This thesis begins with the premise that strategies are important if students are to learn effectively, and that this applies no less to language than to any other field of learning. After issues of terminology and definition are addressed, there is a discussion of the theoretical underpinnings of the language learning strategy concept. Since the concept of proficiency is also central to the thesis, issues relating to the definition and assessment of proficiency are considered before previous research in the language learning strategy field is reviewed. This research was carried out in three stages in a private language school in Auckland, New Zealand. Part A, Section 1 used the Strategy Inventory for Language Learning (SILL) (Oxford, 1990) as the basic instrument to investigate the relationship between language learning strategies and proficiency and to examine the strategy patterns used by more proficient students. Part A, Section 2 used the same data to investigate language learning strategy use according to learner variables (nationality, gender, age). Part B used interviews to investigate language learning strategy use by individuals and Part C used a classroom based programme to explore means of instructing students in language learning strategy use and also to construct an original questionnaire using student input (the English Language Learning Strategy Inventory or ELLSI). This questionnaire was used to further investigate the relationship between language learning strategy use and proficiency and also changes in strategy use over time as well as teachers’ perspectives on language learning strategy use. The results of the SILL phase of the study revealed a significant relationship between language learning strategies and proficiency (a finding supported by the results of the ELLSI study) and also significant differences in strategy use according to nationality, while the interviews revealed some useful insights regarding the use of language learning strategies by individuals. From the longitudinal section of the study it was found that those students who made the most progress were the ones who most increased the frequency of their language learning strategy use. The results of the teachers’ survey indicated that teachers regarded language learning strategies as highly important, an encouraging result in terms of positive implications for a good accord between teachers and students in the teaching/learning situation. The classroom programme, however, aimed at exploring ways to promote language learning strategy use among students, was only a lukewarm success and much work remains to be done to find ways of making insights regarding language learning strategies available to students. The thesis concludes by bringing together the key findings and suggesting areas for further research.

Doctor of Philosophy / Department of Curriculum and Instruction / Michael Holen / Research shows the practice of incorporating English language learner (ELL) students’ native languages (L1) into instruction to be a major factor enhancing their success in school. In this study, 327 predominantly English-speaking (PES) teachers in the state of Kansas were surveyed on their perspectives and self-reported behaviors related to this practice. Participants were divided among three targeted teacher groups: pre-service teachers with no ESL-specific university preparation (PS), experienced teachers with no ESL-specific university preparation (No-ESL), and experienced teachers with significant (at least three courses) ESL-specific university preparation (C-ESL). Findings from descriptive analyses indicated that while teachers generally supported L1 use in instruction, they tended to show stronger support for its underlying theory than for its practical implementation. Results from a series of ANOVA’s suggested a clear link between ESL-specific university preparation and an increased support for the theory and practice of L1 use in instruction. Findings further suggested links among some combination of teaching experience and an increase in support for this practice. A series of inter-correlations produced various modest to moderate significant relationships among experienced teachers’ perspectives and demographic variables (gender, experience with ELL students). While both No-ESL and C-ESL teachers reported behaviors incorporating L1 use into instruction to some degree, results from independent samples t-tests showed that CESL teachers reported these behaviors significantly more often than No-ESL teachers. For both experienced teacher groups, inter-correlations showed modest to moderate significant relationships among a number of perspective items and behavior items. Results further indicated that although both groups shared some common relationships among variables, for the most part, the relationships shown to be significant varied considerably by group. Open-ended questions revealed a variety of approaches used by teachers as well as a number of obstacles perceived by teachers in incorporating L1 use in instruction. Findings from this study are discussed in relation to strategies and directions for teacher educators with the responsibility of preparing PES teachers to effectively serve increasing ELL student populations.

Doctor of Philosophy / Curriculum and Instruction Programs / John A. Hortin / This study focused on migrant parent involvement in the educational experience of their children. Specifically, the study investigated parent involvement in the domains of (1) Community Setting, (2) School Setting, (3) and Home Setting, and its relationship to student achievement in reading and mathematics assessments. Research has clearly indicated that parent involvement in the education processes of children is a critical facet to their academic success. Nevertheless, research has also indicated that parent involvement programming in educational institutions has been structured to address a stable, middle class, language and culturally homogeneous patron. Given the dynamics that impact migrant families, districts that are heavily impacted by migrant families must ameliorate parent involvement programming to address the unique needs of migrant families and their children. The participants in the study comprised 51 migrant families. The response rate for participation in the study consisted of 25% of the total migrant population within the school district. Data were gathered through a survey and an interview. Four research hypotheses were identified and tested. The procedure employed to test the strength of the relationship between the individual domains and the scores was the Pearson's Product-Moment Correlation. Additionally, a two-tailed test was used as the procedure for all hypotheses tested. The results indicated that there was not a significant relationship between the domains and student achievement scores. Nevertheless, there was variability among the students' achievement scores despite the level of involvement demonstrated by the parents. Therefore, based on the range of scores, student success was not predicated on the level of engagement that parents demonstrated on the survey. Other factors accounted for the academic success or failure of the student. These factors may have included constraints such as teacher training and dispositions, the level of second language development that the child possessed, and the resiliency of the student. Nevertheless, for students within the same family, where one student scored extremely high and the other child scored extremely low, parent involvement could have been the deciding variable that could have assisted the low scoring child succeed academically, if the parent training had taken into consideration the factors that impact migrant families.

