Relevant bibliographies by topics / Utah English

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  2. Dissertations / Theses
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Academic literature on the topic 'Utah English'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Utah English"

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Sykes, Robert D. "An acoustic description of Utah English vowels." Journal of the Acoustical Society of America 129, no. 4 (April 2011): 2452. http://dx.doi.org/10.1121/1.3588051.

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De Brito, Rodrigo Pinto. "O legado de Ḥunayn ibn Isḥāq." O que nos faz pensar 27, no. 42 (June 30, 2018): 155. http://dx.doi.org/10.32334/oqnfp.2018n42a614.

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Resenha do livro: LAMOREAUX, J. C. (trad. & ed.). Ḥunayn ibn Isḥāq on His Galen Translations. A parallel English-Arabic text, with an appendix by Grigory Kessel. Utah: Brigham Young University Press, 2016.
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Manookin, Kiri L. "The Benefits of Nature-based Writing for English Language Learners." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 17. http://dx.doi.org/10.17507/tpls.0801.03.

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This paper explores the value of ecopedagogies and ecojustice education in an increasingly nature-deficit and attention-directed world, and does so through the lens of place-based education. More specifically, this paper explores the positive impact nature-based writing in the Department of English Language Learning at Utah Valley University (UVU) has on English language learners (ELLs). The ecopedagogical program at UVU includes multiple opportunities for conducting environmental/economic research and writing in several relevant genres, but this paper primarily focuses on qualitative data retrieved from semester-long Nature Journals and a Wilderness Writing Workshop held during a four-day department-sponsored excursion to Capitol Reef National Park in south-central Utah in the United States. The benefits of nature-based writing include greater engagement and increased desire to write, improved vocabulary and language skills, more poetic writing, less reported stress, and a greater sense of connection to all other living beings. As added benefit, English language learners at UVU have also had opportunities to participate in civic-minded conferences, have been interviewed with the author on public radio, and are expected to have work published in an upcoming anthology.
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Di Paolo, Marianna, and Alice Faber. "Phonation differences and the phonetic content of the tense-lax contrast in Utah English." Language Variation and Change 2, no. 2 (July 1990): 155–204. http://dx.doi.org/10.1017/s0954394500000326.

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ABSTRACTThis article presents data bearing on the question of what happens at the phonetic level during a sound change of the type which Labov, Yaeger, and Steiner (1972) labeled an “apparent merger.” Our production data come from three generations of native Utahns who participated in the Intermountain Language Survey (ImLS) and four New Yorkers who served as control subjects. The phonetic subject of our study is the ongoing change in the tense-lax pairs /i-I, e-ε, u-υ/ before tautosyllabic dark [†] in Utah English. Previous studies reported that the resultant vowels are usually, but not always, perceived by both transcribers and speakers as lax. Acoustic analysis, self-categorization data, and perception data demonstrate that, after the usual F1/F2 contrast has been lost, contrasts between these and lax vowels may persist in phonation differences and that these phonation differences may be available to hearers.
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Paolo, Marianna Di. "Hypercorrection in response to the apparent merger of (xxx) and (α) in Utah english." Language & Communication 12, no. 3-4 (July 1992): 267–92. http://dx.doi.org/10.1016/0271-5309(92)90017-4.

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Antieau, Lamont D. "Ascending kinship terminology in Middle Rocky Mountain English." English World-Wide 33, no. 2 (July 2, 2012): 185–204. http://dx.doi.org/10.1075/eww.33.2.04ant.

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This study uses the tools of corpus linguistics to investigate ascending kinship terminology in the Linguistic Atlas of the Middle Rockies, a collection of interviews gathered in Colorado, Utah, and Wyoming as part of a dialectological survey of the American West. Relying in part on the framework of Dahl and Koptjevskaja-Tamm (2001), particularly with respect to their notion of a parental kin prototype, the study examines lexical and grammatical variation in the use of terms for parents and grandparents in different interviewing contexts in an effort to identify patterns in these distributions. The study finds important quantitative differences in the distribution of mother and father, as well as differences in the grammatical behavior of these and other kinship variants. While these results provide some support for a parental kin prototype, they also suggest the benefits that survey data collected within a variationist framework offer such a prototype, both with respect to the counterexamples to broad generalizations that such datasets inevitably include as well as the variable patterns that often emerge from such data that might go unobserved using formal methods.
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Jones-Parkin, Tricia, Faith Thomas, Kelie Hess, and Aubrey Snyder. "Employment First and transition: Utah school-to-work initiative." Journal of Vocational Rehabilitation 54, no. 3 (May 19, 2021): 265–71. http://dx.doi.org/10.3233/jvr-211135.

