Abstract not available.

Ce projet présente une analyse des représentations de groupes ethniques dans les manuels scolaires d'études sociales destinés aux élèves des écoles de langue française de l'Ontario de cinquième et sixième année. L'analyse critique du discours, qui vise à relever les relations entre le texte, le langage, les groupes et les pratiques sociales, nous révèle comment sont représentés les groupes ethniques. Inspiré d'English Learning Area, nous avons retenu quatre catégories pour tenter de mettre en lumière les attitudes, les valeurs et les croyances cachées dans un discours : la structure, la construction des personnages, les omissions et les pouvoirs. Notre recherche démontre qu'il y a présence de relations de pouvoir dans le contenu latent des manuels analysés. Cette conclusion nous amène à formuler des suggestions. Ainsi, cette recherche propose des pistes de solution qui permettraient une représentation plus juste des groupes ethniques dans le matériel scolaire.

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance.

This is an ethnographic study designed to form an in-depth description and understanding of multilingual learners’ mathematical experiences and meaning-making in a plurilingual educational setting. I assumed a sociocultural perspective that draws from Vygotsky’s theory of learning and development. A sociocultural perspective offers a promising epistemological conceptualization of children, their learning, and language development as mediated by social, cultural, and historical contexts. One grade 2/3 classroom with 18 students from Eritrea, Nepal, Somalia, Sudan, and Syria participated in the study. The data included observations, video recordings of students working on mathematics activities, copies of students’ work, and interviews with students. The results of the study revealed the teacher’s pedagogical practices as a significant influence on students’ mathematical meaning-making and learning experiences, which in turn influenced students’ individual identities as mathematics learners in the grade 2/3 classroom. There were also institutional and sociopolitical aspects that influenced the teacher’s practices, and in turn, influenced students’ mathematics experiences. Hence, the influences on students’ learning of mathematics take the form or shape of a reciprocal formation where one influence is connected to and influences the other. The findings of the analysis also show that it was the students’ interactions with one another that were at the heart of their meaning making. Students’ interactions were significant to their meaning making as they were constantly learning from one another. Little meaning making would have happened without these interactions. These interactions encouraged students to develop a collection of resources to share their thinking and ideas through verbal, visual, and written mathematical communications. Hence, utilizing language to make meaning and to negotiate their mathematical understanding. Ultimately, the descriptions of multilingual learners’ mathematics experiences and meaning making may inform research and practices to support other multilingual learners’ experiences in mathematics education. This study also contributes to what is still a very limited body of literature on multilingual students’ mathematical experiences and meaning in a Canadian educational setting.

This study explores the emotional perceptions, language practices, and language experiences of Palestinian multilinguals in Palestine, and the more under-studied population in the diaspora - focusing on Arabic, English, and Hebrew. A total of 47 participants filled out the adapted Bilingual Emotional Questionnaire (Dewaele & Pavlenko, 2001-2003) in order to compare and contrast positive and negative emotional perception of participant reported languages via a Likert scale, and overall language practices and experiences via open-ended questions. Several independent sample t-tests were run by location of participants in order to determine significant differences in emotional perception, and a thematic analysis was run on selected open-ended responses in order to synthesize and better understand language practices and experiences. The findings of this study revealed that overall, there were very few differences between Palestinians in Palestine and in the diaspora with regard to emotional perception, and very similar categories revealed with regard to language practices and experiences. This study concludes with a call to further research the complexities of location regarding the reality of occupation and its impact regarding the role of languages.

No description available.

This dissertation is a history of the representations of linguistically diverse international students within composition studies. The project highlights some of the many terms that have been used to represent linguistically diverse writers, such as ESL, EFL, multilingual, and nonnative, tracing the path to the concept of translingualism currently used by composition scholars. This research responds to Paul Matsuda's argument in "Composition Studies and ESL Writing: A Disciplinary Division of Labor" that "[u]ntil fairly recently, discussions of English as a Second Language (ESL) issues in composition studies have been few and far between" (699). This dissertation contends that Matsuda overstates his claim when he argues that composition, as a field, has not been overly concerned with the topic of second language speakers. Indeed, this topic has been emphasized throughout the field's scholarship and has even contributed to the formation of the field itself. Specifically, the dissertation analyzes the journals College English between 1939-1950 and College Composition and Communication between 1950-2013 to examine the conversations about multilingual writers and students in the field of composition. Through an analysis of these journals, it becomes apparent that discussions about international students in U.S. classrooms today have strong antecedents in the conversations of our past. And these conversations about international, linguistically diverse writers have been a continuous force in the creation and evolution of mainstream thinking in the field. By tracing these evolving conversations, the project demonstrates how the field of composition has reached the translingual moment currently researched by composition scholars. The dissertation concludes that translingualism, as a developing theory, still calls for more research that emphasizes pedagogical techniques that use a translingual approach to language. / Ph. D.

Progressive education has the socially transformative potential to mitigate the racialized violence of neoliberal education reform, but is dominated by white norms and has failed for more than a century to articulate a coherent or purposeful political agenda explicitly committed to racial equity and justice. Informed by Critical Race Theory, Critical Pedagogy, and Critical Biculturalism, this qualitative study engaged Black progressive educators and activists in an effort not only to understand the contours and impacts of white hegemonic norms in progressive education spaces, but also to produce a framework of principles, policies, and/or practices that could disrupt them. Using Critical Narrative Inquiry as a research method, four Black progressive educators and activists participated in semi-structured interviews in two parts: first, to elicit stories that speak to emotions, environments, and past experiences of whiteness in progressive education spaces, and second, to invite participants to identify principles, policies, or practices that could move progressive education from a “white space” (Anderson, 2015) to “cultural democracy” (Darder, 2012). Analysis of participants’ stories yielded five predominant themes unveiling the complex dynamics of whiteness in progressive education spaces. Findings supplement the limited field of research on the racialized dynamics of progressive education by offering recommendations to Black and white progressive educators and activists, progressive school and organizational leaders, and progressive advocacy organizations and universities to disrupt the hegemony of white norms and advance racial equity and justice in progressive education.

In recent years, schools have become increasingly multilingual, which must considered in mathematics teaching as the proportion of multilingual pupils is constantly increasing. Teachers ideas about teaching in multilingual mathematics classrooms, towards multilingual students and multilingualism are thus crucial to the students’ school achievements and identity information. Therefore, in-service teachers in compulsory school need to acknowledge multilingual pupils and language and cultural resources. Mathematics teaching needs to be adapted to a linguistic and cultural diversity in the classroom, where the students' different languages are used, and are seen as good resources.The method for collecting data relevant for this study: qualitative studies, which includes interviews and observations with active teachers in compulsory school. Relevant scientific articles were found in various databases, secondary sources, and also consultation with our supervisors and other course mates. However, the basis for this study is based on the empirical material that emerged in the qualitative interviews and observation, linked to relevant research.The result in this study are designed to provide knowledge about which aspects, teachers consider to be important, and knowledge development for multilingual students in mathematics education.

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第25420号 / 情博第858号 / 京都大学大学院情報学研究科知能情報学専攻 / (主査)特定教授 黒橋 禎夫, 教授 河原 達也, 教授 鹿島 久嗣 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM