This thesis presents the findings from a qualitative investigation into teachers’ use of code-switching in bilingual classrooms in Wales. The results of the 2001 census show a slight increase in the proportion of Welsh speakers in Wales, to 21%. This change, combined with increasing governmental support for the Welsh language, suggests that we may now be entering a period of stable Welsh-English bilingualism for those who speak Welsh. This study builds upon previous research into teachers’ use of code-switching by investigating 6 teachers’ perceptions of code-switching during the research period. It is proposed that teachers’ perceptions and awareness of their bilingual identity, examined through case studies have a central role in the decisions made in the bilingual classroom. Synthesising various approaches to code-switching provides educators with an overview of code-switching and its implications for instruction and the classroom as a community. This study makes an important contribution to the understanding of the dynamics of code-switching at classroom level rather than syntactic level, as there is very little research into the bilingual teaching interface in Wales. Ideally, the findings will contribute to the debate on multilingual practice as a natural and effective means of language teaching as well as a force for intercultural understanding. The author is interested in exploring how far and in what ways teachers are aware of the benefits of code-switching and to raise awareness of the relationship between code choice and wider social factors. The study has two main objectives. Firstly, to investigate how far teachers employ code-switching as a strategy and their reasons for doing so. Secondly, to explore how far, and in what ways, these teachers’ identities undergo a process of transformation as a result of their experiences of the research process. The study provides a number of useful insights into the dynamic interplay between code-switching and learning as a legitimate way of using a shared language to scaffold pupils’ learning. A range of teachers’ perceptions of code-switching were detected and the significance of these findings are discussed. The study provides an insight into perceptions of the functions and rationale for code-switching from a teacher’s perspective, which may contribute to the multilingual turn debate and have pedagogical implications.

This study is about how children of early school age, specifically children who have both English and Swedish at home, experience a bilingual school system in Sweden. The study on the early student’s viewpoint of a bilingual instruction was narrowed down to an elementary school in Stockholm which proposes an English-Swedish bilingual education. This research revolved around information obtained from interviews with children and educators. The “field-work” approach provided a set of data which were analyzed and summarized in bars diagrams to have a clearer idea about the student’s experience and perspective of an English-Swedish bilingual education from a very early age. We have also studied how adults- educators, experience this Bilingual education. Our results show that English-Swedish bilingual children even at a very young age, experience English as an international language and are proud to have English as one of their languages. Our results also show that educational pedagogues experience that English-Swedish bilingual children generally are more flexible with language development and are more open to the world. From the children’s point of view, these results altogether suggest that bilingualism is influenced at a very early stage by the institutional language spoken in school, by the social arena and by the input parents have provided prior to school. From the educator’s point of view, the findings reported in the present study indicate a requirement for extra competence needed by the school personnel to support children with a bilingual background. The findings were collectively placed in the context of known literature in the field of bilingualism. Based on the above, the main conclusion is that bilingualism is an asset for children and a major advantage that allows a higher degree of flexibility in the learning process but requires close guidance by the school system.

<p> This research explores Hmong parents&rsquo; choices and experiences in choosing district provided educational programs that provide instruction in Hmong language for their children. The study involved interviews with district employees who have created, implemented and/or teach in district provided Hmong language programs. These interviews were followed by focus group interviews with Hmong parents about the choices and experiences of district provided Hmong language programs. Findings were that administrators were deeply committed to providing Hmong language programs to serve students identity and to provide an additive model of bilingualism that promotes the students English language learning as well as mother tongue learning; Hmong parents are very worried about potential language loss of their children&rsquo;s Hmong language and they are actively looking for more Hmong language opportunities for their children; parents are very happy with Hmong language programs provided by district and want to see those programs expanded.</p><p>

