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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 31 to 34 of 34 (0.063 seconds)Spelling suggestions: "subject:"academic language proficiency"" "subject:"cademic language proficiency""
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An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali CityNiyibizi, Epimaque 06 1900 (has links)
This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is
implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive
academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language
policies. It is an exploratory-qualitative-interpretative research study, which analyses the language
preference, the age of change-over and the multilingual models adopted and how they contribute to
learners’ CALP development. It also analyses the implications of the post-2008 policy.
The findings indicated that initial bilingualism, initial trilingualism, early total immersion and
gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy
implements early total immersion. The learners’ CALP in both the MT and the AL could be more
developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction
from the start but it may not be developed fully under the post-2008 policy, because English is used
as MOI from the onset of education. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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| 32 |
Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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| 33 |
An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high schoolCreighton, Graham Robert 10 1900 (has links)
In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects.
This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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| 34 |
Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
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