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Kohnert, Kathryn J. "Lexical skills in bilingual school-age children : cross-sectional studies in Spanish and English /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3026370.
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Bos, Petra. "Development of bilingualism : a study of school-age Moroccan children in the Netherlands /." Tilburg : Tilburg university press, 1997. http://catalogue.bnf.fr/ark:/12148/cb37714385r.
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Arrieta, Edwin D. "Immigrant High School Students's In-depth Understanding of the Value of Heritage Language and Bilingualism." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/376.
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The purpose of this research was to explore perceptions among 9th through 12th grade students from Brazil, Haiti and Jamaica, with respect to their heritage languages: Portuguese, Haitian Creole, and Jamaican Patois. An additional purpose was to understand in greater detail possible variations of perception with respect to heritage language maintenance (or loss) in relation to one’s gender, first language, and place of birth. The research implemented semi-structured interviews with male and female adolescents with these heritage language backgrounds. Participants’ responses were recorded and transcribed. The transcriptions were analyzed via a categorizing of themes emerging from the data.
Data were analyzed using inductive analysis. Three categories emerged from the inductive analysis of the data: (a) heritage language, (b) bilingualism, and (c) English as a second language. The analysis reveals that as participants learn English, they continue to value their heritage language and feel positively toward bilingualism, but differ in their preference regarding use of native language and English in a variety of contexts. There seems to be a mismatch between a positive attitude and an interest in learning their heritage language. Families and teachers, as agents, may not be helping students fully understand the advantages of bilingualism. Students seem to have a lack of understanding of bilingualism’s cognitive and bi-literacy benefits. Instead, employment seems to be perceived as the number one reason for becoming bilingual. Also, the students have a desire to add culture to the heritage language curriculum.
The study was conducted at one of the most diverse and largest high schools in Palm Beach, in Palm Beach County, Florida. The results of this study imply that given the positive attitude toward heritage language and bilingualism, students need to be guided in exploring their understanding of heritage language and bilingualism. Implications for teaching and learning, as well as recommendations for further research, are included.
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Saunders, Åhlén Tina. "Multiilingualism and Language Learning in School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30022.
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This thesis examines how students, aged 13-15, with a mother tongue other than Swedish, experience learning English in school. This is important since there is an increasing number of bilinguals and multilinguals learning English in schools in Sweden and around the world. Several concepts are presented and discussed that have been argued to pose barriers to bilingual and multilingual language learning. Semi-structured interviews were undertaken with ten students, aged between 13 and 15. The empirical material shows that bilingual and multilingual students usually refer to Swedish, even when their mother-tongue may be a better reference for learning English. This is because teachers commonly refer to Swedish grammar rules in attempting to clarify English grammar rules and the textbooks used to support the learning process are in Swedish. This may pose problems for the learning process, particularly for students who are not proficient in Swedish. The study also highlights the importance of diagnosing bilingual students' L1 and L2 on a regular basis to see when the optimum time is to be exposed to English language learning rather than the current approach of immersing them in English learning without considering the other language learning processes the student may be engaged in. The study also found that students commonly perceived their English to be proficient even though they had poor grades. One possible reason for this is that they manage well in their day-to-day engagement with computer games, films and social media while formal English learning, including aspects such as grammar and writing, require a different type of application. Finally, the thesis describes how important high metalinguistic awareness is for language learning and it is suggested that additional research focuses on how this conceptual understanding can be translated in practitioner tools useful for teachers. Schools need to create an environment that values and supports multilingual students’ language competence and an early national diagnostic test would help to support those conditions.
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Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children." Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.
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Litka, Stephanie. "Ba'ax t'aan hablaremos in school? language choice among Yucatec Mayan students in Coba, Quintana Roo, Mexico /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005185.
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Cheng, May-ling. "A case study of the home language experience of students of the Singapore international school in Hong Kong." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424394.
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El-idrissi, Khadija, and Vinka Primorac. "Hur stimulerar pedagogerna flerspråkiga barn i förskolan? How does the pedagogue stimulate bilingualism in school?" Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34657.
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Syftet med det här examensarbetet är att få kunskap om hur pedagogerna inom förskolan arbetar med språkutveckling. Vi har inriktat oss på barn med utlänsk bakgrund i förskolan. Informanterna svarade att de bland annat använder sagoläsning, teckenstöd, konkret material i sitt arbete med flerspråkiga barn. På våra frågor vad gäller deras arbetssätt. Det visade sig att pedagogerna stimulerar barnen i deras språkutveckling genom att använda olika arbetsmetoder som t.ex. språkpåsar, rim och ramsor, musik och matematik.
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Spann, M. L. "Code-switching amongst bilingual (Punjabi-English) nursery school children : co-operation and conflict in relation to familiarity." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/9833/.
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Thorne, Christina. "Characteristics of English-speaking Caribbean middle and high school students." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32843.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
In a review of the literature, no studies were found on the achievement of school-age English-Speaking Caribbean students. This study was initiated to remedy this lack by examining the characteristics of twenty-one 12-18 year old high achieving and low achieving English-speaking Caribbean students and the influence of twenty-one parents' and seventeen teachers' attitudes on the students. Support was found for Bandura's theory that role models influence people's self-efficacy which in turn influences their choice, effort and persistence. The study further supports the resiliency theory which suggests that people can be successful, despite environmental challenges. This study also found that the unidentified bilingual status of English-speaking Caribbean 12-18 year old students and their new environment with unfamiliar teaching styles, regulations and procedures were additional challenges not commonly identified in the literature. In order to support self-efficacy and promote resiliency, 1) better assessment of English-speaking Caribbean students' ability to use Standard English and 2) greater planning and collaboration among parents, teachers and students are recommended. The following are questions to be addressed in future research: 1) What are the similarities and differences among students, parents and teachers regarding expectations of ESC students' school performance? 2) What are ESC students' reading and writing proficiency levels in Standard English? 3) How can schools support self-efficacy and resiliency characteristics in all students?
2031-01-01
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Wedin, Åsa. "Literacy Practices in and out of School in Karagwe : The case of primary school literacy education in rural Tanzania." Doctoral thesis, Stockholm University, Centre for Research on Bilingualism, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-236.
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This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in five villages in Karagwe district in the northwest of Tanzania have been analysed. The outcome may be used as a basis for educational planning and literacy programs.
The analysis has revealed an intimate relation between language, literacy and power. In Karagwe, traditional élites have drawn on literacy to construct and reconstruct their authority, while new élites, such as individual women and some young people have been able to use literacy as one tool to get access to power. The study has also revealed a high level of bilingualism and a high emphasis on education in the area, which prove a potential for future education in the area. At the same time discontinuity in language use, mainly caused by stigmatisation of what is perceived as local and traditional, such as the mother-tongue of the majority of the children, and the high status accrued to all that is perceived as Western, has turned out to constitute a great obstacle for pupils’ learning.
The use of ethnographic perspectives has enabled comparisons between interactional patterns in schools and outside school. This has revealed communicative patterns in school that hinder pupils’ learning, while the same patterns in other discourses reinforce learning. By using ethnography, relations between explicit and implicit language ideologies and their impact in educational contexts may be revealed. This knowledge may then be used to make educational plans and literacy programmes more relevant and efficient, not only in poor post-colonial settings such as Tanzania, but also elsewhere, such as in Western settings.
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Loulidi, Rafik. "Language contact and language conflict in Morocco : a survey of language use and attitudes among school bilingual learners." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284846.
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Hiebert, Linda. "Language and Identity at School and at Home : Language Shift among Mennonites in Paraguay." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2243.
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This essay has investigated the question of an ongoing language shift from Plattdeutsch and German to Spanish among the Mennonites in Paraguay and the role of the school in this process. The aims of the study were to compare the use of languages among the Mennonites in Asuncion and in the Menno colony and to identify the importance that parents give to the languages and to compare this with a school leader perspective. The aim was also to identify factors that influence the language shift and identify the influence that the shift excerpts on Mennonite values and identity. The results are based on my own observations, interviews with Mennonite women and interviews with key informants who have insight into the school policy issues. The outcome may be used as a basis for educational and language planning. There is a need to consciously sit down and re-define the Mennonite identity and to make the community and the school aware of their responsibility in language maintenance.