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T00:16:20Z (GMT). No. of bitstreams: 1 Coutinho_MariaDoloresMartinsdaCunha_D.pdf: 3267727 bytes, checksum: c8e919917807e96eb5452ff36e24a144 (MD5) Previous issue date: 2015 / Resumo: Este estudo objetivou investigar a aprendizagem que se constitui numa prática bilíngue de letramento em aulas de matemática com alunos surdos, a partir de uma visão de surdez enquanto construção sociocultural e histórica. É uma pesquisa qualitativa realizada com duas turmas de sétimo ano do Ensino Fundamental do Instituto Nacional de Educação de Surdos (INES), durante o ano de 2012, na qual a professora de Matemática das turmas e um assistente educacional surdo compartilharam a docência. Parte de um olhar diacrônico sobre a história da educação de surdos e, em especial, do INES, favorecendo a compreensão das diferentes concepções que orientaram a educação de surdos ao longo da história e permitindo o estabelecimento de nexos entre essa história e a situação que vivenciamos hoje. Os estudos sobre o fenômeno do bilinguismo e sobre os letramentos, bem como as postulações de Bakhtin, contribuíram na análise sobre a constituição de significados pelos alunos surdos. Os dados foram analisados a partir de três eixos, quais sejam: (1) A aprendizagem numa perspectiva de letramento; (2) A mediação do assistente educacional como educador e como cidadão surdo e (3) O papel da Libras e da Língua Portuguesa num contexto de educação bilíngue para surdos. Tais dados indicam que o trabalho proporcionou o desenvolvimento de vários letramentos pelos alunos, fruto de uma proposta interdisciplinar que buscou não só a apreensão dos conceitos matemáticos, mas a leitura e a compreensão da função social dos textos estudados, bem como a leitura de mundo. A presença do educador surdo foi fundamental no desenvolvimento deste projeto não só como mediador na constituição dos saberes, mas também como modelo linguístico e identitário, a partir de sua postura como um sujeito que constrói uma alteridade surda e que vive a sua surdidade (LADD, 2013). Os dados mostram, também, que as duas línguas presentes nesse contexto ¿ a Libras e a Língua Portuguesa ¿ longe de ocuparem espaços estanques, se cruzam e se entrelaçam na constituição dos conceitos, na interação dialógica entre os atores envolvidos, bem como se apresentam como objeto de estudo. A análise aponta para a necessidade da realização de pesquisas que tenham como foco a catalogação e o desenvolvimento de uma linguagem matemática acadêmica, em Libras, e destaca a importância de que um projeto de Educação Bilíngue para surdos tenha como meta o desenvolvimento de habilidades para que os sujeitos surdos possam transitar entre as duas (ou mais) línguas e nas diversas comunidades (surdas ou ouvintes) de que fazem parte / Abstract: This study aimed to investigate the learning achievements in a bilingual literacy practice performed in Mathematics lessons to deaf students, regarding deafness as a socio-cultural and historical construction. It is a qualitative research developed with two seventh-grade classes at the National Institute of Deaf Education (INES) during the year 2012, when the Math teacher and a deaf educational assistant were sharing the teaching process. The study assumes a diachronic look at the history of deaf education and, particularly, at INES, favoring the understanding of the different concepts that guided the education of the deaf throughout History, and allowing the establishment of links between this History and the situation we experience today. Studies on the phenomenon of bilingualism and on literacies, as well as Bakhtin¿s postulations, contributed to the analysis of deaf students¿ meaning constitution. Data were analyzed from three axes, namely: (1) Learning in the perspective of literacy; (2) The mediation of the educational assistant as an educator and as a deaf citizen; and (3) The role of the Brazilian Sign Language (Libras) and of the Portuguese Language in a bilingual educational context for the deaf. These data indicate that the work enabled the development of various forms of literacy by the students, as a result of an interdisciplinary approach that sought not only the seizure of the mathematical concepts, but also reading and understanding the social function of the texts that were studied and the understanding of the world. The presence of the deaf educator was fundamental for the development of this project, both as mediator in knowledge constitution, and as language and identity model, considering his posture as a person who builds deaf otherness and lives his deafness (LADD, 2013). Data also show that the two languages that were present in this context ¿ Libras and Portuguese ¿ do not occupy closed, exclusive spaces. Far from that, they intercross and interlace in the constitution of the concepts, in the dialogic interaction between the actors involved in the process, as well as reveal themselves as an object of study. The analysis points out to the need for research that has focus on the cataloging and on the development of an academic mathematical language, in Libras, and highlights the importance of a Bilingual Education project for the deaf, aiming at developing skills to enable deaf subjects to move between the two (or more) languages and in the different (deaf or hearing) communities to which they belong / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Orientador: Terezinha de Jesus Machado Maher / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T11:28:05Z (GMT). No. of bitstreams: 1 CoutinhoStorto_Andre_M.pdf: 708651 bytes, checksum: bbc0ec808345058c16221298f11fd748 (MD5) Previous issue date: 2015 / Resumo: Desde por volta do início do milênio tem ocorrido um boom no crescimento de escolas bilíngues no Brasil. Entretanto, este não é um fenômeno isolado e restrito ao território nacional. Ele se insere em um contexto histórico e social mais amplo e suas implicações extrapolam os limites da escola e do ensino de línguas: em um mundo onde cada vez mais as fronteiras (nacionais, culturais, sociais) se tornam indistintas em face ao surgimento de uma rede global de conexões e interdependências, questões relacionadas ao bilinguismo e à possibilidade de se desenvolver habilidades bilíngues por meio de programas educacionais específicos nunca foram tão urgentes. Tendo como ponto de partida os textos constantes dos web sites de trinta e uma escolas bilíngues particulares (Português/Inglês) localizadas na cidade de São Paulo, o presente trabalho analisa as representações feitas por essas escolas a respeito de seu papel como agentes de inserção dos alunos no "mundo globalizado" por meio do ensino da língua inglesa. Além disso, o texto discute a relação ambígua que se estabelece no discurso das escolas entre os conceitos de `bilinguismo¿ e `educação bilíngue¿, buscando evidenciar os possíveis problemas decorrentes deste fato. Finalmente, o trabalho avalia o posicionamento das escolas a respeito do trânsito entre línguas em contextos de bilinguismo. Como embasamento teórico, adotamos a linha teórica e de pesquisa em Linguística Aplicada seguida por autores como Pennycook, García e Canagarajah, a qual, em linhas gerais, questiona concepções monolíngues a respeito das línguas e seus usos, propondo um novo instrumental de análise mais apto a lidar com a complexa relação entre línguas e sociedade na modernidade tardia. Para a análise textual, valemo-nos dos preceitos estabelecidos pela Análise Crítica do Discurso. O principal intuito do presente trabalho é contribuir para o aprofundamento das discussões a respeito do ensino bilíngue (não só) em Inglês em nosso país / Abstract: Ever since the turn of the millennium there has been a boom in the number of bilingual schools in Brazil. However, this is not just a national phenomenon. It is inserted in a broader social and historical context and its implications go beyond the limits of the school and language teaching: in a world where the (national, cultural, social) borders tend to become increasingly indistinct due to a global network of connections and interdependences, issues related to bilingualism and the possibility of developing bilingual abilities through specific educational programs have never been so urgent. Having as a starting point the texts taken from thirty one websites of private bilingual schools (Portuguese/English) in the city of São Paulo, this study analyses the representations made by the schools as agents in the insertion of students in the `globalized world¿ through the teaching of the English language. Furthermore, it investigates the ambiguous relation established between the concepts of `bilingualism¿ and `bilingual education¿ in the discourse of the schools, discussing some problems resulting from this fact. Finally, the study evaluates the stance taken by the schools in relation to the transit between languages in contexts of bilingualism. We adopt the theoretical framework followed by applied linguists such as Pennycook, García and Canagarajah, which, in a few words, challenges monolingual conceptions of languages and their uses in an attempt to better understand the complex relation between languages and society in late modernity. As for the textual analysis, we make use of the precepts established by Critical Discourse Analysis. The main objective of this dissertation is to contribute to the discussions related to bilingual education (not only) in English in our country / Mestrado / Linguagem e Sociedade / Mestre em Linguística Aplicada

