Abstract not available

Deaf children of monolingual Hispanic families possess unique linguistic needs and are recognized as a "minority within a minority" because of their unique language situation, in which case, American Sign Language (ASL), is not available in their environment, and both Spanish and English are essentially spoken languages and not accessible to them. In order to develop a strong language foundation, deaf children need exposure to ASL. Moreover, their own parents, if non-signing, also need exposure to ASL to serve as a language model and to maintain reciprocal and effective communication. A formal signed language intervention program is critical for deaf children and their families of non-English-speaking backgrounds. In response to the linguistic and educational challenge posed by Hispanic deaf children, a complete approach has been developed and utilized in this case study. The ASL intervention project is especially designed to explore the feasibility and outcome of this study in meeting the unique linguistic needs of the Hispanic deaf child and the family.

This paper reports on the relationship between the perceptions of the native listener of personality traits of nonnative speakers and the grammatical errors and phonetic errors of nonnative speakers' speech. Research to date shows that native listeners do have definite attitudes towards "accents," and their attitudes differ according to what accent is produced. However, no empirical study has yet been reported investigating the parts of the "accent" that elicit a particular response. / In this study, speech samples were collected from three nonnative speakers of English, one Spanish, one German and one Arabic. Each speaker recorded a speech sample of English that contained only grammatical errors and another which contained only phonetic errors. The respondents were 122 randomly chosen college freshmen. Each respondent heard eight speech samples, the six from the nonnative speakers and a control of each speech sample type. However, the respondent was led to believe that s/he was hearing eight different speakers. While the respondent was listening to a given speech sample, s/he was filling out a semantic differential questionnaire; attributes such as good looks, leadership, humor, and likability were measured. / Results show that, when listening to speech containing phonetic error, native listeners differentiate between American English and each of the other language background speech samples, perceiving the American English speaker more positively; but not among the language background speech samples. In speech containing grammatical error, native listeners do not differentiate between American English and either German or Spanish language backgrounds, but do differentiate between American English (more positively) and Arabic, as well as between German (more positively) and Arabic. It is concluded that, with respect to phonetic error, native listeners have strong perceptions of persons speaking with such errors. However, speech containing grammatical error does not elicit as strong a reaction from native listeners. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2492. / Major Professor: Frederick L. Jenks. / Thesis (Ph.D.)--The Florida State University, 1993.

The purposes of the study were twofold: first, to analyze the structures and characteristics of pretend play, and second, to explain how the second language learner manages extended pretend play interaction with his native-English speaking friend over time. Two preschool children were videotaped biweekly for a ten-month period during sessions lasting approximately one and one half hours. One boy, a native speaker of Korean, was five years old at the beginning of the observation, and the other, a native-speaker of English, was four years and seven months old. For analysis, pretend play episodes were selected according to criteria established by Smilansky (1968) and were transcribed verbatim. / Based on Garvey and Berndt's framework (1977) of analysis of pretend play in first language learners, the data of the study were analyzed in terms of the following aspects: (1) macro-level components of play, (2) themes/internal structures of play, (3) individual performances, (4) topics of communication, (5) communicative strategies, and (6) functions of social language in play. With the extension of Halliday's functions of language (1975), the children's utterances were scrutinized in order to understand what types of functions were generated from the transcribed data. Several salient functions of their social language were identified. / The results of the study demonstrated that (1) the schematic structures of play served as a scaffold for the second language learner so that he could contribute to the unfolding of play and keep the play on track, and (2) what developed most significantly was the second language learner's increased ability to use specific language functions over time. The crucial developmental phenomena were observed in his more frequent use and great familiarity with the following functions: (a) retorts such as negation and challenge, (b) elaboration, and (c) regulatory utterances. In addition, the children's use of demonstration had the function of language teaching. Until the second language learner became able to utilize these functions with frequency and facility, he could not move towards the control of play and his playmate. / The results of the study underline the importance of imaginative play as a problem-solving context in child second language learning that allows second language learners to use the L2 productively in a sustained manner. The observation that the second language learner acquired and practiced various functions of language in such problem-solving contexts as imaginative play without adult intervention further suggests that encouraging young children to interact with peers in sustained pretend play contexts would be beneficial to their learning of communicative, social, and cognitive skills. / Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3352. / Major Professor: Elizabeth Platt. / Thesis (Ph.D.)--The Florida State University, 1993.

This study was designed to develop an in-depth understanding of the nature and quality of the international graduate student experience which would facilitate the exploration of theoretical implications of the dynamics involved in social and academic relationships and interactions. A secondary purpose was to assess whether administrative and student perceptions of the international graduate student experience at the Florida State University reflected National Association for Foreign Student Affairs principles for international education exchange. The target population for this research consisted of international graduate students who were near completion of their academic programs and middle-level adminstrators (unit directors and department chairpersons). Data was gather primarily through individual interviews with randomly selected students and a survey of administrators. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1663. / Major Professor: Joseph Beckham. / Thesis (Ph.D.)--The Florida State University, 1988.

