Thesis (Educat.D.)--Fairleigh Dickinson University, 1979. / Source: Dissertation Abstracts International, Volume: 40-05, Section: A, page: 2525.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Jun 2.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. / "Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2856. Adviser: Larry Mikulecky.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 154 - 159). Also available for download via the World Wide Web; free to University of Oregon users.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (105-108 p.).

<p> This qualitative study explored multimodal biliteracy found in the Arizona-Sonora borderland, a region thriving with linguistic and cultural diversity despite having an English-only policy. According to Reyes (2012) biliteracy is to think, speak, read, and write in two or more languages, and there are various modes for reading and writing in the 21st century (Reyes, Acosta, Fierro, Fu, &amp; Zapien, 2017). This dissertation focused on Spanish and English bilinguals. First, I present a literature review (Appendix A) informed by a sociocultural framework (Vygotsky, 1978) for understanding biliteracy as a social practice and valuing language as a resource (Ruiz, 1987). Funds of knowledge (Gonz&aacute;lez, Moll, Amanti, 2005; Moll, Gonz&aacute;lez, Amanti, &amp; Neff, 1994) is an important component in framing this qualitative study and applying methods informing an inclusive pedagogy for bilinguals. Subsequently, I go over the photographs and multimodal composition presented in two case studies of Spanish and English bilinguals. The first case study (Appendix B) documents biliteracy in the household and local community of bilinguals through photography. It contributes to previous research by Reyes, DaSilva Iddings, and Feller (2016) and the two themes from their analysis: 1) Expanding definitions of language and literacy and 2) Deepening the understanding of funds of knowledge. The second case study (Appendix C) examines how bilinguals critically and creatively expressed their Spanish and English in a multimodal composition. Thinking critically about literacy meant reflecting on their everyday reading and writing practices as bilinguals, while being creative meant thinking about the various modes of reading and writing in two languages. This moves literacy beyond a monolingual and monomodal practice into one that cultivates diversity for equity in education for bilinguals. I seek an empowering pedagogy for bilinguals by valuing and making space for linguistic and cultural diversity in the classroom. Biliteracy is a valuable contribution to class and the learning process of students with more than one language. The primary purpose of this dissertation, like funds of knowledge, was to develop critical innovations in teaching (Moll, Amanti, Neff, &amp; Gonz&aacute;lez, 1992) biliteracy for the 21st century. Findings from the photographs, multimodal compositions, written reflections, and retrospective interviews demonstrate how Spanish and English biliteracy is practiced in various modes (e.g. music, dancing, singing, traditional family recipes, and religious/spiritual altars) in the Arizona-Sonora borderland.</p><p>

In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.

The thesis is contextualized in the theory and research surrounding bilingualism and second language learning. In particular it concerns attitude to language as a key construct in the explication of language policy within a country. Three chapters provide the background to the research of the thesis. The first two chapters concern the history of the language situation and of bilingual education in Malaysia and consider how Bahasa Malaysia has recently been accorded increasing status in order to foster national unity and integration. The third chapter reviews attitude theory and measurement as it relates to language, with consideration of the world-wide research into language attitudes. The thesis proceeds to report two investigations carried out at four Teacher's Colleges in Malaysia. The investigations aimed to identify the major dimensions of language attitudes using a questionnaire approach. In both investigations, a factor analysis revealed five very similar dimensions: (i) a general instrumental and integrative orientation towards the English language, (ii) parental encouragement towards the English language, (iii) students' anxiety, boredom and nervousness in learning the English language, (iv) students' attitudes towards the home xiv country, its values, culture and language and, (v) students' attitudes towards foreigners. The study also examined the relationship between these five factors and selected variables such as gender, age, ethnic and home language, college and religious affiliation and parental educational background. The variety of inter-relationship help to validate the factor scales and provide an innovative scenario of differences in attitude amongst various groups of Malaysian trainee-teachers.