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Trilla, Graciela. "Bilingual and biliterate by choice: profiles of successful Latino high school seniors." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33573.
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Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual and biliterate over time, having arrived in the United States as children with limited English proficiency. Factors believed to have contributed to their bilingual status were categorized in the areas of home, school, individual and society. These were identified through questionnaire, interviews and accountings of academic histories. Language proficiency was measured with story retelling tasks in each language, and scores on the Test of English as a Foreign Language (TOEFL) and Spanish Advanced Placement exams. Each subject became bilingual and biliterate through varied and complex circumstances. The data revealed factors that interacted in different ways for each of the subjects although they reached the same results of bilingualism and biliteracy. Two factors, however, were present in each case. One was the use of Spanish in the homes as the dominant language of the parents, and the other was the participation in Spanish language arts classes in high school. The subjects exhibited values such as loyalty to the family, respect for elders and figures of authority, a strong work ethic, and a positive perception of both the Latino identity and the Spanish language. They had all been instructed in bilingual education programs. The Spanish language arts program at the high school provided the subjects with a challenging curriculum in Spanish. They shared the perception that the high school as well as society regarded them with respect as bilingual and biliterate Latinos. The subjects held a strong image of themselves as Latinos proud to be mastering English while educated in both languages. All eleven subjects believed that Spanish was integral to their lives and that learning English did not have to be at the expense of the continued development of Spanish.
2031-01-01
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Okada, Hanako. "Somewhere "In Between": Languages and Identities of Three Japanese International School Students." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35794.
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CITE/Language ArtsEd.D.
This study is a situated qualitative investigation of the multiple languages and identities of three Japanese international school students in Japan. These students had no foreign heritage or experience living outside Japan, but had been educated completely in English-medium international schools since kindergarten. In effect, they had been socialized into another culture and language without leaving Japan--a relatively monolingual and monocultural country. The participants' complex linguistic situations and identities were investigated using narrative inquiry over a period of 19 months. Their narratives, gathered primarily by interviews, were supplemented by observations, interviews of those close to them, and other data sources. Using postmodernist-influenced concepts as analytical lenses, I was able to bring to light the students' complex views on language and identity emerging from their unique linguistic and cultural experiences. The students in this study revealed that one does not necessarily belong to a single dominant culture or have a single "first language." These students felt most comfortable with their multiple cultures and languages in a 'third space' (Bhabha, 1994), and they actively took part in creating their own hybrid cultures, languages, and identities. The students' hybrid languages and identities were nurtured and secure within the international school community. However, once outside this community, the students realized the complexities within themselves, requiring that they learn to negotiate their identities, as identity crucially involves location and relationships with others. When they were able to visualize their futures as bilingual/bicultural individuals, their identities became somewhat clearer and less contested. At that point, they felt that their linguistic and cultural hybridity was not entirely an obstacle, but something that they could also use to their advantage. It was when they had to make either-or choices between cultures, languages, and identities that they felt troubled or deficient. Through their narratives, the participants revealed the extent to which static categories and monolithic notions of language and culture were imposed upon them, and how these affected their understanding and perceptions of themselves. In conclusion, I interrogate such static views and urge researchers, educators, and bilingual/bicultural individuals to view languages and identities in more complex ways.
Temple University--Theses
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Sutton, Candace. "A case study of two teachers' understanding of and attitudes towards bilingualism and multiculturalism in a South African primary school." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/497/.
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Mau, Pui-sze Priscilla. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36889301.
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Rader-Brown, Lucy M. "To What Extent do Professional Training, School Demographics, Teacher Bilingualism, and Teacher Attitude Predict the Instructional Strategies that Elementary School Content Area Teachers use with English Language Learners?" Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285890246.
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Cheng, May-ling, and 張美玲. "A case study of the home language experience of students of the Singapore international school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944772.
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King, Kimiko Okada. "Cognitive Development of Bilingual Korean-Americans in an Oregon School District." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4584.
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This research examined whether bilingualism would accelerate or hinder the cognitive as well as academic development of the Korean American individuals in an Oregon school district by analyzing the standardized test scores at grades 3, 5, 7, and 9. Eleven monolingual and 27 bilingual students released the Survey of Basic Skills (SBS) as well as Cognitive Abilities Test (CogAT) scores for this study. The analyses of the test scores revealed that the Korean-American students in this school district were performing at a much higher level against the national norm (the 50th percentile), or the school district norm (the 75th percentile). The bilingual Korean-American students made far greater progress both cognitively and academically from grades 3 to 9 (CogAT: 76.0 %ILE- 87.0 %ILE, SBS Composite: 77.0 %ILE- 87.0 %ILE) than their monolingual counterparts who hovered around the 85th percentile against the national norm. It was learned that the bilingual Korean-Americans were both cognitively and academically as developed as their monolingual counterparts by the time they were in 5th grade. Telephone interviews conducted with 46 bilingual and 23 monolingual Korean-American high school students as well as 30 written questionnaires returned by their parents revealed that the Korean-American students in this particular school district could not become naturally bilingual, but that a commitment both by the students and their parents was necessary to maintain their ethnic language. The parents of the bilingual students were making more efforts to pass on the Korean language to their offspring than the parents of monolingual students. The Korean-American families were very much integrated into the social mainstream, and were trying to achieve educational as well as economic successes on American's terms while maintaining their ethnic identity.
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Marti-Bucknall, Wendy. "The home-school connection : immigrant family literacy practices and use of technology in home/first language learning /." full text via ADT, 2007. http://erl.canberra.edu.au/public/adt-AUC20080826.151654/index.html.
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Erikson, Jessie Alise. "Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613100.
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Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final coda consonants were analyzed for accuracy. These were drawn from thirteen nonwords distributed across five word-learning tasks. Results: Bilingual children were less accurate than monolingual children in production of both shared and unshared codas, though the gap was greater for unshared codas. Both bilingual and monolingual children were more accurate in production of shared codas than unshared codas. Conclusion: The results suggest that native language phonotactics influence accuracy of coda production in bilingual Spanish-English-speaking school-age children during word learning. Influences of native phonology on word learning could potentially impact academic achievement through vocabulary learning in the classroom.
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Wright, Sue. "Bilingualism and educational achievement a study of young bilinguals in Birmingham schools and colleges /." Thesis, Online version, 1992. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.332287.
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Lampkins, Carlton. "An evaluative study of the perceptions of school personnel towards a training program involving the comprehension of basic Spanish language and culture." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54228.
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Fairfax County Public Schools (FCPS) are located in the Commonwealth of Virginia, approximately fifteen miles south of Washington, D.C. This school system is the tenth largest in the United States and it has a student population of approximately 130,000. Because of the size of the FCPS system, it is divided into four administrative areas-Area I, Area II, Area III and Area IV.
Area II of FCPS has a student population of approximately 26,000 students, and of those 26,000 students, approximately 9 percent of them are of Hispanic origin. This English as a Second Language (ESL) population is of special interest to the school system because these students often do not possess the communication skills necessary for matriculation/ graduation. Therefore, their academic performance is frequently below average. This poses problems and raises concern for the educators that serve them.
As a part of FCPS' minority achievement program, which began in 1983, an Area II staff member initiated a two-part training program entitled, "Intensive Spanish for Educators" patterned on a similar program used with Arlington County, Virginia educators. The program carries university credit and provides a forum for the presentation of oral and aural Spanish language skills, as they relate to relevant school situations and Hispanic cultural awareness.
Based on the perceptions of the program participants, this dissertation represents an evaluation of the "Intensive Spanish for Educators" program, utilizing information obtained from on-site observations of class sessions, examination of planning documents/proposals/syllabi/etc., interviews with the program administrator/coordinators, program trainers and randomly selected program participants, and a questionnaire.
