Politeness and Culture in Second Language Acquisition." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6145.
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Morales, Betsy. "The teaching of culture in the Puerto Rican university English language classrooms /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.
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Gallivan, Kathleen C. "Does culture translate can we make the words our own? /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1164.
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Thesis (M.A.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains iv, 30 p. : ill. Includes abstract. Includes bibliographical references (p. 29-30).