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BACKGROUND: Utah’s School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students’ outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process.
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Manuel-Dupont, Sonia, and Susie Yoakum. "Training Interpreter Paraprofessionals to Assist in the Language Assessment of English Language Learners in Utah." Journal of Children's Communication Development 18, no. 1 (January 1997): 91–102. http://dx.doi.org/10.1177/152574019701800108.

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Mullen, Casey, Sara E. Grineski, Timothy W. Collins, and Daniel L. Mendoza. "Effects of PM2.5 on Third Grade Students’ Proficiency in Math and English Language Arts." International Journal of Environmental Research and Public Health 17, no. 18 (September 22, 2020): 6931. http://dx.doi.org/10.3390/ijerph17186931.

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Fine particulate air pollution is harmful to children in myriad ways. While evidence is mounting that chronic exposures are associated with reduced academic proficiency, no research has examined the frequency of peak exposures. It is also unknown if pollution exposures influence academic proficiency to the same degree in all schools or if the level of children’s social disadvantage in schools modifies the effects, such that some schools’ academic proficiency levels are more sensitive to exposures. We address these gaps by examining the percentage of third grade students who tested below the grade level in math and English language arts (ELA) in Salt Lake County, Utah primary schools (n = 156), where fine particulate pollution is a serious health threat. More frequent peak exposures were associated with reduced math and ELA proficiency, as was greater school disadvantage. High frequency peak exposures were more strongly linked to lower math proficiency in more advantaged schools. Findings highlight the need for policies to reduce the number of days with peak air pollution.
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Borden, Richard K., Vicky Peacey, and Brian Vinton. "GROUNDWATER RESPONSE TO THE END OF FORTY YEARS OF COPPER HEAP LEACH OPERATIONS, BINGHAM CANYON, UTAH." Journal American Society of Mining and Reclamation 2006, no. 2 (June 30, 2006): 214–32. http://dx.doi.org/10.21000/jasmr06020214.

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Dissertations / Theses on the topic "Utah English"

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Reeves, Larkin Hopkins. "Patterns of Vowel Production in Speakers of American English from the State of Utah." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3133.pdf.

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Savage, David Matthew. "How We Feel About How We Talk: A Language Attitude Survey of Utah English." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5578.

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Research has shown that Utah English is a distinct variety of English, particularly as spoken in the Wasatch front region (Lillie 1998). It is characterized by particular linguistic features, including tense/lax vowel mergers before tautosyllabic /l/ (Di Paolo and Farber 1990) and the oral release of glottal stops in certain environments (Eddington and Savage 2012). The features of this variety have been studied; however, not much research has been done about the positive or negative attitudes people hold toward it. Casual observation indicates that Utahans themselves may judge speakers of this variety more harshly than do people from other regions. The present study was conducted to determine if this is true, and to determine what other factors have an influence on a person's perception of Utah English. A language attitude study was performed using the matched-guise method. Participants were asked to react to recorded speakers, judging how intelligent and friendly they sounded. When multiple Utah English features were combined in a passage, the majority of participants judged the speaker to be unintelligent and unfriendly; also, participants' judgments of the speakers' intelligence deviated significantly based on the participants' location of origin, with significant interactions between location of origin and age group. When Utah English features were looked at separately, participants' judgments of both the speakers' intelligence and the speakers' friendliness deviated significantly based on which feature was being heard and the gender of the participant, with interactions between feature and gender, feature and age group, and feature and location of origin. Overall, Utahan participants judged speech with Utah English features to be worse than did participants from other locations.
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Meeks, Lenora Atkin. "John Nock Hinton : the reconstructed life of an English born Mormon convert of Virgin City, Utah /." Diss., CLICK HERE for online access, 1987. http://patriot.lib.byu.edu/u?/MTGM,33256.

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Forbush, Jesika Lee. "Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6643.