The results of this evaluative study indicated that the Intensive Spanish for Educators training program is a worthwhile and valuable program because it provides the opportunity for teachers, pupil personnel staff and administrators to acquire knowledge and skills in an area that can be used on a daily basis, it is well planned and it is sanctioned by the Area II Superintendent. The participants were enthusiastic about being in the program and felt the program should be strongly recommended, but not made mandatory.Ed. D.
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Perez-Gualdron, Leyla M. "A longitudinal study of a social justice orientation model for Latina/o students." Thesis, Boston College, 2011. http://hdl.handle.net/2345/3716.
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Thesis advisor: Janet E. HelmsResearchers have argued that whether Latina/o students and other students of Color resist their negative educational experiences with feelings of hopelessness or consider them challenges to overcome, depends on whether they have developed a Social Justice Orientation (SJO) (Cammarota, 2004; Diemer, 2009; Watts, Griffith, & Abdul-Adil, 1999). SJO is the motivation to promote justice and equality among all in society. The purpose of the present study was to develop and test a longitudinal model of predictors and outcomes of SJO among Latina/o youths, the SJOLY model. The constructs investigated were (a) environmental factors (i.e., school relational and language climates), (b) personal skills (English proficiency and Spanish language background) and characteristics (SJO and agency), and (c) social (i.e., community engagement) and academic outcomes (school behavioral disengagement, grades, and school dropout). The study was conducted with a subsample of Latinas/os taken from the National Educational Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection until the 12th grade. The age range of the participants at Time 1 was 13 years to 16 years (M = 14.46, SD = .65), and 49.6% were girls. The SJOLY model was tested using structural equation modeling (SEM). Results indicated that school relational climate was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school via its impact on personal agency. In addition, school language climate and language skills predicted greater sense of personal agency, which in turn predicted higher grades and decreased likelihood of dropping out. Gender differences were observed, as more SJO was associated with higher levels of personal agency for girls, but not for boys. Higher levels of personal agency were associated with less likelihood of dropping out of schools for boys, but not for girls. Implications of the study results for education, counseling, and research are discussed
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Hayashi, Yuko. "On the nature of morphological awareness and vocabulary knowledge in school-age English-Japanese bilingual and monolingual children." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8bab5ec6-6f9a-4c7d-858c-97bdba53ef03.
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Morphological awareness and vocabulary knowledge are two (among many) components of multi-faceted word knowledge critical for language development and ultimately, academic performance, as they strongly correlate with other essential, literacy-related skills, such as spelling, writing and reading comprehension (Ramirez, Chen, Geva & Kiefer, 2010). Developing these types of knowledge is a non-linear process for school-age children: morphological awareness, in particular, involves long-term learning towards a full mastery beginning in mid-dle childhood and continuing through adolescence. Such learning processes can pose significant challenges especially for children attending a school entirely in a second language (L2) while speaking, as a first language (L1), a language which is ethno-linguistically minority in status in the larger (L2) society. Despite globally growing populations of L2 children in school settings, little is known about the nature of morphological/vocabulary knowledge in one language, relative to the other, especially when children are learning two typologically distant languages with different writing systems. The current study, situated within the theoretical framework of multicompetence (Cook, 2003), set out to investigate specific aspects of vocabulary knowledge and morphological awareness in different groups of English- and Japanese-speaking monolingual and bilingual children, whilst also examining the extent to which English morphological awareness influences/or is influenced by Japanese morphological awareness among the bilingual sample. The purpose of the study is largely three-fold. One was to examine the children’s ability to understand and express a connection between a word and its meaning. The former taps into receptive vocabulary knowledge, whereas the latter expressive vocabulary knowledge. Two vocabulary tests were administered to three groups of children per language: two bilingual groups (24 Japanese learners of English as a Second Language (ESL) and 21 learners of Japanese as a Heritage Language (JHL)) and a group of 25 English Language Monolinguals (ELMs) (English); and ESLs, JHLs and a group of 27 Japanese language Monolinguals (JLMs) (Japanese). The second purpose was to investigate the children’s ability to identify morphemes included in a word and also to produce inflectional and derivational forms of a word, using two morphological tasks per language – a Word Segmentation (WS) task and a Word Analogy (WA) task. Lastly, the current study examined, through statistical analyses, the nature of an association between morphological awareness and vocabulary knowledge in each language, and also whether morphological awareness in one language could act as a significant predictor of morphological awareness in the other, i.e., cross-linguistic influence. Four key findings were obtained. First, the patterns in which each group demonstrated vocabulary knowledge through English tests contrasted with the pattern observed in the Japanese results. In English, the ESL group scored more highly on the receptive test than the expressive test, whereas the reverse pattern was the case for the ELM group. The JHL group yielded comparable scores across tests. In Japanese, in contrast, all three groups (ESL/JHL/JLM) scored more highly on the expressive test than on the receptive test. Second, all groups of children typically demonstrated higher degrees of an awareness of inflectional morphemes than of derivational morphemes in the English morphological tasks (both the WS and WA tasks) and the Japanese WA task. A slightly different pattern was observed in the Japanese WS task, where the performances of ESL and JLM children were not sensitive to morpheme type, whereas the JHL group yielded higher scores on the inflectional morphemes than the root morphemes. As regards the relationship between morphological awareness and vocabulary knowledge in each language, in English, it was the ability to produce morphologically complex items, as opposed to recognising morphemes, that was positively related to vocabulary knowledge in all three groups (ESLs, JHLs & ELMs). In Japanese, in contrast, both morpheme recognition and production were positively related to vocabulary knowledge in all Japanese-speaking groups (ESLs, JHLs & JLMs). Lastly, the bilingual data identified a reciprocal nature of morphological transfer (Japanese -> English) only in the ESL group. More specifically, the ESL children’s ability to identify morphemes in Japanese words through segmentation may have a positive influence on the ability to produce English inflectional and derivational items. The latter ability is, in addition, likely to play a positive role in its Japanese equivalent, namely, the ability to produce Japanese inflectional and derivational items. No transfer effects were established in either direction for the JHL group. These within-language and cross-linguistic investigations of the nature of, and the relationship between morphological awareness and vocabulary knowledge are discussed in terms of the existing evidence in the literature (e.g., Carlisle, 2000; Ramirez at al.,2010) and are graphically illustrated via the integration continuum based on the notion of multicompetence (Cook, 2003). Several limitations of the current study are reviewed and discussed, fol-lowed by the Conclusion chapter, where the unique contribution of the current study to the literature is revisited, together with a brief remark about its indirect links with the field of educational research in Japan and suggestions for future research.
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Brentano, Luciana de Souza. "Bilinguismo escolar : uma investigação sobre controle inibitório." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/37801.
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No que diz respeito ao bilinguismo infantil, é grande o número de investigações que comprovam que o uso diário de duas ou mais línguas leva a um desenvolvimento acentuado de certos processos cognitivos (como a atenção seletiva e o controle inibitório), linguísticos e metalinguísticos em comparação com crianças monolíngues de mesma faixa etária (BIALYSTOK, 2001, 2005, 2006, dentre outros). Entretanto, assume-se que tais vantagens são evidentes apenas quando se trata de crianças bilíngues nativas ou com proficiência avançada nas duas línguas faladas. Nesse contexto se insere o presente estudo, que se propôs a investigar os efeitos cognitivos do bilinguismo no desenvolvimento do controle inibitório em um grupo de crianças que estudam em um contexto de escolaridade bilíngue, ou seja, crianças cuja segunda língua é aprendida e vivenciada exclusivamente em contexto escolar, em comparação com bilíngues que aprenderam a segunda língua em contexto familiar ou na comunidade em que vivem, população normalmente testada em experimentos desse tipo. Para isso, foram testadas 174 crianças entre 9 e 12 anos, sendo 75 oriundas de contexto escolar bilíngue (português/inglês), 57 de contexto familiar bilíngue (português/hunsrückisch) e 42 monolíngues do português. Duas tarefas que avaliam controle inibitório foram utilizadas: a Tarefa Simon de flechas e a Tarefa Stroop. Os resultados sugerem que as crianças que estudam em contexto escolar bilíngue, que são expostas e empregam a segunda língua diariamente, embora somente na escola, também parecem se beneficiar de uma experiência bilíngue.Recent research on childhood bilingualism has indicated that the daily use of two or more languages sharpens the development of certain cognitive processes, such as selective attention and inhibitory control, as well as linguistic and metalinguistic processes, in bilingual children when compared to monolingual children of the same age (BIALYSTOK, 2001, 2005, 2006, amongst others). However, this advantage has only been observed with native bilingual children, or children with very high proficiency in both languages. To fill this gap, the present study aimed to investigate the effect of bilingualism on inhibitory control in bilingual children who experience bilingualism (or second language learning) exclusively in a school context, compared to the usual sample of bilingual children who experience bilingualism at home or in the community. Thus, 174 children of ages 9 to 12 from three different linguistic groups (75 school bilinguals; 57 home bilinguals and 42 monolinguals) participated in the study. Children completed both the Simon Arrows and the Stroop Tasks to assess their inhibitory control with both non-linguistic and linguistic stimuli. Results suggest that bilingual children from a school context, who deal with both languages on a daily basis, although only at school, also show cognitive advantages due to a bilingual experience.
