Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2514. Adviser: Mark Dressman. Vita. Printout. Includes bibliographical references (leaves 235-243) Available on microfilm from ProQuest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Education, 2006. / "Title from dissertation home page (viewed July 10, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2874. Adviser: Mary B. McMullen.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2435. Adviser: Cynthia J. Johnson. Includes bibliographical references (leaves 164-181) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Language Education, School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1258. "Title from dissertation home page (viewed June 18, 2007)."

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, School of Education, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2125. Adviser: Thomas M. Schwen.

Abstract not available.

Abstract not available.

La présente recherche se propose d'analyser la préparation au multiculturalisme offerte dans les programmes de formation initiale des maîtres à l'Université d'Ottawa. Limitée aux futurs professeurs de français langue seconde, cette recherche exploratoire de type qualitatif a évalué la formation multiculturelle offerte aux étudiants-maîtres par rapport aux exigences du système d'éducation en Ontario. Après avoir identifié les orientations du système, nous avons examiné les pratiques enseignantes privilegiées dans la formation multiculturelle des futurs professeurs de français langue seconde. Les résultats obtenus font émerger des incohérences entre les exigences du système et la formation au multiculturalisme offerte aux étudiants-maîtres à l'Université d'Ottawa, ainsi qu'un écart entre les programmes francophone et anglophone. À la lumière de ces conclusions, il apparaît comme nécessaire que la Faculté d'éducation prenne des mesures pour rajuster ses programmes de formation initiale des maîtres aux orientations du système et à la demande sociale.

This collective case study explores second language (L2) training experiences from the perspectives of six Canadian statutory civil servants and examines factors that may have influenced their L2 learning experience. Three instruments were used to collect data: a preliminary questionnaire, an in-depth questionnaire, and an interview protocol. Findings reveal that a language and culture connection, opportunities to use the L2, and a short-term intensive cultural and linguistic immersion experience in particular were all associated with more positive L2 learning experiences. Negative comments regarding L2 learning experiences revolved around the anxiety and stress surrounding the one-shot summative nature of the oral exam, and seemingly no link between instruction and evaluation. This research contributes to the growing literature on factors affecting the L2 learning processes and outcomes. Furthermore, it may be beneficial for future candidates, language teachers, L2 program planners and curriculum designers within the Public Service Commission (PSC) and similar contexts.

Taboo language (essentially 'bad' language) is a fixture of many aspects of contemporary English communication. Yet frank discussions regarding this topic are typically absent from ESL (English Second Language) classrooms. This ethnographic study, guided by a conceptual framework layering Bourdieu's Theory of Practice with insights from a multiple literacies perspective, seeks to understand something of the complex interplay of ESL learner/user identities and power relationships they experience as they relate to English taboo language. Findings indicate that taboo language literacy practices are taken up in hybrid and sometimes contradictory ways as ESL learners/users cross linguistic and cultural boundaries. Identities-in-transition become sites of tension and struggle, situated within the structures of symbolic domination, as ESL learners/users resist and appropriate different literacy practices in strategic struggles for legitimacy and symbolic power. By raising awareness of the social implications of taboo language, this research encourages ESL praxis more in tune with the identities and empowerment of ESL learners.