The central question this study addresses is how one school of human services (SHS) became more fully racially diverse while embedded in a predominantly White institution of higher education. The goal was to collect data to answer three questions: (1) How did SHS evolve into a racially diverse organization? (2) How did this transition impact the faculty at SHS? and (3) How does SHS maintain its current level of racial diversity? To conduct this study a descriptive qualitative case study approach was utilized that incorporated 74 hours of field observations, sixteen qualitative interviews with the SHS faculty, and a documentation review of materials relevant to the School's development. The study was carried out from February 1990 to August 1990. To analyze the results of the interviews a White peer reviewer was used to assist the Latino researcher in the verification and reliability of the interpretations of the data. The seven major conclusions and recommendations of this study are that: (1) There is a need to incorporate organizational theories relevant to higher education when undertaking organizational development (OD) or multicultural organizational development (MCOD) in a college or university setting; (2) A mission statement directly tied to teaching and service to communities of color is central to SHS's evolving into a racially diverse school; (3) "Word-of-mouth" networks play a key role in the success of SHS's recruitment and retention processes; (4) By expanding the concept of "qualified" to include racial diversity and the ability to work in a multicultural setting, SHS consistently succeeded in attracting "qualified" candidates (both White and of color); (5) The multiracial collegium at SHS is an intense place to work, full of rewards and challenging conflicts involving vision, trust and issues of organizational power for both White faculty and faculty of color; (6) Therefore, attending to issues of social justice (via MCOD) and effective community building (via OD) are essential to creating more multiracial collegium; (7) Units, schools or institutions interested in racial diversity should consider an open systems approach including more fluid boundaries with communities of color. Finally, this study raised serious methodological concerns about utilizing individualistic qualitative research in examining multiracial settings.

The question of how to design educational programs which are relevant to Native American Indians, has plagued both Indian and non-Indian educators for more than a century. How does an educational system provide instruction which is vital for survival in mainstream society and at the same time, maintain a Native student's rights to think and exist in the world as an indigenous person? The devastating shortage of Native American Indian teachers, and administrators, as well as the urgent need for bilingual education and culturally appropriate curriculum, continue as unresolved obstacles. Perhaps in order to constructively alleviate the dilemmas of contemporary Indian education, one must look to the past and determine where failings and successes occurred. Historically, a major contributor to the American Indian education of the twentieth century, has been the off-reservation boarding school system. Both the school system and the educational training programs have had a direct effect on Native American Indian cultures. The model for the off-reservation boarding school was established in 1878 at Hampton Agricultural and Normal School, in Hampton, Virginia. The Hampton Indian educational plan had two major components, the instruction of English and the development of vocational skills. In 1879, Hampton Institute established a summer outing system program. The study presents a historical record of the significant events which lead to the development of the Hampton Institute's outing program in western Massachusetts, its influences on Indian education and its historical connection to the Americanization policies for Native American Indians during the late nineteenth century. The time period examined by this research is from 1878 to 1912, the years during which Hampton's Indian educational program received funding from the United States government. The process of using education as a means of Americanizing Indian students continues to exist in contemporary times. The research conducted for this study further reveals and confirms this and provides some broad generalizations and recommendations which may lead to the development of Native and non-Native educators guiding principals for modification of current and future Indian educational programs.

Lao folk opera is a unique blend of popular theatre and sung poetry performed among Lao-speaking people of rural Southeast Asia for a wide range of social and religious purposes. As a traditional medium for popular education, its primary function has been to preserve the cultural identity of the ethnic Lao by re-enacting ancient myths, local folk legends, and morality tales based on the penultimate lives of the Buddha. This dissertation explores the role of Lao folk opera as a medium for constructively addressing problems of cultural conflict and acculturative stress that have arisen among lowland Lao refugees and their children in urban America. The central focus of the inquiry is on the ways Lao folk opera currently functions as a learning medium in the resettlement context. The need for validation of such locally produced endogenous media has become increasingly apparent as long term resettlement issues continue to emerge as threats to linguistic and cultural identity. The review of literature encompasses the role of oral specialists in traditional societies, Buddhist epistemology in the Theravada tradition, and community education in rural Lao culture. These sources provide the background necessary to an understanding of the medium's capacity for encapsulating culture and teaching ethical values in ways that connect past to present, distant to near. The field research, which was accomplished in collaboration with a Lao folk opera troupe based in New England, adapted the action research model originally proposed by Kurt Lewin to the principles of Buddhist community education. The videotaped performance of a drama based on the refugee experience and subsequent audience reactions formed the main body of qualitative data. Group reflections revealed that the medium provides a viable context for performance artists to assume the role of critical culture makers with a potent educational agenda. Recommendations include the encouragement of local media producers to take advantage of community access facilities to counteract the homogenizing influences of the dominant media and the more active inclusion of elders in the transfer of language and culture across generational borders.

The formation and development of newcomer ethnic organizations, particularly mutual assistance associations (MAAs), result from specific social forces and interactions unique to the refugee and immigrant communities they represent and serve. As such, they reflect and become part of a newcomer community's culture and ethnic identity. As bicultural organizations, MAAs have unique roles as vital links between ethnic and mainstream communities. However, MAAs struggle to adjust to dominant models of organizations, an adjustment needed to function effectively in American society. Their problems result partially from their own process of cross-cultural adaptation as they learn to govern themselves, adjust to new roles, and adapt to differing values and norms. Conforming to the dominant standard of formal organizations creates conflicts among indigenous organizational members. This study examines various dimensions of cross-cultural adaptation during the formation and development of a Cambodian MAA. Based on the Samakom Khmer (SK) organization, the research explores cross-cultural issues experienced by SK's ethnic board and staff as they contend with conflicting Cambodian and American cultures. Participant observation, in-depth interviewing, and document analysis are the primary methods used for an "insider's", Cambodian's view of social reality. Several findings emerge which underscore this social phenomenon's complexity and uniqueness and its significance for the field of organizational studies. Culture and acculturation are vital and interrelated concepts in understanding SK's dynamics and behavior. The process of acculturation implies cross-cultural transitions occurring at individual, group, and organizational levels. Conflicting ethnocentric traditions and dominant norms caused SK to respond to issues of cultural convergence or divergence, acceptance of or resistance to cultural change. Consequently, members underwent processes of cross-cultural adaptation, including interpreting new symbols; understanding and making new roles; negotiating and restructuring social relations; maintaining and reshaping ethnic identity; creating images; and establishing and defining relations. The adaptive mechanisms of creating, rejecting, blending, and synthesizing elements of old and new cultures influenced the organization's structures and processes. Gleaned from SK's experience, it is critical to recognize that MAAs are cross-culturally embedded in the larger context of its sociocultural environment.