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Shima, Hiroshi. "Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.
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Marti-Bucknall, Wendy, and n/a. "The home-school connection: Immigrant family literacy practices and use of technology in home/first language learning." University of Canberra. Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080826.151654.
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The study addressed immigrant families' and mainstream school systems' support for young children's home language learning in Basel, Switzerland. In Switzerland, as in many European countries and in Australia, early childhood educators work with growing numbers of children from immigrant, refugee and asylum seeking families. The culturally, linguistically and ethnically diverse groups of children that now characterise childcare centres, kindergartens and primary schools result from these patterns of immigration and present challenges for teachers and other educators who cater for the needs of increasingly diverse student populations. The literature on home languages acknowledges the importance of the relationship between a child's first language and development in the second language and the essential role of language proficiency in academic success. Despite knowledge from extensive studies on the interdependency of first and second language development (Cummins, 1979, 1981b, 1991, 2001) and evidence that continued development in a child's first language is crucial for overall cognitive development and transfer to second language learning (Collier, 1995), there is little focus on helping children maintain their home language in the early years of education. Arguably too, information and communication technologies (ICTs) lead to increased availability and opportunities for global communication, affecting the nature of communication, and creating possibilities for new forms of learning in the home and school. Children must therefore have the opportunity to become proficient users of these new and evolving forms of technology in order to acquire the skills, including language skills that they will need for future employment. In the light of this conceptual background, the present research focused on: (1) Immigrant parent beliefs and attitudes to home language use and how languages were used at home. (2) The strategies families used to promote home language learning in oral and written forms. (3) The extent to which ICTs were used as a tool to support home languages in the family and school environment. (4) The kinds of support offered in school and communities and what government policies and initiatives were afforded to home languages.
(5) The nature of school and community policies and practices on the promotion and maintenance on home languages. These issues were addressed through a qualitative interpretive research approach drawing on the traditions of phenomenography (Marton 1986) and Grounded Theory (Strauss & Corbin, 1990). The research was based on three main data sources: (1) analysis of policy and curriculum documents from school systems, (2) interviews with key education personnel and (3) interviews with ?immigrant? parents (n=58) from diverse socio-economic backgrounds living in Basel. Families were drawn from 16 countries including the former Yugoslavia, (Kosovo, Serbia, Montenegro and Croatia), Spain, South and Central America, and Turkey. All children, whose parents participated in the study, attended state run kindergartens and primary schools. A major focus in the data collection and analysis was on (a) parents' perspectives and experiences as they negotiated home language learning in the home, school and community and the extent to which they used ICTs to enrich home language development, and (b) mainstream teachers' perspectives on the role home languages played in linguistically and culturally diverse classrooms, as well as the role ICTs and media played in teaching children from immigrant families. The results of the study showed that: (a) immigrant children's home languages and culture as well as bilingualism and multilingualism are prominent features in Basel integration policy and curriculum documents but this focus is rarely translated to early childhood classroom practice, (b) classroom teachers focus predominantly on children learning their second language (German), (c) immigrant children's home language and culture is valued and respected but formal opportunities for children to learn to read and write in their home languages begin only when they have reached second grade, (d) there were a range of perspectives, reasons and strategies for maintaining and promoting home languages within families, (e) ICT was not an integral part of children's classroom experiences in kindergarten and scarcely integrated in primary classrooms, but was used in a variety of ways within homes to promote home language and communication, (f) there were wide variations in parents' and teachers' perspectives on what constitutes parent involvement in children's learning and education, and
(g) links between home and school were mostly 'one way' and formal and some parents desired more frequent, more informal and spontaneous contact with teachers. These findings have considerable implications for Basel school and classroom practice and for early and middle year policy makers. They show that embedded assumptions of both teachers and parents may have a negative impact on children's positive identification with both majority and minority language learning. Limited financial support for home language classes is likely to have a negative effect on immigrant children's home language literacy learning. Dialogue needs to be sought on the potential for ICT use in home language learning. Policy makers' efforts towards developing multilingualism in all children are problematic. Some parents drew attention to the challenge of learning a third language through a second language, L1 + L2a +L2b + L3+L4. (L1 = home language, L2a= German Swiss dialect, L2b = Standard German, L3= French, L4 = English). To help better explain and increase awareness of the interrelationship between home languages, ICT use and the home-school connection, a model was developed that reflects the range of immigrant family perspectives on home language learning and the influences that appear to promote home language development within children's environments. This 'multilingual social cohesive communications model' should assist in understanding the important links between home languages, ICTs and home-school communication. The model emphasises the importance of developing bottom up local level strategies and recognises the vital role of positive interactions between parents and teachers. It builds on a sociocultural view of language learning, tapping on the potential of new learning tools (ICTs) in real and virtual communities. It recognises the importance of intercultural identity formation and at the same time the inhibiting effects of discrimination both overt and covert. The model incorporates the strategies schools need to improve communication with families and to strengthen links between home and school with the view to improving educational outcomes and prospects for immigrant children.
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Ramirez, Anel-Janeth. "The roles of elementary school administrators and the obstacles they encounter in the process of implementing and maintaining dual immersion programs in California." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2485.
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The growing English learner student population in California faces the daunting challenge of both meeting the academic expectations of school curriculum while also learning to speak, write, read, and understand a new language. Often it is the task of school administrators to choose, plan, implement, and maintain instructional programs that best meet the needs of all students. Dual Immersion is an instructional bilingual model that has been used to address the learning and teaching needs of students who do not speak English. The purpose of this study was to describe the role of elementary school administrators and the obstacles encountered while implementing and maintaining Dual Immersion programs in California. Two research questions were addressed: 1. What is the elementary school administrator's role in the process of implementing and maintaining a Dual Immersion Program? 2. What are the obstacles encountered by elementary school administrators in the process of implementing and maintaining a Dual Immersion Program? A non-experimental, descriptive research design was used to analyze the survey results. Eighty surveys were sent to elementary school administrators. Twenty respondents' answers were used in the data analysis. Three personal interviews were also conducted to more fully understand the skills, tasks, and obstacles to successfully implement and maintain a Dual Immersion. The results of the data analysis in this study revealed that elementary school administrators need: 1. To ensure that teachers analyze student data and make curriculum decisions that affect the academic performance of students in a Dual Immersion program; 2. To ensure that teachers understand the outcomes and expectations of the program. 3. To encourage teachers to use data analysis to accommodate the instructional needs of all the students in the program. 4. To ensure that new staff members to the program found support and guidance 5. To support program policy to encourage accountability. The conclusions of this study confirmed the importance of comprehending the goals and methodology of Dual Immersion programs, parent involvement and support, and the need for administrators who active participation in their leadership and managing roles.