Doctor of Philosophy / Curriculum and Instruction Programs / Jacqueline D. Spears / BeEtta L. Stoney / There is a paucity of research on Asian Indians (AI) and Asian Indian Americans (AIA) and their experiences in the American school system. Studies suggest that the educational experiences of Asian Indian American students are related to Asian Indian parents' cultural background, and acculturation into the host society. Previous research also shows that Asian Indian students excel academically. However, the researcher has from personal experience seen that there is a variation in the experiences and academic performance of Asian Indian American students in the middle and high schools. This study describes the educational experiences and the academic achievements of Asian Indian students in a middle and high school district in a Midwestern college town. It uses the multiple case study design, which results in a picture of the commonalities among these Asian Indian students as well as their unique individual experiences. The researcher studies the experiences that the Asian Indian students have in school through student, parent and teacher feedback. Nine Asian Indian American students are interviewed in detail, eight of their parents are surveyed with detailed electronic surveys, and five core curriculum teachers were surveyed with a detailed email survey questionnaire. This study reveals three major themes, namely, the struggle for self-identity in the AIA students, the various definitions of academic success and success in life; and the role and responsibility of the school district in nurturing these concepts of self-identity and academic success. The recommendations for schools and the teachers are to modify the curriculum to include AIA information as part of the regular curriculum. Asian Indian and Asian Indian American culture, history, geography, literature, must be taught regularly. Teachers must conscientiously incorporate the contributions of AIs and AIAs as a part of the regular curriculum. The recommendation for AI parents is to realize that their children are Americans of Indian origin, and not Asian Indians. The recommendations for further research are an inquiry into the absence of AIA information in the curriculum, a longitudinal study to follow the success of AIA students in later life.

Doctor of Philosophy / Department of Secondary Education / Jacqueline D. Spears / BeEtta L. Stoney / An ethnographic content analysis was conducted to explore the African American cultural content contained in the text of picture books portraying African Americans published 2001 through 2005. The picture books were limited to beginning readers, stories in rhyme and poetry, historical fiction, fictional biography, and contemporary fiction portraying African Americans and set in the U.S. The books were categorized based on the genre to which they belong and classified as generic books or books with African American cultural content. The African American cultural content in the books in the study was compared to the cultural content contained in picture books in a survey conducted by Rudine Sims Bishop in 1982. Differences between the work of African Americans and non African Americans are discussed. A data collection instrument was constructed and used by several additional raters to test the reliability of the instrument. Each additional rater was given an operational definition for generic books and books with cultural content. The raters were each given one book to evaluate. The research revealed (1) that more than half of the picture books published during the period of this study were classified as generic, (2) in most cases, only the books written by African Americans contained cultural content and (3) more than half of the picture books with cultural content are classified as historical fiction. (4) Although it is possible for a non African American to write an authentic picture book with cultural content, such books are usually the result of in depth research. (5) During the period of this study, not all generic picture books were written by non African Americans; some African American authors choose to write generic books portraying African Americans with minimal content specific to African American culture.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Kenneth F. Hughey / Kay A. Taylor / This qualitative multiple case study explored the campus climate and sense of belonging of Latino/a undergraduate student participants at a predominately White university. Guided by the work of Hurtado and Carter (1997), relationships among several aspects of the college environment and sense of belonging were examined. In depth interviews regarding participants’ perceptions of their experience identified how they perceived their campus climate in and outside of the academic classroom. The findings revealed how the participants’ perceptions influenced their desire to graduate, commitment to, and sense of belonging. Prominent themes that emerged were: student identity, mi casa es su casa, and class size matters. The results indicated that the participants had mixed feelings regarding their experiences in and out of class, which affected their perceptions of the campus climate and their commitment to the university. Additional prominent findings were: mostly positive academic advising experiences; student organizations and advisors are an important part of the campus climate; the importance of familial support in the participants’ sense of belonging; and the relationships between mothers and their sons/daughters. Participants identified offices and programs on campus that provide a positive campus climate, sense of belonging, and best serve Latino/a undergraduate students. The participants’ perceptions of the campus climate were related to their sense of belonging. The results contribute to the research addressing campus climate and sense of belonging for Latino/a undergraduate students overall, including strategies for their retention. Implications for practice and future research are identified.

