This research focuses on student attitudes toward multilingual education. Although much work has been done on multilingual education pedagogy and policy, almost none has been child-centered. Little consideration has been given to first-hand accounts of children in immersion programs. Through participatory observation, surveys, and focus group discussions with third grade students at a public, French immersion elementary school in the Pacific Northwest, I have found many common threads within student experiences of multilingual education. Specifically, students' fear of failure and peer-to-peer shaming when learning a new language can leave them feeling ambivalent toward French. This is not to say that the student experience is overwhelmingly negative; however, student attitudes seem to fall somewhere between their learned value for multilingualism and their lived experiences. Ultimately, this thesis highlights the importance of student narratives and the ways in which they can inform the development of immersion education programs.

This thesis uses the framework of a program evaluation to highlight the human experience of participants in a community-based family literacy program in the context of a “New Destination” for Latino immigrants. There is first an extensive discussion of how Latino immigrant communities have changed over time in Oregon and specifically in Lane County, followed by description of the nonprofit organizations that cater to these communities in Lane County, with specific focus on Downtown Languages and their Pilas Family Literacy Program. A selection of literature is reviewed surrounding the themes of the efficacy of program evaluation as a tool, “New Destinations,” the relationship between bilingualism and family in ESL programs, and finally a brief discussion of cultural competency in ESL practices and literacy as human capital. The conclusion of this research contains recommendations for the Pilas Family Literacy Program, as well as other family literacy programs operating in “New Destinations” communities.

Magister Artium - MA / We Dare Not Say is an anthology of seven interlinked short stories with the general theme of intergenerational trauma among coloured families in Cape Town. The stories are arranged in a montage of internally, variably and externally focalised narratives that span over a century, from 1900 through to 2015, and are fictionalised accounts of real events, categorising them as biographical fiction. Some of the specific topics covered in the stories include incest, molestation, substance abuse, mental illness and humour as a coping mechanism. The body of work is conceived in the context of the twentieth century trauma narrative, the complexities of which run as undercurrents through most of the important English literary works created in South Africa since the 1800s up until John M. Coetzee, but which has often lacked a female perspective, especially women of colour. The stories in this volume aim to depict a group of people, who, through centuries of oppression in the form of serfdom, servitude and segregation, have developed various coping mechanisms to make sense of their own identity in an absurdly cruel social landscape. The stories focus on the inward turning of violence, substance abuse, silence and humour as survival mechanisms after generations of trauma that have been, in a sense, the hallmarks of coloured South Africa. The stories are told using a split narrative method, showing multiple viewpoints of the same story with perspectives ranging from young to old, crossing the gender divide in both time and space. Ultimately, We Dare Not Say, is a depiction of the complexities of lives lived under oppression, and the triumphs and challenges faced in trying to resolve, live through or deny the effects of such oppression on a group and the individuals that make up that group.

abstract: Adults with a history of traumatic brain injury (TBI) often show deficits in executive functioning, which include the ability to inhibit, switch, and attend to task relevant information. These abilities are also essential for language processing in bilinguals, who constantly inhibit and switch between languages. Currently, there is no data regarding the effect of TBI on executive function and language processing in bilinguals. This study used behavioral and eye-tracking measures to examine the effect of mild traumatic brain injury (mTBI) on executive function and language processing in Spanish-English bilinguals. In Experiment 1, thirty-nine healthy bilinguals completed a variety of executive function and language processing tasks. The primary executive function and language processing tasks were paired with a cognitive load task intended to simulate mTBI. In Experiment 2, twenty-two bilinguals with a history of mTBI and twenty healthy control bilinguals completed the same executive function measures and language processing tasks. The results revealed that bilinguals with a history of mTBI show deficits in specific executive functions and have higher rates of language processing deficits than healthy control bilinguals. Additionally, behavioral and eye-tracking data suggest that these language processing deficits are related to underlying executive function abilities. This study also identified a subset of bilinguals who may be at the greater risk of language processing deficits following mTBI. The findings of this study have a direct impact on the identification of executive function deficits and language processing deficits in bilinguals with a history mTBI. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2015

abstract: Purpose: The present study examined grammatical gender use in child Spanish heritage speakers (HSs) in order to determine whether the differences observed in their grammar, when compared to Spanish monolinguals, stem from an incompletely acquired grammar, in which development stops, or from a restructuring process, in which features from the dominant and the weaker language converge to form a new grammatical system. In addition, this study evaluated whether the differences usually found in comprehension are also present in production. Finally, this study evaluates if HSs differences are the result of the input available to them. Method: One-hundred and four typically developing children, 48 HSs and 58 monolingual, were selected based on two age groups (Preschool vs. 3rd Grade). Two comprehension and three production experimental tasks were designed for the three different grammatical structures where Spanish expresses gender (determiners, adjectives, and clitic pronouns). Linear mixed-models were used to examine main effects between groups and grammatical structures. Results: Results from this study showed that HSs scored significantly lower than monolingual speakers in all tasks and structures; however, 3rd-Grade HSs had higher accuracy than PK-HSs. Error patterns were similar between monolinguals and HSs. Moreover, the commonly reported overgeneralization of the masculine form seems to decrease as HSs get older. Conclusion: These results suggest that HSs’ do not face a case of Incomplete Acquisition or Restructured Grammatical gender system, but instead follow a protracted language development in which grammatical skills continue to develop after preschool years and follow the same developmental patterns as monolingual children / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2018

Cette recherche a été développée au sein de la communauté linguistique tolpan dans la Montagne de la fleur au Honduras. Son but est décrire leur situation sociolinguistique et se demander si elle réunit des éléments de menace, voire de danger pour la langue tol, ou au contraire de vitalité pour l'avenir. La mise en place d'un dispositif de recherche, par entretiens et observations empiriques nous a conduit aux résultats suivants : il s'agit d'une langue qui vit encore, son mécanisme de transmission est générationnel, les représentations des locuteurs sont positives sur leur langue, elle est perçue comme un des traits représentatifs de leur culture, elle même organisée autour d'un imaginaire collectif bien vivace. Nonobstant, nous avons mis au jour certains éléments qui semblent ne pas favoriser cette langue: l'envahissement de l'espace linguistique par l'espagnol langue officielle, le comportement non verbal qui paradoxalement semble nier le discours de fierté des Tolpans, les échanges asymétriques de communication, entre autres. Ce panorama évoque une situation diglossique où la langue tol est la langue dominée et l'espagnol la langue dominante.Donc, le tol, langue locale hondurienne fortement menacée malgré certains indices qui comptent en sa faveur. Des mesures urgentes seraient à prendre pour sa vitalisation: la scolarisation en langue tol, sa reconnaissance par un statut d'officialité et l'intégration de sa communauté tolpan comme égale aux autres Honduriens en termes sociaux, politiques, économiques et surtout culturels. Ce travail n'aurait pas pu être réalisé sans la collaboration des médiateurs tolpans, ou l'aide des amis qui partagent la passion pour les langues. / This research develops within the linguistic community Tolpán in The Flower Mountain in Honduras. Its purpose is to describe the sociolinguistic situation by identifying signs of threat or danger to the Tol language, or conversely of vitality for the future of this language.For the last three years we have been involved in an investigation that through interviews and empirical observations has lead to the following results: Tol is a language that is still alive, the transmission mechanism is generational, representations of the speakers about their language are positive, Tol is regarded as a representative feature of their culture, which is organized around a strong living collective imagination.However, we have also identified some elements that do not sustained the perpetuation of this language: the invasion of its physical area by the Spanish language area, nonverbal behavior that paradoxically denies the discourse of tol speakers, and asymmetrical communication exchanges, among others. This picture evokes a situation of diglossia, where Tol language is Spanish- language dominated and the dominant language.We take responsibility to say that tol is seriously threatened despite some evidence in its favor in order to revitalize the language, some urgent measures could be taken: tol schooling, recognition to official status, and community integration of Tol as equal to other Honduran languages in the social, political, cultural and economic field as a whole.This study could have not been possible without the collaboration of the Tolpan mediators, the help of friends who in the area of their possibilities, and the love and passion they share for languages have lent a helping hand and to whom I gratefully thank / Esta investigacion se desarrolla al seno de la comunidad lingüistica tolpan de la Montana de la Flor en Honduras. El proposito es describir su situacion sociolingüistica mediante la identificacion de indicios de amenaza o peligro para la lengua tol, o por el contrario de vitalidad para el futuro de ésta lengua.La investigacion a través de entrevistas y observaciones empiricas nos conducen a los resultados siguientes: strata de una lengua que vive aun, su mecanismo de transmision es generacional, las representaciones de los hablantes acerca de su lengua son positivas, el tol es considerado coma un rasgo representativo de su cultura, la que se organizan en torno a un imaginario colectivo viviente y solido.No obstante, se han identificado algunos elementos que no favorecen esta lengua: la invasion del espacio lingüistico del espanol lengua oficial, el comportamiento no verbal que paradojicamente niega el discurso de los hablantes tol, los intercambios asimétricos de comunicacion, entre otros. Es evidente entonces una diglosia donde la lengua tol es la lengua dominada y espanol la lengua dominante.El tol es pues una lengua hondurena seriamente amenazada a pesar de algunos indicios en su favor. Con el fin de vitalizar esta lengua, se podrian tomar algunas medidas urgentes: la escolarizacion en tol, el reconocimienta un estatus de oficialidad, y la integracion de la comunidad tolpan como igual a otros Hondurenos en el campo social, politico, economico y sobre toda cultural. Este trabajo no hubiese sida posible sin la colaboracion de los mediadores tolpans, o la ayuda de amigos que comparten la pasion par las lenguas, cada uno desde su area y sus posibilidades.

Made available in DSpace on 2017-07-10T19:07:21Z (GMT). No. of bitstreams: 1 DISSERTACAO MARTA DE FATIMA DA SILVA2.PDF: 2402806 bytes, checksum: 4595250bfa633cc9ac3cb7a14161e590 (MD5) Previous issue date: 2013-02-25 / A pedagogical situation differentiated with respect to deaf students should consider importance of development of school practices, providing decrease of barriers for language, culture and other barriers less visible that occur to day by day, among listener teachers and deaf students. Thus, issues about teaching bilingual education process for deafness, especially to teaching to Portuguese writing; it is not simple and requires theoretical depth and practice skills, with constant reflection. Following this perspective, education of deaf students could become more sensitive, more importantly, considering more visual modes of students, and also, it is be present in pedagogical contexts socio political and cultural demands, as described by Bortoni-Ricardo (2003), Ladson-Billings in interview to Gandin et. alii (2002). In Brazil, bilingual education for deaf students has been assumed currently. The Federal Decree N º 5626/2005 is recognition of struggle of deaf communities, and advocates that bilingual schools shall teach Libras (Brazilian language of signs) and Portuguese writing, as instruction languages, used to whole development of educational process. These achievements obtained to bilingual education, become unproductive without qualification of teachers to specific issues of deafness. The present study searched, through development of extension project, point some demands, suggestions and proposals for theoretical and practical training for teachers of deaf students, without falling into tendency of models established on deafness education. / Uma situação pedagógica diferenciada e de respeito aos alunos surdos deveria considerar a importância de desenvolvimento de práticas escolares que poderiam proporcionar a diminuição das barreiras linguísticas, culturais e outras barreiras menos visíveis que surgem no dia a dia da sala entre professores ouvintes e alunos surdos. Sendo assim, as questões que envolvem o processo pedagógico da educação bilíngue dos surdos, principalmente o ensino da Língua Portuguesa escrita, não são simples e exigem aprofundamento teórico e uma prática que busca constante reflexão. Seguindo essa perspectiva, a educação dos alunos surdos poderia tornar-se mais sensível e mais relevante se fossem considerados os modos visuais deles aprenderem e se estivessem presentes nos contextos pedagógicos as demandas culturais e sociopolíticas, como apontam Bortoni-Ricardo (2003), Ladson-Billings em entrevista a Gandin et. alii (2002). A Educação Bilíngue para surdos tem se apresentado como realidade assumida no Brasil e, ainda, como forma de reconhecimento da luta das comunidades surdas, tendo sua concretização no Decreto Federal Nº 5626/2005 que preconiza como escolas de educação bilíngue aquelas em que a Libras e a modalidade escrita da Língua Portuguesa sejam línguas de instrução utilizadas no desenvolvimento de todo o processo educativo. Todas essas conquistas em relação à educação tornam-se pouco produtivas se a formação do professor não for pensada de forma pontual para as questões específicas da surdez. A presente pesquisa buscou, por meio do desenvolvimento de projeto de extensão, apontar demandas, sugestões e propostas para uma formação teórica e prática de professores de surdos, sem cair na tendência de procurar, nos modelos já consolidados, a maneira de fazer educação dos alunos surdos.

The ease at which individuals acquire a second language is astounding. Individuals are capable of learning a second language at any point through out their lifespan, although it is easier to learn a second language early in life. With increasing knowledge about linguistic neural processing and the brain’s capacity for plasticity, the research on bilingualism has increased substantially. Researchers have become increasingly more interested in the long-term effects of acquiring a second language, especially the enhancement of executive function (EF). This enhancement, also known as bilingual advantage, has been studied for a range of EFs, including inhibition, attention, problem solving, and reasoning. Although this effect was first demonstrated in bilingual children, researchers have extended the quest for understanding to young, middle, and older adults; however, the research findings are mixed for young adults. In order clarify these mixed results, the age of second language acquisition has been included as an experimental variable, producing three relevant groups: early bilinguals, late bilinguals, and monolinguals. There are several ways in which EFs can be measured, including behavioral rating scales, computerized cognitive tasks with behavioral outcomes (i.e., response times and accuracy), and computerized event-related potential cognitive tasks. A novel multi-level approach to measuring the bilingual advantage was developed and used as a framework for the current dissertation; i.e., the bilingual advantage was measured at three levels of measurement. This approach predicts that more complex levels of measurement (i.e., executive behaviors) would produce null findings between the three groups, while differences between early bilinguals and the other two groups would be predicted for less complex levels of measurement (i.e., neurophysiological markers). This approach predicts mixed results for levels of measurement that involve moderate complexity (e.g., computerized tasks of EF). Early bilinguals, late bilinguals, and monolinguals were compared across three hierarchical levels of measurement: (i) executive behaviors; (ii) information processing (i.e., computerized tasks of EF); and (iii) neurophysiology (i.e., event-related potential paradigm). Findings generally support the multi-level approach: no differences were found at the executive behavior level, limited and mixed differences were found at the information processing level, and differences between groups were found at the neurophysiological level. / Graduate

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This diploma theses introduces case studies of bilingual children attending Czech School Without Borders, London (CSWBL) that focuses on their education in this supplementary school. The theoretical part determines the term bilingualism. The aim is to describe aspects of bilingualism in students of CSWBL and specifics of their education with consideration of their frequent mistakes. In one chapter we describe institutions providing education to bilingual children worldwide. Another chapter outlines curriculum of "Czech schools without borders", curriculum of CSWBL and worksheets used for classwork in CSWBL. We are aware that textbooks for bilingual speaker do not yet exist. Empiric part focuses on creation of educational materials for Reception and Year 1 classes, both based on curriculum of CSWBL. This material is used during the lessons and evaluated. We describe in total six Saturday lessons, which took place at school year 2015/16. The lessons were based on those materials we created. Whilst creating the education materials we got inspired by Czech language textbooks, Czech for foreigners textbooks, CSWBL archive and internet sources. Key words bilingvism, methodology, biculturalism, mothar tongue