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Dissertations / Theses on the topic 'Modern language education'

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Published: 28 May 2022

Last updated: 30 July 2025

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1

Harrison, Michelle. "Managing France's regional languages : language policy in bilingual primary education in Alsace." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/11315/.

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The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official languag

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2

Sinclair, Paul. "Chinese language education, the contemporary Japanese university, and modern Japan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ40673.pdf.

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3

Qian, Lihua. "Conceptions of the role of culture in foreign language education in China." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.

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Interest in foreign language, in particular English, education in China has grown considerably in the past three decades, not only in terms of linguistic aspects, but also, more recently, its cultural dimension. The recent syllabuses for non-English and English majors have placed emphasis, to varying extents, on the development of students’ cultural knowledge and/or intercultural communicative competence. The purpose of the research reported in this dissertation is to provide a panoramic picture and a characterisation of the conceptions of culture and its role in English language teaching and

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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Crichton, Hazel. "It's good to talk : an investigation into target language use in the modern languages classroom." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5857.

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Although there is a considerable body of research into various aspects of the teaching and learning of English as a foreign language, there appear to be few studies into the teaching of modern foreign languages (ML) to adolescents in the context of a secondary school setting. This thesis reports the findings of research aimed at identifying the strategies that ML teachers, considered examples of good practice, used to engage secondary school learners in interaction in the target language (TL) with the objective of developing their communicative competence. Four teachers’ lessons with their pup

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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.

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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign languag

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Babenko, O. V. "Contemporary communication and multimodal meaning-making in language education." Thesis, "Видавництво Людмила", 2021. https://er.knutd.edu.ua/handle/123456789/18983.

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The rapid development of the latest digital technologies, their total integration into the communication process raises the question of the multimodal nature of communication. Researchers emphasize a high degree of integration of various semiotic resources in the modern communicative process, when it is impossible to separate the verbal component from the paraverbal components.

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Adams, Julie. "What are modern foreign language teachers' constructions of GCSE coursework?" Thesis, University of Sheffield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275028.

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Hulse, Bethan. "Understanding creativity and alienation in language teacher education : a critical ethnographic study." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/596378.

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This research explores the processes of learning to teach Modern Languages (MLs) in the rapidly changing landscape of teacher education. It employs a postmodern critical ethnographic methodology (Lather, 1991) to examine the experiences of a group of student teachers and me, as their tutor, over the course of a one year PGCE programme. The focus is on how experiences in University and in School shape their emerging professional identities, in particular how these experiences encourage or discourage the development of a creative approach to the practice of language teaching. There is evidence w

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Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.

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This study will explore my own perception of my personal and professional roles as a language teacher in Nunavik and in Japan. In this qualitative study, I attempt to understand the negotiation of language and culture both in and out of the classroom. Using the autobiographical narrative method, I investigate questions about language and identity through my own personal lens and voice. My inquiry comprises two elements; it examines and interprets key episodes in my life as a learner and teacher, and as a researcher, I link these topics to theoretical and empirical knowledge. My narrative begin

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Sparks, (de Zantinga) Lynne Marie. "Educational Success Prediction Instrument 2nd Version| A Foreign Language Perspective on Readiness to Take a Beginner High School Foreign Language Online Course." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621304.

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<p> Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2<sup>nd</sup> Version, ESPRI V-2, an instrument created to test

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Kraemer, Angelika Natascha. "Engaging the foreign language learner using hybrid instruction to bridge the language-literature gap /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph.D.)--Michigan State University. Dept. of Linguistics and Germanic, Slavic, Asian, and African Languages, 2008.<br>Title from PDF t.p. (viewed on July 2, 2009) Includes bibliographical references (p. 253-272). Also issued in print.

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Kokroko, Joseph E. "Oral and writing strategies in French second language learning: An action research study." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279874.

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Despite the extensive research conducted on second language (L2) learning over the years, there is no emerging distinct choice of L2 learning approach or strategy that single-handedly facilitates beginning second language learning. Research that seek to find out how beginning L2 learning is best facilitated could make language learning more effective and help retain students who drop-out. This investigation was undertaken as an action research study. It sought to investigate which L2 learning strategy, oral or writing, is a better introduction of French as a L2. Participants involved in the st

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Grenfell, Michael. "The initial training of modern language teachers : a social theoretical approach." Thesis, University of Southampton, 1995. https://eprints.soton.ac.uk/365533/.

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Shibata, Miki. "Comparing lexical aspect and narrative discourse in second language learners' tense-aspect morphology: A cross sectional study of Japanese as a second language." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284122.

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The current study has attempted to answer the question whether there is an interaction between the Aspect Hypothesis and the Discourse Hypothesis by investigating the use of Japanese tense-aspect morphology by native speakers of English learning Japanese as L2. These two hypotheses were argued for independently in previous studies, but never consolidated to account for the distributional pattern of L2 tense-aspect morphology. The Aspect Hypothesis claims that the L1 and L2 learners initially mark lexical aspect of the verbs with tense-aspect morphology; they tend to associate past with achieve

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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.

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Yamada, Etsuko. "Fostering criticality in a beginners’ Japanese language course : a case study in a UK higher education modern languages degree programme." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2160/.

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This thesis examines the development of criticality based on an empirical study in beginners' Japanese language courses within a UK Modem Languages Degree Programme. A starting point for this study is Barnett's (1997) claim concerning the significance of fostering criticality and setting educational aims against the current trend of mass education at the Higher Education. The empirical base is inspired by the Criticality Project by the University of Southampton which, also based on Barnett's model, investigates a whole Modern Languages course. This thesis, however focuses on the phases of Mode

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Mori, Shigenori 1962. "Cross-cultural differences in "ESL classroom personality"." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291437.

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Comparing Japanese and Mexican groups, the present study investigated cross-cultural differences in ESL learners' affective traits specific to formal settings. The target traits were measured by self-reporting questionnaires and class observations. Factor analysis of the questionnaire extracted four factors of ESL learners' affective traits, which were termed "activity", "social-awareness", "desirable behavior in formal learning", and "social isolation". The results indicated that some of these factors were strongly related with learners' cultural backgrounds. More specifically, the results sh

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Perales, Haya Susana. "La adquisicion de la negacion oracional en ingles por hablantes bilingues de euskeracastellano." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26422.

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This thesis investigates the acquisition of sentential negation in English by three groups of bilingual Basque/Spanish speakers. All groups received instruction for a similar period of time, although they differ as to the age at which they began to learn English: four, eight and ten years respectively. The syntax of sentential negation concerns two main aspects: the nature of negative markers and the position of the negation phrase in the structure of the clause. Both Basque and Spanish have a negative marker that realizes the head of the negation phrase. The negation phrase in these languages

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Swanson, Kimberly Anne Bankart. "Acquisition versus suppression of phonological processes in the second language acquisition of French and English." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243793.

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Thesis (Ph.D.)--Indiana University, Depts. of French & Italian and Linguistics, 2007.<br>Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4529. Advisers: Daniel A. Dinnsen; Albert Valdman.

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Ittzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.

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The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to s

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Okuyama, Yoshiko. "Computer-assisted Japanese vocabulary learning: The choice of script in CALL." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284198.

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Despite the rapid growth of software use in foreign language education, many language-specific issues in computer-mediated instruction have not been investigated in research. One example is L2 orthography in CALL. When the target language is a non-alphabetic type, such as Japanese, decoding the unfamiliar script becomes a difficult task. Although the type of current Japanese language software ranges from immersion to translation-mediated, the method for script presentation is not spelled out with a clear pedagogical principle. Furthermore, due to the lack of empirical evidence, we have yet to

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Liontas, John Ioannis. "Developing a pragmatic methodology of idiomaticity: The comprehension and interpretation of SL vivid phrasal idioms during reading." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284736.