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The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for Education Statistics, 2017). Methods of special education evaluation in schools are also changing to meet the needs of a dynamic population. Best practices for specific learning disability (SLD) identification recommend the use of effective evaluation methods that inform educational decisions. Many models of SLD identification have been proposed throughout the history of SLD classification. Though many school psychologists have relied on the discrepancy model of learning disability identification, many alternative evaluation methods are coming into popularity. Best practices for SLD identification are changing to meet the needs of a culturally and linguistically diverse student population. Experts in administering culturally appropriate assessments for English language learners (ELLs) recommend that the areas of culture, language, and schooling be examined in order to ensure a valid and fair evaluation for this population (U.S. Department of Education, 2000). This study specifically examined current assessment practices of Utah school psychologists when assessing ELLs for learning disabilities by examining the most essential components of language proficiency, acculturation, academic skills, and intellectual functioning. This study additionally examined the barriers and recommendations of school psychologists when assessing ELLs. A sample of 84 Utah school psychologists completed a survey about assessment practices as part of assessing an ELL for a suspected SLD. Findings from this study indicate school psychologists' responses align with the guiding principles that surround the assessment of ELLs. Participants indicated the importance of standardized measurements when assessing all areas except acculturation. Additionally, participants identified time, lack of resources, incomplete assessment instruments, and limited training and competency as major barriers for professionals working with ELLs. Results from this study can be used to inform and improve practice based on the respondents' recommendations, which included more resources allocated to acculturation assessment and more training from school districts and university training programs in the areas of ELL assessment.
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Pettersson, James T. "The influence of class schedule format on student achievement for students of English as a second language at Utah Valley State College." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1296084751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Zwahlen, Jeannie Irene. "Exploring Language Services Provided to Culturally and Linguistically Diverse Students with Autism Spectrum Disorders in the State of Utah." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6426.

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Because several challenges exist when providing English as a Second Language (ESL) services to culturally and linguistically diverse (CLD) students with autism spectrum disorder (ASD), such services may be overlooked in deference to other educational needs. Therefore, this study used a survey to obtain information from 121 special education teachers in the state of Utah to explore the types of ESL services offered to CLD students with ASD. Results indicated that only 30% of the special educators participating in the study provide second language services in their classrooms. Results also show that language services provided by speech language pathologists are typically provided in English only and do not address second language needs. Almost 80% of participants agree that it is important to provide ESL/Bilingual services to CLD students with ASD. Lack of training, lack of use of second-language materials and difficulty ensuring appropriate placement are cited as challenges faced by participants when working with CLD students with ASD. This study suggests that CLD students with ASD in Utah are not receiving appropriate language services. Results show the need for improvement in teacher training and provision of second language materials and resources for special education teachers.
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Cook, Brian Lee. "Shallow Bones." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5912.

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Shallow Bones is a creative thesis examining the culture of persecution within The Church of Jesus Christ of Latter-Day Saints alongside my own story of persecution as a gay man. The religion rose through persecution as Joseph Smith, the prophet of the church, faced harassment and personal attacks from outsiders. His assassination spurred devote followers to move west, away from their persecutors. Setting up in the Utah territory, early Mormons feared invasions to the point that they murdered pioneers passing through Mountain Meadows. Murderers hid their wrongdoing, and the religion has institutionalized a pattern of persecution—blaming others for attacks while denying responsibility for choices that harm others. The recent suicide of Jack Reese, a gay teenager in Northern Utah, has shown how some in the religion continue to persecute others while burying the guilt for these acts. My own story follows my own experience of persecution within the church. Self-hatred came from lessons I learned as a child, both within the church and from my families. I almost attempted suicide, but I decided to reach out for help. Unlike Jack Reese’s family, my family worked towards acceptance. Although the culture around pushed me towards despair, I learned how to accept myself. These historical and personal threads within the creative thesis come together to show that Utah’s violent history continues to push persecution onto people every day; however, I was able to find a way to love myself while surrounded by ongoing hatred. Even when the predominant culture actively discriminates against a group, people have hope to escape the cycle of persecution.
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Chatterton, Benjamin Joseph. "Religious Networks as a Sociolinguistic Factor: The Case of Cardston." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2518.pdf.

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Long, Genevieve Jane. ""Self was Forgotten": Attention to Private Consciousness in the Diaries of Three Mormon Frontier Women." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4837.