L’objectif de cette étude qualitative est de décrire et de comprendre le processus décisionnel sous-jacent à la rétroaction corrective d’un enseignant de langue seconde à l’oral. Pour ce faire, elle décrit les principaux facteurs qui influencent la décision de procéder à une rétroaction corrective ainsi que ceux qui sous-tendent le choix d’une technique de rétroaction particulière. Trois enseignantes de français langue seconde auprès d’un public d’adultes immigrants au Canada ont participé à cette recherche. Des séquences complètes d’enseignement ont été filmées puis présentées aux participantes qui ont commenté leur pratique. L’entretien de verbalisation s’est effectué sous la forme d’un rappel stimulé et d’une entrevue. Cet entretien constitue les données de cette étude. Les résultats ont révélé que la rétroaction corrective ainsi que le choix de la technique employée étaient influencés par des facteurs relatifs à l’erreur, à l’apprenant, au curriculum, à l’enseignant et aux caractéristiques des techniques. Ils ont également révélé que l’apprenant est au cœur du processus décisionnel rétroactif des enseignants de langue seconde. En effet, les participantes ont affirmé vouloir s’adapter à son fonctionnement cognitif, à son état affectif, à son niveau de langue et à la récurrence de ses erreurs. L’objectif de cette étude est d’enrichir le domaine de la formation initiale et continue des enseignants de L2. Pour cela, des implications pédagogiques ont été envisagées et la recommandation a été faite de porter à la connaissance des enseignants de L2 les résultats des recherches sur l’efficacité des techniques de rétroaction corrective, particulièrement celles qui prennent en compte les caractéristiques des apprenants. / The aim of this qualitative study is to describe and understand the underlying decision-making process in the oral corrective feedback of a second language teacher. More specifically, this study describes the main factors which influence the decision to proceed to a corrective feedback as well as those which underlie the choice of a specific feedback technique. Three teachers of French as a second language, with adult immigrants in Canada, participated in this research. Entire teaching sequences were filmed and then presented to participants who commented on their practices. The comments were made in the form of a stimulated recall and an interview. These constitute the data of this research. Results revealed that the corrective feedback and the choice of the technique were influenced by factors related to the error, to the learner, to the curriculum, to the teacher and to the characteristics of corrective feedback techniques. They also revealed that the learner is at the center of the retroactive decision making of the second language teachers. Indeed, participants said that they want to adapt to the learner’s cognitive functioning, to his emotional state, to his language level and to the recurrence of his mistakes. The goal of this study is to contribute to the initial and continuous training of L2 teachers. For this purpose, pedagogical implications were proposed and recommendations were made specifically to notify the L2 teachers about the results of the research regarding the efficiency of the techniques of corrective feedback, particularly those ones which take into account the characteristics of the learners.

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students. Through the integration of bhabha’s (1994) notion of Third space, multiple literacies theory (Cummins, 2001; Masny 2009) and by drawing on interviews, observations, and students’ work samples, I conceptualise an alter(n)ative literacies framework to address growing diversity in French-language schools. The term alter(n)ative is developed to express the intertwined benefit of expanding traditional notions of literacy to include alternative language practices and the potential alter-ative effect of re-envisioning the resources children bring to their literacy and language development at school. This thesis argues that teachers can critically (re)interprete official policies concerning Frenchlanguage schools in order to effectively foster students’ alter(n)ative literacies development. In doing so, teachers affirm the plurality of students’ multiple identities as a foundation for their participation within evolving cosmopolitan franco-ontarian communities.

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students. Through the integration of bhabha’s (1994) notion of Third space, multiple literacies theory (Cummins, 2001; Masny 2009) and by drawing on interviews, observations, and students’ work samples, I conceptualise an alter(n)ative literacies framework to address growing diversity in French-language schools. The term alter(n)ative is developed to express the intertwined benefit of expanding traditional notions of literacy to include alternative language practices and the potential alter-ative effect of re-envisioning the resources children bring to their literacy and language development at school. This thesis argues that teachers can critically (re)interprete official policies concerning Frenchlanguage schools in order to effectively foster students’ alter(n)ative literacies development. In doing so, teachers affirm the plurality of students’ multiple identities as a foundation for their participation within evolving cosmopolitan franco-ontarian communities.

The purpose of the study was to examine the feasibility of a dialogic book-reading intervention for bilingual preschool children with expressive vocabulary delays. The intervention was provided in English and Spanish concurrently to an experimental group of six children, while six children were in a delayed treatment control group. Dialogic book-reading has been shown previously to be effective with monolingual children, and the current study was the first to extend it to bilingual children. The children participating in the study were 22 – 41 months-old and were recruited from the waiting list of an agency providing speech-language services. The intervention was provided in English in the children’s homes by the primary investigator and in Spanish by the children’s mothers, who were trained in the techniques of dialogic book-reading. Thirty fifteen-minute sessions in each language using dialogic book-reading strategies were provided to each child in the intervention group over six weeks. The study examined the acquisition of ten target words selected for each child in English and Spanish separately, in addition to overall increases in the children’s vocabularies. The children in the intervention group learned significantly more target words in each language following the intervention than did the children in the control group. The children in the intervention group were also able to produce the acquired words at a delayed posttest six weeks following the posttest. The intervention also led to an improvement in the ability of the children in the intervention group to stay focused on book-reading tasks. The gains in the overall vocabulary of the children in the two groups did not differ significantly. The mothers’ evaluations of the intervention revealed their satisfaction with the approach. The mothers were successful in learning dialogic book-reading strategies and stated that they felt empowered to improve their child’s vocabulary development.