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Ytsma, Jehannes. "Frisian as first and second language sociolinguistic and socio-psychological aspects of the acquisition of Frisian among Frisian and Dutch primary school children /." Ljouwert : Fryske Akademy, 1995. http://catalog.hathitrust.org/api/volumes/oclc/32703202.html.
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Yu, Shanjiang. "Family factors in bilingual children's code-switching and language maintenance a New Zealand case study : thesis submitted to the School of Languages, Faculty of Applied Humanities, Auckland University of Technology in fulfilment of the degree of Doctor of Philosophy, November 28, 2005." Full thesis. Abstract, 2005.
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Zolotarova, Yuliya. "På väg mot en effektiv modersmålsundervisning : Olika uppfattningar av effektivitet i undervisningen." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146842.
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The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.
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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.
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Mills, Robin. "Acquisition of English in and out of school : Comparing bilingual and trilingual student's acquisition of the English language." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41072.
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The English language has a great influence on Swedish culture. Swedish students learn English in school, listen to music in English and watch movies where English is spoken. As the importance of English increases the number of students who already speak a second language also increases. Therefore, the objective of this essay is to compare bilingual and trilingual students in their English acquisition and establish which differences that can be found between these two groups of students. The results showed that even if the students media consumption did not differ, the bilingual students were exposed to English in a greater degree. Even though the bilingual students were exposed to English to a greater degree, the bilingual and trilingual students showed similar results in the English subject. The results also showed that the trilingual students who were exposed to English in the same extent as the bilingual students showed better results in the English subject.
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Florentin, Klara. "Förskolans stöd till det svenska språket för barn med annan etnisk tillhörighet." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13602.
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Denna studie grundas i ett intresse för hur pedagoger inom förskolan arbetar med barn med annan kulturell bakgrund än infödda svenskar. Detta för att få en god utveckling av det svenska språket, hos de barn som behöver extra stöd. Det ges även en inblick av hur förskollärare uppfattar föräldrarnas delaktighet i barnens språkliga utveckling, då det är ett faktum att föräldrarnas engagemang ses mycket betydande i hur positivt barn uppfattar sin kultur, sitt modersmål och sitt identitetsskapande. Vidare utgår det pedagogiska perspektivet från Vygotskij's utvecklingsteori tillsammans med de tankar som Maria Montessori hade kring barns utveckling och den förskole – samt skolverksamhet hon bedrev. Huvudfrågan som ställs är hur pedagoger hjälper barnen till det svenska språket samt hur de ser på samarbetet med föräldrarna, hemifrån. Undersökningen är baserad på kvalitativa intervjuer med fyra utbildade förskollärare, som arbetar på mångkulturella förskolor inom Gävle kommun. Övergripande slutsats som kan tas utifrån denna studie är att alla de tillfrågade förskolärarna anser att de mycket aktivt arbetar med barns svenskspråkliga utveckling, då det gäller barn med annan etnisk tillhörighet än den svenska, som uppvisar svårigheter inom detta. Detta synliggörs bland annat igenom bokläsning, nyttjandet av rim och ramsor, intresseväckande nyanserade samtal med barnen samt den fria leken i relation till socialt samspel. Förskollärarna bekräftar att en god svenskspråklig framgång gynnas av redan goda språkkunskaper i det besittande modersmålet, något som de uttrycker att de uppmuntrar både barnen och dess föräldrar att hålla kvar vid. De berättar om den idag avsaknade modersmålsundervisningens positiva respektive negativa aspekter samt hur de tycker att barnen gynnats av modersmålslärarnas arbete. Bland annat tycker förskollärarna att modersmålslärarens skulle ha haft en roll som tolk i den dagliga verksamheten, då de menar att barnen i stort sätt lär sig sitt modersmål i hemmet. Detta kan vidare synliggöras som ett omedvetet samarbete mellan pedagoger och föräldrar. Förskollärarna konstaterar dock att de inte ser ett så stort medvetet sammarbete med föräldrarna hemifrån, i ett syfte att främja barnens språkliga utveckling, som komplement till den dagliga verksamheten på förskolan, som de kanske skulle vilja. Förskollärarna uppfattar i viss mån att föräldrarna läser böcker för sina barn i hemmet, men har ingen egentlig uppfattning huruvida de sjunger tillsammans med sina barn. Dock påvisar förskollärarna att de ideligen uppmuntrar föräldrarna till detta. Resultatet av denna studie fastställer pedagogernas engagemang i barnens utvecklande av det svenska språket, såväl som modersmålet.This study is based on an interest in how teachers within pre-schools work with children of other ethnical nationalities than Swedish. This to obtain a good development for the Swedish language, for the children how requires extra help. There is also given an insight on how the preschool-teachers perceive the parent’s participation in the children’s language development, for it is a reality that parents involvement sees very significant in how positive the children look upon their culture, their native language and their sense of forming an identity. Furthermore, the pedagogical perspective lapse from Vygotskij’s theory of development alongside with the thoughts of Maria Montessori about children’s early development and the work she constructed and led within pre-schools and schools. The main question asked is how the pre-school teachers help the children with their development of the Swedish language, and also how the view the collaboration with the parents, out of the homes. The analysis is based on qualitative interviews with four qualified pre-school teachers, who work in multicultural preschools within the county of Gävle. The overall conclusion which can be withdrawn from this study is that all of the asked pre-school teachers believe that they are very actively working with the children when it comes to learning the Swedish language, regarding those children who prove to have difficulty within this area. This is made visible, amongst other things, trough book reading, the different uses of rhymes, interest-awakening and nuanced conversations with the children and also independent playtime related to social interaction. The pre-school teachers confirm that good achievements in the Swedish language benefits by an already good language-knowledge for the native language, something they express that they encourage both the children as well as their parents to hold on to. They talk about the today absent home language instructions positive and negative aspects, and also their views on whether the children had benefit from the work of the home language teachers. Amongst other things, the pre-school teachers feel that the home language teacher should have had more of a translator’s role in the daily activities, since their believes are that the children pretty much learn their whole native language out of the homes. This can furthermore be made seen as an unconsciously collaboration between the preschool teachers and parents. The pre-school teachers however mean that they do not see much of a deliberate collaboration with the parents within the home, to serve as a purpose to help the child in its language development, as a complement to the daily activities in the pre-school, as much as they would like. The pre-school teachers apprehend to some extent that the parents read books with their children within the home, but have no real perception on whether they sing together with their children. However, he pre-school teachers highlight how they time and time again encourage the parents to do so. The result of this study states the pre-school teachers’ dedication in the children’s development of the Swedish language, as well as their native language.
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Su, Liping. "Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249.
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Larsson, Nils. "Ett möte mellan två skrivkulturer : Några högstadieungdomars syn på och bruk av skrift vid skol- respektive privatskrivande." Licentiate thesis, Stockholms universitet, Institutionen för nordiska språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-65417.
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The aim of this study is to shed light on and describe a number of secondary school students’ writing practices and their attitudes towards these practices. The material used in the study comes from a secondary school in a suburb of Stockholm where most of the students are bilingual. The entire study comprises five different smaller studies: a questionnaire, a number of interviews, classroom observations, observations of one particular boy’s writing practices and studies of the same boy’s texts. The results of these smaller studies show that a form of encounter between two different writing cultures probably takes place in school. These two writing cultures are, on the one hand, one that is concerned with the students’ school work and, on the other, one that constitutes the private writing culture in which young people indulge when they are not occupied with school work. The study shows that there are obvious differences between these two cultures when it comes to students’ attitudes to writing. Their attitudes to private writing are far more positive than to school writing. A further finding of the study is that there are evident differences between the attitudes of girls and boys to writing, although these are most obvious in the students’ school writing. In private writing the differences are smaller, although some boys claim not to write at all in private, even though they send a great many text messages. One possible implication of the study is that school writing would probably benefit from a widening of the concept of writing to become amore communicative form of writing.
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MUNDOCO, Rosil?ia de Oliveira. "O bilinguismo como elemento de reafirma??o da etnocultura na educa??o escolar da aldeia ind?gena Tekrejar?tire." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2393.
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The present study had as its object the study of bilingualism and its contribution to the reaffirmation of ethnoculture in the school education of the indigenous village Tekrejar?tire. The village is located in the indigenous territory of Las Casas, in the southeastern region of the state of Par?. It is made up of indigenous people known as the Kaiap? exoneration, but they call themselves the Meb?ng?kre, meaning "the men of the place among the waters." In the village is situated the EMEF (Municipal School of Indigenous Education of Fundamental Education) Kaiap?, being this the locus of this research. Considering the peculiarities and necessities that urge when addressing the subject of indigenous school education, the present research gathered data about the presence of the Meb?ng?kre culture in indigenous school education, having as a reaffirmation element bilingualism, including the right to preserve ethnoculture and Education. At the outset, the context of the survey is presented describing the Meb?ng?kre people, Tekrejar?tire village and EMEF Kaiap?. In this sense, he broadly outlined important concepts for the development of research, including the theoretical basis of subjects such as Indigenous School Education in Brazil, Indigenous School Education in Par?, Ethnocultural concept, Meb?ng?kre Culture including his native language, Diglossia, diverse Conceptions about bilingualism, and also brought a chronological presentation of bilingualism in indigenous school education throughout our history, from Brazil empire reaching current policies, such as Law 11.645/2008, which makes it mandatory to teach Afro-Indian history , And the policy of quotas for the entry of indigenous people into universities. The methodological paths followed for this qualitative descriptive-exploratory research were based on documentary analysis, questionnaires, interviews, conversations and observation, through which it was possible to verify how this content has been approached in the teaching praxis, as well as how bilingualism reveals itself In the school environment through the actors involved in the educational process of the school and also, as bilingualism has contributed to the reaffirmation of ethnoculture in the school education of the village. The collected data are presented through some graphs and indirect citations of the researched subjects, evidencing as issues inherent to the reality of that school, such as teacher training, didactic-pedagogical materials, literacy process, native language and bilingualism have been Addressed in that village, and especially, sought to observe if this linguistic phenomenon evidenced there has served as ally or villain for the reinforcement of the native culture in the school environment.
A presente pesquisa teve como objeto de estudo o bilinguismo e sua contribui??o para a reafirma??o da etnocultura na educa??o escolar da aldeia ind?gena Tekrejar?tire. A referida aldeia fica situada no territ?rio ind?gena Las Casas, regi?o sudeste do estado do Par?, ? composta por ind?genas que s?o conhecidos pelo ex?nimo1 Kaiap?, mas se autodenominam os Meb?ng?kre, que significa ?os homens do lugar entre as ?guas?. Na aldeia se encontra situada a EMEF (Escola Municipal Ind?gena de Educa??o Fundamental) Kaiap?, sendo esta o l?cus desta pesquisa. Considerando as peculiaridades e necessidades que urgem quando se aborda a tem?tica da educa??o escolar ind?gena, a presente pesquisa reuniu dados acerca da presen?a da cultura Meb?ng?kre na educa??o escolar ind?gena, tendo como elemento de reafirma??o o bilinguismo, abarcando o direito de preserva??o da etnocultura e a uma educa??o diferenciada. De in?cio, ? apresentado o contexto da pesquisa descrevendo o povo Meb?ng?kre, a aldeia Tekrejar?tire e a EMEF Kaiap?. Nesse sentido elencou em linhas gerais conceitos importantes ao desenvolvimento da pesquisa, compondo a fundamenta??o te?rica assuntos como a Educa??o Escolar Ind?gena no Brasil, Educa??o Escolar Ind?gena no Par?, conceito de Etnocultura, a Cultura Meb?ng?kre incluindo-se a sua l?ngua aut?ctone, Diglossia, diversas concep??es sobre o bilinguismo, e ainda, trouxe uma apresenta??o cronol?gica do bilinguismo na educa??o escolar ind?gena ao longo de nossa hist?ria, desde o Brasil imp?rio chegando a pol?ticas atuais, como a lei 11.645/2008, que torna obrigat?rio o ensino de hist?ria afro-ind?gena, e a pol?tica de cotas para ingresso de ind?genas nas Universidades. Os percursos metodol?gicos seguidos para esta pesquisa descritivo-explorat?ria de cunho qualitativo foram pautados em an?lise documental, question?rios, entrevistas, conversas e observa??o, por meio dos quais foi poss?vel verificar como este conte?do tem sido abordado na pr?xis docente, tamb?m como o bilinguismo se revela no ambiente escolar por meio dos atores envolvidos no processo educacional da escola e ainda, como o bilinguismo tem contribu?do para a reafirma??o da etnocultura na educa??o escolar da aldeia. Os dados coletados s?o apresentados por meio de alguns gr?ficos e cita??es indiretas dos sujeitos pesquisados, evidenciando como quest?es inerentes ? realidade daquela escola, como a forma??o docente, os materiais did?tico-pedag?gicos, o processo de alfabetiza??o, a l?ngua nativa e o bilinguismo t?m sido abordados naquela aldeia, e principalmente, buscou observar se esse fen?meno lingu?stico ali evidenciado tem servido como aliado ou vil?o para o refor?o da cultura nativa no ambiente escolar.
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Diaz-Philipp, Alma Lucinda. "Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class?" PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4980.
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In response to the increasing number of United States school students from diverse linguistic and cultural backgrounds at all grade levels, often called "simultaneous bilinguals," the U.S. school districts are opening schools that offer bilingual instruction. One instructional strategy that seems promising is the "Bridge," where students contrast and connect the literacy skills learned in one language to the literacy skills in their other language. An underlying component of learning a language is student attitude and motivation to learn. Research also seems to indicate that student attitude and motivation toward biliteracy can affect their achievement. There seems to be a lack of research on how students respond to becoming biliterate. The purpose of this study is to explore how simultaneous bilingual middle school students respond to becoming biliterate in Spanish and English as a result of participation in a humanities dual language/immersion class, taught through the instructional strategy the Bridge. This study used a case study design. The focus was on 12 simultaneous bilingual middle school students who had at least three years of bilingual education. The methods used to gather data were: the students' achievement in biliteracy, a survey, a Draw-a-Bilingual-student activity, a narrative response, and a focus group. I identified five themes from the data analysis: (a) Positive role of family in developing biliteracy; (b) Confidence in becoming biliterate; (c) Using their biliteracy skills in the community; (d) Biliteracy valued for their future; and (e) Appreciation of bilingual programs in our schools. Future research should continue to investigate the power of the Bridge strategy in furthering student success in becoming biliterate.
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Alvarez, Sara P. "NUESTROS SONIDOS: A CASE STUDY OF BILINGUAL MUSIC AND PLAY AMONG PRIMARY-SCHOOL AGE HERITAGE LANGUAGE LEARNERS." UKnowledge, 2014. http://uknowledge.uky.edu/english_etds/7.
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The demographics in the United States continue to show a dramatic increase of immigrant students who speak a language other than English at home (Smitherman; U.S. Census); however, schooling ideologies and practices continue to treat developing bilingualism as a detriment to students entering school rather than a resource (Canagarajah; Heath; Matsuda; Valdés et al; Richardson; Santa Ana; Street). In this case study, conducted in the “Nuevo New South” (Mohl; Rich and Miranda), I observed how bilingual music and play in school-like settings can promote bilingual literacy practices and bridge gaps between traditional schooling practices and communities ways of languaging. Engaging in structured music and play practices creates spaces that can generate moments of felicidad and meta-construction of heritage language users as bilinguals.
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Hanna, Helena. "Modersmålsstöd i förskola : En intervjustudie om modersmålsstöd på tre förskoleavdelningar i ett mångkulturellt område." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8778.
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The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.
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Allgaier, Sylvia Mahon. "A Comparison of the Personality Traits of Effective Teachers of Bilingual and English as a Second Language Students with the Personality Traits of Effective Teachers of Traditional Elementary School Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278909/.
