Thesis. 1979. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 117-121. / M.C.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.

This thesis presents the findings from a qualitative investigation into teachers’ use of code-switching in bilingual classrooms in Wales. The results of the 2001 census show a slight increase in the proportion of Welsh speakers in Wales, to 21%. This change, combined with increasing governmental support for the Welsh language, suggests that we may now be entering a period of stable Welsh-English bilingualism for those who speak Welsh. This study builds upon previous research into teachers’ use of code-switching by investigating 6 teachers’ perceptions of code-switching during the research period. It is proposed that teachers’ perceptions and awareness of their bilingual identity, examined through case studies have a central role in the decisions made in the bilingual classroom. Synthesising various approaches to code-switching provides educators with an overview of code-switching and its implications for instruction and the classroom as a community. This study makes an important contribution to the understanding of the dynamics of code-switching at classroom level rather than syntactic level, as there is very little research into the bilingual teaching interface in Wales. Ideally, the findings will contribute to the debate on multilingual practice as a natural and effective means of language teaching as well as a force for intercultural understanding. The author is interested in exploring how far and in what ways teachers are aware of the benefits of code-switching and to raise awareness of the relationship between code choice and wider social factors. The study has two main objectives. Firstly, to investigate how far teachers employ code-switching as a strategy and their reasons for doing so. Secondly, to explore how far, and in what ways, these teachers’ identities undergo a process of transformation as a result of their experiences of the research process. The study provides a number of useful insights into the dynamic interplay between code-switching and learning as a legitimate way of using a shared language to scaffold pupils’ learning. A range of teachers’ perceptions of code-switching were detected and the significance of these findings are discussed. The study provides an insight into perceptions of the functions and rationale for code-switching from a teacher’s perspective, which may contribute to the multilingual turn debate and have pedagogical implications.

The purpose of this study was to review Bilingual Bicultural teacher education in Texas and to collect opinions about present certification requirements and institutional guidelines. Narrative descriptions of the history and present status of programs at thirty-seven institutions were compiled. A questionnaire was completed with program directors and members of the Texas Association for Bilingual Education. Data from the questionnaires were reported in frequencies and percentages and cross-tabulations were completed to assess differences in opinions on general issues, TEA requirements, and nationally-set standards.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:03Z No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:25Z (GMT) No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-12T13:35:25Z (GMT). No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / After considerable achievements, especially in legislation, which resulted in advances for school inclusion, and consequently for the education of the deaf, the latter became the object of study of many researchers. Still, there are gaps that remain poorly explored. The research reported in this master thesis emerged from the experience of a science teacher/LIBRAS Interpreter who felt the impact of the communication barrier, and the languages inserted in science teaching -learning process for the deaf. This project aimed to develop studies on mediated action (dialog establishment) in bilingual classroom of Science in order to understand how the mediation conducted by a bilingual teacher influences the assignment of meaning in Science education for deaf students. Taken into account the specificity of the deaf students, we planned and developed pedagogical interventions considering the socio -anthropological perspective of deafness. There were invited to participate in the study, deaf students, who attended the 9 t h grade of elementary school, at the School Centro Especial Elysio Campos (founded by the deaf community), which has a partnership with the State Secretariat for Education of Goiânia and maintained by the Association of Deaf People of Goiânia. At this stage of education, students are introduced to the basic concepts of Chemistry, some of them, because are essential to the understanding of Chemistry, were chosen to be taught during the pedagogical interventions. Given the results presented and analyzed, we can affirm that this mediated action, using multisensory resources, proved to be a possible tool for science education of deaf students. / Após consideráveis conquistas, especialmente na legislação, que trouxeram avanço para a inclusão escolar e consequentemente para a educação de surdos, esta última tornou - se objeto de estudo de muitos pesquisadores. Ainda assim, verificam-se lacunas que permanecem pouco exploradas. A partir da vivência de uma professora de Ciências/Intérprete de Libras que sentiu o impacto da barreira da comunicação, e das linguagens inseridas no processo de ensino -aprendizagem de Ciências para s urdos, surgiu a pesquisa que está relatada nesta dissertação. Esse projeto objetivou realizar estudos sobre a ação mediada (estabelecimento de diálogo) em sala bilíngue de Ciências, a fim de entender como a mediação realizada pelo professor bilíngue influe ncia na atribuição do significado no ensino de ciências para alunos surdos. Diante da especificidade dos estudantes surdos, foram planejadas e desenvolvidas intervenções pedagógicas considerando a perspectiva socioantropológica da surdez. Para tanto, foram convidados a participar da pesquisa, estudantes surdos que cursavam o 9º ano do Ensino Fundamental, na escola Centro Especial Elysio Campos (fundada pela comunidade surda), a qual é conveniada da Secretaria Estadual de Educação de Goiânia e mantida pela Associação de Surdos de Goiânia. Nesta etapa do ensino, foram introduzidos aos alunos conceitos básicos da Química, alguns dos quais por serem considerados fundamentais ao entendimento desta, foram escolhidos para serem ensinados durante as intervenções ped agógicas. Diante dos resultados apresentados e analisados, podemos afirmar que esta ação mediada, utilizando recursos multisensoriais, se mostrou ser uma configuração possível para o ensino de Ciências para estudantes surdos.

In order to illustrate, I begin this report with an account of some of my experiences as a bilingual teacher, instructing curriculum designed to elicit student reflections their language ideologies and engaging praxis. The data includes student responses to a writing prompt and interview which elicited their language ideologies. Some of the student comments were striking due to their recognition of the higher status of English. The student-collected data aided me in evaluating my curriculum and instruction and inform my future practice. My report ends with a proposal to investigate these issues more deeply by conducting a study on student language ideologies. / text

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)

This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers. The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)