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This study aimed to achieve three goals. First, it investigated the notion that the process of L2 idiom comprehension and interpretation is not the same as that for L1 comprehension, that is there are some fundamentally different ways in which second language (SL) learners grasp idiomatic meaning of Vivid Phrasal (VP) Idioms. Second, it researched the notion that the L2 comprehension process of idioms may be universal with regard to Spanish, French, and German. Third, it researched the extent to which SL learners want idioms to be an integral part of their language and culture training. The

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Teller, Matthew Buchanan 1964. "Broken agreement in L2 processing of Spanish." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288926.

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In natural language processing subject-verb agreement sometimes derails yielding ungrammatical sentences such as *The cost of the programs have not yet been estimated. In light of questions concerning the semantic versus syntactic nature of sentence subjects and the interactivity of language processing, researchers have investigated the occurrence and possible causes of erroneous agreement. In complex subject noun phrases such as The cost of the programs, the plurality of the noun in the lower clause has been shown to significantly affect the frequency of subject-verb agreement errors. This e

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Kunschak, Claudia. "Awareness of and attitudes toward variation in L2: Origins, prevalence and implications for second/foreign language teaching." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289947.

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The present study investigated awareness of and attitudes toward language variation among college level learners of German as a foreign language. The first part, language samples of varieties of English and German, was presented to students with Likert-type/Osgood semantic differential response sheets to explore patterns of reactions indicative of students' attitudes. The second part, a questionnaire including demographic items, items on German language background, and special items on language variation in English and German, was designed to examine possible connections between awareness and

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Lin, Mei. "The development of modern language student-teachers' perspectives on effective language learning activities during a postgraduate certificate of education course." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243153.

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Dabrowski, Richard. "Criteria for appraising computer-based simulations for teaching Arabic as a foreign language." [Bloomington, Ind.] : Indiana University, 2005. http://handle.dtic.mil/100.2/ADA434095.

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

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Oftentimes it is the foreign language classroom that provides the basic foundation for language exposure and acquisition. In the context of the foreign language classroom there is not much exposure to the TL outside of this setting. This being the case, the quantity of the TL should be relatively high as it is an essential requisite for language acquisition. In addition, most recent research tends to suggest that high quantities of TL from the instructor is ideal. The main purpose of this study has been to focus on university-level foreign language classrooms to explore the issue of language c

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Cooledge, Susan L. "L2 reading and hypertext: A study of lexical glosses and comprehension among intermediate learners of French." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280683.

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The focus of investigation in this study was the online reading behavior of intermediate learners of French as they read a hypertext with L1 and L2 lexical glosses and their comprehension. By design, access to the L2 translations was constrained by access to the L1 gloss information first. This prescribed path of support was meant to maximize target language input, and to prompt cognitive and metacognitive processes toward the goal of increased comprehension. Comprehension was measured through multiple choice and recall tasks, and questionnaires were used to gather demographic data and learner

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Tozcu, Anjel. "The effect of teaching sight vocabulary with computer-assisted instruction on vocabulary gain, decrease in reaction time for frequent word recognition, and reading comprehension." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288793.

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This study is about the effect of direct vocabulary instruction using CAI on vocabulary knowledge, reading comprehension, and speed of word recognition. The purposes of the study were to find out if students in an intensive English program who use CAI to learn highly frequent vocabulary will learn a significantly larger number of words than those in a control group; if they will decrease their reaction time for frequent word recognition as compared to the control group; and if they will exhibit significantly better reading comprehension than a control group. In this experimental study the stud

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Serrano-Lopez, Maria A. "Three-dimensional clay modeling instruction: A pathway to spatial concept formation in second language learners." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289954.