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The purpose of this study was to identify the personality traits of effective elementary bilingual/ESL teachers, to identify the personality traits of effective traditional elementary teachers, and to compare the two groups.
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Outakoski, Hanna. "Multilingual literacy among young learners of North Sámi : contexts, complexity and writing in Sápmi." Doctoral thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-102922.
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This thesis presents an investigation of the complexities of the immediate, ideological, educational, and societal contexts for literacy development among North Sámi learners between the ages of 9 and 15 who live in Northern Finland, Norway and Sweden in the central regions of Sápmi. Further, this thesis focuses on one area of literacy, namely writing. It examines these children’s writing, its phases and peculiarities, writing strategies, and the nature of transitions that these multilingual writers experience in switching between North Sámi, English and their respective national majority language. The main body of the collected materials consists of computer mediated pupil texts that the author gathered at 10 schools that arranged compulsory schooling in Central Sápmi during the school year 2012-2013. The texts were collected using keytroke logging methodology that not only records the final written product but also keeps track of changes and other writing activity during the writing session. Other materials collected and analyzed in this study include questionnaires addressed to the pupils, their parents, and to their language teachers. The materials also include detailed interviews with with 24 teachers from the participating schools. This study consists of six individual papers that focus at 1) research methodological aspects that concern studying Indigenous populations, 2) language attitudes, ideologies and available language arenas that have an impact on biliteracy emergence in North Sámi speaking Sápmi, or 3) the qualities and characteristics of multilingual pupil's writing and texts. The implications of the six individual papers are analyzed with respect to language revitalization and biliteracy emergence using the Hornbergian Continua of Biliteracy as the overarching theoretical framework. North Sámi, English and the national majority languages in the respective countries are constantly present in the lives of Sámi learners. Young Sámi learners grow up to be multilingual citizens of the global north through this extensive exposure to many languages and cultures from multiple sources such as popular culture, literature, media, community, tourism, and school. In their writing, multilingual Sámi learners show a wide spectrum of strategies and knowledge that carries over from one language to another. Nevertheless, most young Sámi learners cannot draw on equally many points on their Continua of Biliteracy in all their languages. Due to factors such as scarcity of adequate teaching materials, lack of popular culture and media content in Sámi languages, and language compartmentalizing language ideologies, the scales on the continua of biliteracy are in severe imbalance for many Sámi learners. Many Sámi learners risk losing their indigenous heritage language because the non-indigenous languages are prevalent in school as well as out of school contexts.Literacy in Sápmi: multilingualism, revitalization and literacy development in the global north (Vetenskapsrådet 2011-6153)
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Fortes, Laura. "Entre o silêncio e o dizível: um estudo discursivo de sentidos de bilinguismo, educação bilíngue e currículo em escolas bilíngues português-inglês." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-08082016-113652/.
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Esta pesquisa propõe uma análise discursiva de sentidos de bilinguismo, educação bilíngue e currículo em escolas bilíngues português-inglês no sistema educacional brasileiro. Os percursos da análise se fizeram a partir de uma entrada, teoricamente orientada pela análise de discurso pecheutiana, num complexo de discursividades heterogêneas configuradas sobre o real da expansão dessas escolas, frequentemente justificado por uma demanda crescente pela aquisição da língua inglesa cada vez mais cedo. Tendo em vista esse complexo de discursividades, o corpus de pesquisa foi configurado a partir da construção de quatro arquivos: a) arquivo do discurso científico sobre bilinguismo, constituído de um levantamento das pesquisas e publicações acadêmicas sobre esse tema; b) arquivo do discurso político-educacional, constituído de documentos legislativos, normativos e curriculares; c) arquivo do discurso institucional, constituído de textos disponibilizados nos sites das escolas e na mídia jornalística/publicitária; d) arquivo do discurso profissional, constituído de entrevistas com professores e coordenadores do Ensino Fundamental de três escolas bilíngues na cidade de São Paulo. Na primeira parte da pesquisa, são analisadas a formação de conceitos, as condições de produção e a circulação de sentidos de bilinguismo e educação bilíngue nos três primeiros arquivos (científico, político-educacional e institucional). Na segunda parte da pesquisa, focaliza-se a análise discursiva de sentidos do currículo da escola bilíngue português-inglês nos dizeres do discurso profissional, considerando possibilidades de seu atravessamento pelas discursividades analisadas na primeira parte. Uma das questões iniciais que mobilizou a investigação foi assim formulada: como se constituem e se organizam os saberes sobre a(s) língua(s) nessas instituições, considerando que essa modalidade de ensino não é contemplada por uma regulamentação específica? A análise indicou que os sentidos dessa ausência funcionam diferentemente, num processo discursivo que hipotetizamos como uma tensão entre o silêncio e o dizível produzida pela (des)regulação do discurso político-educacional. Formulou-se a hipótese inicial de que os sentidos sobre o ensino de inglês na modalidade bilíngue são produzidos por um pré-construído, um já-dito, que funciona a partir de uma memória de deslegitimação do ensino da língua inglesa na educação básica brasileira. No decorrer da pesquisa, entretanto, essa hipótese foi apenas parcialmente confirmada, pois se constatou a incidência de outros sentidos nesse processo discursivo, em que ganhou destaque a representação da língua como mediação, configurando um imaginário de tensão entre o aprender em inglês e o aprender inglês. A partir da análise, concluímos que um olhar sobre o currículo como instrumento linguístico poderia constituir um caminho fértil de interpretação desses sentidos, uma tomada de posição que demandou deslocamentos teóricos na busca por possibilidades de entremeio.This research proposes a discursive analysis of meanings of bilingualism, bilingual education and curriculum in Portuguese-English bilingual schools in the Brazilian educational system. Drawing on the materialist discourse analysis framework proposed by Michel Pêcheux in the 1970s, it examines a complex of heterogeneous discursivities shaping the real of the fast increasing number of those schools, which is often justified by a growing demand for the acquisition of the English language at an earlier age. In view of that complex of discursivities, research data comprises texts from four archives: a) scientific discourse on bilingualism, consisting of a bibliographic survey of academic research and publications on bilingualism; b) political-educational discourse, consisting of national/state language policies and curriculum guidelines; c) institutional discourse, consisting of texts available on bilingual schools websites and news/advertising media; d) professional discourse, consisting of interviews with teachers and coordinators of three bilingual schools in the city of São Paulo. The first part of the research analyzes the formation of concepts, the conditions of production and circulation of meanings of bilingualism and bilingual education in the first three archives (scientific, political-educational and institutional). The second part of the research focuses on a discursive analysis of meanings of Portuguese-English bilingual schools curricula in professional discourse, considering possibilities of its imbrications with the discourses analyzed in the first part. The main research question was formulated as follows: how is knowledge about language(s) constituted and organized in those school institutions, considering that Portuguese-English bilingual education is not regulated by law? The analysis indicates that the meanings of this lack of regulation function differently in a discursive process interpreted as a tension between the silenced and the sayable which is produced by the (de)regulation of political-educational discourse. The initial hypothesis predicted that meanings of English language teaching in bilingual education provision were produced by the preconstructed (the already said of other discourses) evoked by a social-historical memory of delegitimation of English language teaching in the Brazilian educational system. However, that hypothesis was only partially confirmed, as an incidence of other meanings was found in this discursive process, such as the representation of language as mediation, which has configured an imaginary of tension between learning in English and learning English We concluded that these meanings could be better understood if the curriculum were interpreted as a linguistic tool.
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Barcenas, Jaimez Gustavo. "Child-Centered Play Therapy (CCPT) with Latina/o Children Exhibiting School Behavior Problems: Comparative Effects of Delivery by Spanish-Speaking and English-Speaking Counselors." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062839/.
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The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.
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Nelson, Laury. "Contact de langues et enseignements : apprentissage du français en milieu scolaire guyanais." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2016/document.