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This study discusses diaries by three Mormon women on America's southwestern frontier. These diaries cover a period stretching from 1880-1920. The study explores how these diarists (in a culture that was and remains highly communitarian and which valued, for women, the primary roles of helpmeet and mother), leave the imprint of individual as well as cooperative consciousness in private writings. As authors, diarists display remarkable persistence in maintaining and elaborating on a daily text. Since diaries are a type of private writing engaged in even by women who--because of education, social class, or life circumstances--do little other writing, women's diaries offer significant clues to women's writing strategies and goals. Most study of women's diaries positions these texts as footnotes to history or the literary canon. This study discusses the interplay between persona, tone and style, a diarist's life experience (pioneering, for example) and Mormon expectations for women. Consistently positioning women as helpers in building a millenial kingdom, Mormonism deemphasizes the very act which keeping diaries encourages them to begin: placing the self in a position of (literal) authority. In these diaries, the writers have been able to include or omit what they choose from daily narrative, signaling meaning through shifts in style or tone. As writers, these women function as authorities in their individual and communal lives. Three diaries form the core of this study. The Udall diary is taken from a published version edited by her granddaughter, Maria S. Ellsworth. The Chase diary comes from the University of Utah's archives, from among papers of the diarist's husband, George Ogden Chase. The Willis diary was edited from manuscript and donated for this study by Kim Brown, who supplied photocopies of both her typescript and the original Willis manuscript.
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Lloyd, Jana. "Finding Where I Am: A Collection of Creative Nonfiction - Creative thesis." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd771.pdf.

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Books on the topic "Utah English"

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Utah State University. English Dept. Voices on stage and in print: 2008-2009. Edited by Utah State University. English Dept. Logan, Utah: Utah State University English Dept., 2008.

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Nada, Ballator, Rogers Alfred, National Center for Education Statistics, and Educational Testing Service, eds. NAEP 1998 writing state report for Utah. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Hall, Becky. A is for arches: A Utah alphabet book. Chelsea, MI: Sleeping Bear Press, 2003.

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Uth ink: Word from the street. Toronto: Playwrights Canada Press, 2008.

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Wakarimasuka? Eigo no uta no Eigo: Yasashiku kuwashiku yūmeikyoku = English with popular music. Tōkyō: Nanundō Fenikkusu, 1996.

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Shiki, Masaoka. Songs from a bamboo village: Selected tanka from Takenosato Uta by. Rutland, VT: Charles E. Tuttle Co., 1998.

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Tomoko, Amamiya, ed. Gureggu Āwin no Eigo de utau Nihon no dōyō. T̄ōkyō: Randamu Hausu Kōdansha, 2007.

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Ito, Setsuko. An anthology of traditional Japanese poetry competitions: Uta-awase (913-1815). Bochum: Brockmeyer, 1991.

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Grey, Zane. Riders of the purple sage. London: Hodder Paperbacks, 2007.

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Grey, Zane. Riders of the purple sage. New York: Modern Library, 2002.

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Book chapters on the topic "Utah English"

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"Irene McKinney." In Writing Appalachia, edited by Katherine Ledford and Theresa Lloyd, 309–10. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0045.

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Poet Irene McKinney was born in Belington, West Virginia, and grew up on her family’s farm. Rural life and connection to place—the mountains of West Virginia specifically—proved to be a source of poetic inspiration throughout her life. She earned a BA in English literature at West Virginia Wesleyan College, an MA at West Virginia University, and a PhD at the University of Utah....
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Bowie, David. "Individual and Group Trajectories Across Adulthood in a Sample of Utah English Speakers." In Language Variation and Language Change Across the Lifespan, 101–18. Routledge, 2021. http://dx.doi.org/10.4324/9780429030314-4.

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McKay, David O. "The Australian Mission." In Pacific Apostle, edited by Reid L. Neilson and Carson V. Teuscher, 243–66. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042850.003.0011.

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The Australian Mission marked the last official stop of McKay and Cannon’s ecclesiastical tour. Before their three-month journey home, the two men spent nearly a month gauging the state of LDS affairs in Oceania. In the following weeks, they spoke at meetings across Australia. McKay recognized the difficulties faced by Mormon missionaries in Australia—prejudice, religious apathy, and English conservatism. The apostle was struck by the distinct variety of terrain, plants, and animals he encountered. When it was time to say good-bye, McKay concluded his diary entries for the Pacific portion of his world tour, thus fulfilling his apostolic assignment. He and Cannon completed their circumnavigation of the globe just before Christmas 1921, happy to be home with family and friends in Utah.
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