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This dissertation contributes to the area of Applied Linguistics and foreign language teaching and learning by investigating whether formal instruction, as opposed to no specific instruction, plays a significant role in the acquisition of Spanish spatial prepositions: "en", "sobre", "de," and "a." The study investigates the effect of formal instruction for spatial concepts for which English native speakers could use the L1 to generate correct responses in the L2 and for spatial concepts that created confusion between the L1 and the L2. It also investigates the effect of formal instruction when

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Ruhil, Anuradha 1965. ""I lost the bus: Can you give me a ride home?" Native and nonnative English speakers' speech act production and metapragmatic judgments: A study of apologies, complaints and requests." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282738.

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This dissertation reports the findings of a study on pragmatic ability and metapragmatic judgments of native and nonnative speakers of English conducted at a public university in the United States and also at a public university in Singapore. Specifically, the research study investigated the realization of apologies, complaints and requests focusing on the production of downgraders and upgraders. In addition, the study also examined metapragmatic ratings provided by these subjects and their reasons for the ratings. Thirty-eight native and thirty nonnative speakers participated in the first pha

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Ashby, Wendy. "Authoring the German "other": A semiotic,narrative discourse analysis of the culture box in beginning L2 German textbooks." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280250.

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Recent trends in immigration to the German speaking countries have contributed to a new multi-cultural demographic in the "culture boxes" of L2 German textbooks. A close analysis of their content, however, reveals a racist discourse that promotes and reinforces a power-based, hegemonic majority culture at the expense of minorities, as well as materials that reinforce U.S. American cultural values at the expense of German ones by imagining a community of German speakers that meets U.S. national identity needs. Utilizing tools from the fields of semiotics, critical discourse analysis and cultura

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Sadler, Randall William. "A case study examination of ESL students in freshman English composition." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290049.

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This case study explores the experience of nonnative speakers of English enrolled in Freshman Composition at the University of Arizona, including the groups commonly identified as International and Resident Nonnative Speakers of English. This study examines the experiences of these groups in learning English, coming to the university, and making their way through freshman composition. A major goal of this study is to identify concrete pedagogical implications, including suggestions regarding placement, curriculum design, classroom teaching, and student support. Data were collected in 2 stages

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Mcelhinney, Norah. "Teacher educator commitment to early Modern Foreign Language (MFL) teaching and learning in the education systems of England, France and Scotland." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0367/document.

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Cette thèse examine comment se manifeste l’engagement des formateurs d’enseignants en langues vivantes étrangères (LVE) qui interviennent dans la formation initiale des enseignants du primaire au regard des défis et des obstacles que ces derniers rencontrent. L’étude qualitative est située dans trois systèmes éducatifs différents de l’Union européenne : l’Angleterre, la France et l’Écosse. L’alignement idéologique des décideurs politiques européens avec l’agenda néolibéral remet explicitement en question l’engagement, les standards professionnels et les valeurs communes à la profession de form

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Re, Nicole M. "Le Renouveau d'une langue régionale: Une Analyse du mouvement occitan moderne dans le sud de la France, or The Revival of a Regional Language: An Analysis of the Modern Occitan Movement in the South of France." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1276635478.

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Fultz, Danielle. "Educational Inequalities for First-Generation Magrebian Muslim Youth in France: A Study of the Policies of Education as a Force of Assimilation." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1409051763.

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Awad, Ghada M. "MOTIVATION, PERSISTENCE, AND CROSS-CULTURAL AWARENESS: A STUDY OF COLLEGE STUDENTS LEARNING FOREIGN LANGUAGES." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1542036826465842.

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Woodgate-Jones, Alexandra. "Primary teachers in times of change : engaging with the primary Modern Foreign Language Initiative in England." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/378157/.

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Masha, Khanyisa Rose. "A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1104.

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Wielander, Elisabeth. "Something to talk about : Content and Language Integrated Learning in Modern Languages in British Higher Education : a case study of German at Aston University." Thesis, Aston University, 2016. http://publications.aston.ac.uk/28639/.