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Notre travail de recherche traite de la problématique du contact de langues dans l'enseignement et l'apprentissage du français, en l'occurrence en milieu scolaire guyanais. Ainsi, l'objectif de notre travail de recherche est d'une part comprendre comment les phénomènes de contact de langues s'opèrent dans les situations d'apprentissage de type exolingue c'est-à-dire là où le jeune apprenant fait l'expérience de l'apprentissage d'une langue non maternelle dès le niveau préscolaire et d'autre part, voir comment les adultes (enseignants - atsem) ont recours à des codes linguistiques hétérogènes pour communiquer en classe. Notre travail de recherche est guidé par une problématique précise : « Quel est le rôle de l'alternance codique dans les pratiques de transmission de connaissances, linguistiques et extra-linguistiques ? ». Cette question représente l'ossature de notre recherche et de celle-ci se dégagent plusieurs lignes directrices à savoir en quoi l'alternance se présente comme une ressource langagière dans les échanges didactiques en contexte exolingue. Cette recherche emprunte essentiellement les apports de la linguistique suisse dans laquelle s'inscrivent les travaux de Jean-François de Pietro (1988) et Bernard Py (1986, 2004, 2005) sur le contact de langues, l'apprentissage et l'interaction et Marinette Matthey (2003) sur l'acquisition des langues secondes à l'école. Sur la base d'une démarche fondée sur une approche ethnographique, nous partons de l'observation et de la description des réalités socio-culturelles des situations de communication en classe culturellement signifiantes pour en décrire soigneusement les pratiques d'enseignement et d'apprentissage. Notre recherche se réclame avant tout d'un positionnement d'inspiration interactionniste, dans la mesure où nous cherchons notamment à appréhender un objet attaché aux interactions, à travers lesquelles se négocient et se construisent les connaissances et les compétences lors du passage d'une langue à l'autreOur research deals with the problem of the contact of languages in the teaching and learning of french, in this case in the Guyanese school environment. Thus, the objective of our research work is to understand how the phenomena of contact of languages that occur in learning situations of exolingual type, that is to say where the young learner is doing the experience of learning a non-maternal language from the pre-school level on the other hand, and how adults (teachers-atsem) use heterogeneous linguistic codes to communicate in the classroom. Our research work is guided by a specific problem: "What is the role of code-switching in the practices of transmission of knowledge, linguistic and extra-linguistic? ". This question represents the backbone of our research and it gives rise to several guidelines on how alternation presents itself as a linguistic resource in didactic exchanges in exolingual contexts. This research essentially borrows from the contributions of Swiss linguistics in the work of Bernard Py (1986, 2004, 2005) on language contact, learning and interaction and Marinette Matthey (2003) on acquisition of second languages at school. Based on an ethnographic approach, we start from the observation and description of the socio-cultural realities of culturally meaningful classroom communication situations in order to describe carefully the teaching and learning practices. Our research focuses above all on a positioning of interactionist inspiration, insofar as we seek in particular to grasp an object attached to the interactions, through which knowledge and skills are negotiated and constructed during the passage of a language to the other
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Ruiz, Martín Christopher. "Assisting Hispanoamericano parents to recognize children's literacy requirements by recontextualizing the academic language of social studies." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/818.
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Begovic, Nina. "Språkanvändning hos en grupp gymnasieelever : kodväxling som ett kommunikativt redskap." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13721.
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Detta examensarbete belyser fenomenet kodväxling som kommunikativ strategi hos en grupp gymnasieelever med svenska som modersmål och svenska som andraspråk, vid samtal på engelska. Med en sociokulturell syn på kunskap och lärande och med språkanvändning som förargument, antogs en samtalsanalytisk inriktning med avsikt att studera form och funktioner för kodväxling. För att belysa det som sker i ett samtal mellan dessa elever och konkret ge exempel på olika former och funktioner för kodväxling genomfördes både en ljud-och videoinspelning med eleverna i två omgångar följt av en transkribering av det inspelade materialet. Det centrala materialet i studien har därför sin grund i transkriberingen och bygger ur metodologisk synpunkt på samtalsanalytiska aspekter som på kommunikativa strategier. Studien visar att deltagarna använde kodväxling för en mängd olika funktioner där målet var att få fram sitt budskap. Inga sammanbrott i kommunikationen mellan deltagarna i denna studie inträffade, dels för att samtliga deltagare behärskar kodväxlingsspråket, dels för att deltagarna inte letar efter språkliga misstag hos varandra (Gröning 2004). Studien visar även på ett samband mellan var kodväxling inträffar och vad dess funktion avser uppfylla.The present study investigates the use and appearance of code-switching as a communicative strategy used by a group of upper secondary students in Sweden. A total of six students participated in this study in which three of them have Swedish as a first language and three students have Swedish as a second language. All students were sound and video recorded while speaking English together (without my presence or interference). The recordings were analyzed using a revised conversational analysis (Norrby 2004) in order to detect the appearance of and function for code-switching. The present study shows that the occurrence of code-switching does not contribute to breakdown in communication. The reason for why the communication did not break down is based on the fact that the code-switched language is Swedish, which all the contestants comprehend to various degrees, and because the participants were not aiming at pointing out each other’s mistakes (Gröning 2004). Code-switching is used for various different functions which all contribute to keeping the conversation going in order to maintain the interactional goal. This study also indicates that there is a connection between where the code-switched element occurs in the utterance and function for code-switching.
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Orellana, Aly David Arturo Yamall. "Formação de professores indígenas em Rondônia: a interculturalidade e seus desafios." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10307.
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The theme of the research is the formation of indigenous teachers in the Açai Project developed in the state of Rondônia by the State Secretary of Education - Course of Indigenous Teaching performed between the years 1998 and 2004. The main objective of the research was to identify how the Açai Project worked with the Interculturalism in the process of formation of indigenous teachers considering the different subjects involved in the process. Initially it analyzed the process of elaboration of the project by the official organs of the State of Rondônia and how it was effected in the curriculum. Afterward, it performed the intercultural analyses in the Açai project and its conditions of developing intercultural practices, highlighting the bilingualism and the didactic production observing the performance of teachers developed in the course considering the complex relation between the indigenous and eastern knowledge in the educational process. It introduced in the research the evaluation of indigenous teachers about the project through testimonies and questionnaire articulating the evaluation to the official documents and texts. The research analysed official documents such as: project of implantation, summaries of disciplines, reports of classes from the trianers of teachers, intitutional evaluations. The collection of data was performed in the course of August 2010, it was applied 26 questionnaires and it was interviewed seven indigenous teachers involved in the training course. The analyses of the testimonies was based in the theoretical referential of oral history establishing the relation between history and memory
O tema da pesquisa é a formação de professores indígenas no projeto Açaí desenvolvido no Estado de Rondônia pela Secretaria de Estado da Educação - Curso de Magistério Indígena realizado entre 1998 e 2004. O objetivo principal da pesquisa foi identificar como o Projeto Açaí trabalhou com a interculturalidade no processo de formação desses professores indígenas, considerando os diferentes sujeitos envolvidos no processo. Inicialmente analisou-se o processo de elaboração do Projeto pelos órgãos oficiais do Estado de Rondônia e como foi efetivado no currículo. Em seguida realizou-se a análise da interculturalidade no Projeto Açaí e suas condições em desenvolver práticas interculturais, destacando o bilingüismo e a produção didática, problematizando a atuação dos professores formadores no curso, considerando-se a complexa relação entre os conhecimentos indígenas e os ocidentais no processo educacional. Introduziu na pesquisa a avaliação dos professores indígenas sobre o Projeto por intermédio de depoimentos e de questionário articulando a avaliação aos documentos e textos oficiais. A pesquisa analisou documentos oficiais, tais como: projeto de implantação, ementas das disciplinas, relatórios de aulas dos professores formadores, avaliações institucionais. A coleta de dados foi realizada no curso de agosto de 2010, aplicou-se 26 questionários e realizou-se entrevistas com 07 professores indígenas envolvidos no curso de formação. A análise das entrevistas pautou-se no referencial teórico da História Oral estabelecendo a relação entre história e memória