In 1970, after two decades of disappointing results from development assistance programs, USAID initiated a new policy, the education sector analysis policy. Its objective was to provide the kinds of information necessary for formulating education policy recommendations and assistance programs tailored to the cultural, political, social, and economic realities facing individual countries. / In this study, the origin and evolution of USAID's education sector analysis policies and practices were traced from their inception in 1970 until the present, 1989. Also, a comparative analysis was made of the recommendations from four sector assessments conducted the late 1980s. Overall, this study showed: that USAID did not successfully implement its sector analysis policy, that the analytical methodologies actually implemented obfuscated national differences, and that assessments generated almost identical sets of policy recommendations for the education sector regardless of the country. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3873. / Major Professor: Sydney R. Grant. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to describe the establishment of the multicultural requirement at Florida State University using the political model (Baldridge, 1971). The research questions focused on six aspects of the policy making process: (1) the nature of the interest in the establishment of a multicultural requirement, (2) type of conflicts, (3) the affect of interest groups or individuals on the policy making process, (4) the process used to translate articulated interests into policy, (5) resolution of conflicts and pressures, and (6) status of the multicultural requirement. / Qualitative research data were collected through interviews and documents. The researcher identified faculty members and others involved in the policy making process. The units of analysis for this study were: (a) the responses of faculty members; and, (b) documents and other information obtained from the case university. The data were triangulated to ensure the trustworthiness of the study. / Based on the findings from this study, institutions that decide to establish a multicultural requirement will face a long and complex political struggle. Each institution will face different challenges depending on the institutional social structure, involvement of groups and individuals who have a vested interest in policy decision, legislative processes, and policy formation and execution. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1194. / Major Professor: Barbara Mann. / Thesis (Ed.D.)--The Florida State University, 1995.

This study was grounded on the assumption that the native culture of a sojourner is the main parameter through which he functions whether in his country or abroad. With this in mind, the educational perceptions of 123 male Saudi graduates from American or Saudi universities were identified and compared for the main purposes and goals of higher education, reasons for students to attend university, and acceptance of staff teaching students of the opposite sex. Furthermore, graduates' level of satisfaction with their higher education, and the views of graduates from American universities regarding the effect of their education on their perceptions and values in general, were assessed. / Their perceptions of the two groups were very similar for most items with only a few items displaying any significant difference. This reflected an "individual centered" ideology for Saudi graduates from American universities, and the "role of the national" by graduates from Saudi universities. / "Enhancing one's religion" as a main purpose and goal of higher education, and a reason for students to attend university showed significant difference across groups with Saudi university graduates rating it higher than graduates from American universities. Graduates from Saudi universities did not perceive it acceptable for staff to teach students of the opposite sex in both countries, while American university graduates considered it more acceptable in American universities. / Religion as a main purpose and goal of higher education, and a reason to attend university showed significant difference across groups with graduates from Saudi universities giving it a significantly higher rating. / Saudi graduates from both countries were highly satisfied with their education, with considerable difference in their satisfaction with the development of their technical skills and religious knowledge, and enhancing their understand of other cultures and religious beliefs. Graduates from American universities stated their education had a very positive effect on their concept of education and values in general through learning a new methods and skills, and becoming more tolerant and understanding of other cultures. Perceptual differences were explained using respondents' comments and original culture. / The results verified Schumann's Theory of Social Distance (1976) when extended to adopting a second culture. / Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0118. / Major Professor: Frederick Jenks. / Thesis (Ph.D.)--The Florida State University, 1994.

The purpose of this study was to explore the content of children's responses to culturally relevant literature in Hawai'i and how their individual understandings and responses evolved over time. This study utilized qualitative research methods and ethnographic techniques. A case study group of six students, three girls and three boys of differing ethnicity, was selected from a fifth grade class in Hawai'i. Children participated in four different literature discussions, a short story, novel study, text set study, and class read-aloud. Data collection included transcripts from literature discussions, interviews, observational field notes, and collections of written artifacts. Categories were constructed through inductive analysis of data. The findings showed that through literature discussions of culturally relevant literature the children defined what it means to belong to their local culture in Hawai'i, refined their beliefs about the concept of culture, used their knowledge about history to build understandings, and shared how they connected with the literature. As a result of the literature discussions, individual children were able to identify with the literature and came to new understandings about themselves and their cultural lives. Children should be encouraged to read books that show representations of their cultural lives. However, merely reading literature is not enough. Children need instructional and teacher support so that they may engage in thoughtful discussions about the literature and find issues that are meaningful to them. Providing opportunities for children to find and discuss personal and cultural issues, establishing a supportive environment to talk about literature, and using powerful selections of literature are ways teachers help children engage in discussions about culturally relevant literature.

This study outlines relationships between ideological construction and conversational performances, or utterances during casual conversation whose aesthetic quality is highlighted. I identify a distinction between native and nonnative English speakers that is imagined in predictable ways and expressed in regularized discourse patterns. The ideology of nativeness is rooted in a monolingualist view of the world--an association of one language with one nation--and intersects with ideologies of race and education. The regularity of patterns associated with this ideology provides resources for performances by white, middle-class U.S. university students about incomprehensible accents, bad teachers, lazy or angry foreigners, and rude code-switching or uses of non-English languages. Speakers use performative strategies such as rhythm, dialogue, and emphatic stress, to frame performances as worthy of special attention. Utterances are interpreted as more or less performative depending on the density and intensity of those strategies. The notion of the discourse frame accounts for speakers' desire to complete performances and for listeners' understanding that they are expected to respond positively. Performance and ideology are reciprocally related, such that performances index and depend on the stability of ideological models while providing opportunities for sudden shifts in ideological position as well as for transformations of those models. As speakers frame performances, they simultaneously create social truths, such as exaggerated hierarchical relationships between linguistic in-groups and out-groups, in ways that become memorable and at least momentarily acceptable. Because performances are bounded and memorable, they are decontextualizable, which enables them to be re-performed by the same speakers or by their listeners in other contexts. Performances thus contribute to the pervasiveness of the ideological discourse patterns that form the basis of those performances. Because of many speakers' drive to establish social solidarity with their listeners, performances can coincide with a dramatic shift in ideological position. Such shifts are also understandable if we recognize that dominant ideologies are embedded in highly regularized discursive patterns, readily available to any speaker who wishes to employ them.