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This thesis investigates Content and Language Integrated Learning (CLIL) in German undergraduate programmes in the UK. At its core is a study of how one German department integrates the teaching of language and content in its undergraduate programmes and how instructors and students experience this approach. This micro-context is embedded in the wider macro-context of UK Higher Education and subject to outside forces - be they political, economic, socio-cultural - whose effects will manifest in more or less obvious ways. Data was collected via an online survey of Heads of German at British uni

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Schultz, Lawrence Robert. "Applicability of the philosophy of John Passmore in modern educational policy and practice." Thesis, Boston University, 2008. https://hdl.handle.net/2144/32003.

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Thesis (Ed.D.)--Boston University<br>This study concerns John Passmore (1914-2004) and the applicability of his philosophic work to American education policy and practice. Passmore, an Australian educator and philosopher, is rarely cited by scholars of American education and his possible influence on public policy governing education in America are yet to be articulated. This study applies the methodology of analytical educational philosophy, with which he is often associated. The Massachusetts English Language Arts Curriculum Framework (MELACF) is used to illustrate the practical value of Pas

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Pieper, Daniel Oliver. "Korean as a transitional literacy : language education, curricularization, and the vernacular-cosmopolitan interface in early modern Korea, 1895-1925." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61132.

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This study argues that language and literacy during the late nineteenth and early twentieth centuries (1895-1925) were formed through several interactive processes, including the development of “modern” literature and writing styles, processes of translation, dictionary compilation, and the circulation and functioning of language ideologies and discourses on linguistic modernity. Because Japanese engaged with the above processes vis-à-vis Western languages before Korean, Korean intellectuals found in the Japanese language a ready-made model for reform and modernization. Western notions of ling

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Puthawala, Kayo. "Japanese Language Learners’ Grades and Performance Improvement in High-Performing and Low-Performing Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574805643303484.

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Price, Joseph Edward. "The status of French among youth in a bilingual American-Canadian border community the case of Madawaska, Maine /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297117.

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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian, 2007.<br>Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0592. Adviser: Albert Valdman.

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Buckley, Lydia. "Teaching portfolio: Français." Kansas State University, 2008. http://hdl.handle.net/2097/1016.

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Master of Arts<br>Department of Modern Languages<br>Amy L. Hubbell<br>This portfolio presents demonstrably proven effective guidelines for classroom activities in accordance with the widely accepted, communicative approach to teaching foreign languages. Stemming from the author's own personal experience with eighth-grade French students, these examples are based on the standard principles of Communicative Language Teaching. As graphically and comprehensively illustrated in this portfolio with student-friendly, image- and table-enhanced templates, the author identifies and explains how structur

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Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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Dryden, Lauralee J. "A framework for an analysis of the codes and conventions of the postmodern picture book." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290027.

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For this study of the children's narrative picture book, comparative content analysis was used on two sets of picture books in order to answer the following research question: "What are the characteristic codes and conventions of the postmodern narrative picture book?" The characteristic codes and conventions of the visual and written texts of a set of ten modern Caldecott picture books, published during each of the five decades between 1940 and 1985, were used as a baseline for a comparison of the codes and conventions of usage of eighteen postmodern picture books, published between 1975 and

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Clement, Victoria. "Rewriting the "Nation" Turkmen literacy, language, and power, 1904-2004 /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133456057.

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Church, Lori Ann. "The making of a modern scholar: Class and the academy as configured through the words of working class scholars." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289866.

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Abstract:

This project speaks to those with broad research interests in rhetorical studies, the ethnography of working class students and scholars, and the role of socioeconomic class in education. In this dissertation, I take as the object of my study two groups of primary sources---the autobiographical rhetorical pieces that appear in a set of five main books of essays by and about working class people and postings to a national working class academic listserv. My purpose in examining these texts is to compare definitions and experiences of "working class scholars" as conveyed by the writers and to ex

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