This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.

As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary school teachers have regarding the age at which the English instruction should start. An empirical study was carried out by interviewing a few stakeholders in the context of schools and sending out questionnaires to lower primary school teachers. The results indicate that a large majority of the participants were in favour for early English instruction, as according to many of them, an early start results almost exclusively in advantages for the young children. However, the results also imply that the English subject, in some cases, might be less prioritised, due to the lack of specified knowledge requirements. Based on these results, further research on how different schools interpret these non-specified knowledge requirements is suggested. / <p>Engelska</p>

Field studies were conducted during 2006 and 2007 to evaluate control of saw greenbriar and southern dewberry by various pasture herbicides and to assess forage tolerance of Tifton 85 bermudagrass to these herbicides. Herbicides evaluated in each study included triclopyr, picloram, 2,4-D, fluroxypyr, dicamba, aminopyralid, metsulfuron methyl and various combinations of the above. Visual ratings were taken on each herbicide efficacy experiment. Visual evaluations of phytotoxicity, measurements of dry matter yield, and forage quality were quantified for each of the bermudagrass tolerance trials. Saw greenbriar was best controlled at approximately one year after treatment by triclopyr at 10.9% ae v/v with diesel as the carrier (88-98%), although the lower rate of triclopyr + diesel at 0.87% ae v/v + 5% v/v and triclopyr alone at 0.87% ae v/v provided 49 to 86% control. Triclopyr + fluroxypyr at 0.25% ai v/v + 0.086% ai v/v gave best control of southern dewberry in both years when applied as an individual plant treatment (IPT) six weeks after shredding. In general, shredding 45 days prior to herbicide application gave an advantage to southern dewberry control versus not shredding. In 2006, triclopyr + fluroxypyr (IPT) was the only treatment to decrease Tifton 85 dry matter yield at the first harvest, with no effect observed at the second harvest. In 2007, both broadcast treatments containing triclopyr + fluroxypyr and the IPT treatment of triclopyr decreased dry matter yield at the first harvest, with triclopyr (IPT) being the only treatment to lower dry matter yield at the second harvest. Field studies were also conducted in 2006 and 2007 to assess sharppod morningglory control in Roundup Ready Flex® and LibertyLink® cotton systems. Herbicides evaluated included glyphosate, glufosinate, prometryn, fluometuron, and diuron. Visual ratings of percent weed control and sharppod morningglory plant counts were taken to assess control. Prometryn at 1.8 kg ai ha⁻¹ and fluometuron at 1.8 kg ai ha⁻¹ provided significant preemergence control (33-81%) of seedling sharppod morningglory. All rates of glyphosate (1.06 and 1.54 kg ai ha⁻¹) and glufosinate (0.45 and 0.6 kg ai ha⁻¹) controlled sharppod morningglory from 55 to 100% at both application timings. The addition of diuron at 1.12 kg ai ha⁻¹ to glyphosate and glufosinate at the late season application enhanced sharppod morningglory control by 3 to 16%. Additionally, in both years, no reduction in cotton yield was observed in the morningglory infested treatment when compared to the weed free treatment.

The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.

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To learn a language successfully, one needs to incorporate terms which are used commonly by native speakers but cannot be found in dictionaries. Words like uh-huh, oops, ouch, and brrr, are some examples of these terms. These expressions, commonly categorized under such linguistic labels as interjections (Ameka, 1992), alternants (Poyatos, 2002), and response cries (Goffman,1981), are what Dr. Lynn Henrichsen (1993) and Rebecca Oyer (1999) termed Unorthodox Oral Expressions (UOEs). These utterances are considered unorthodox because many of them are not formal or standard English words. Because of that, “we do not consider them part of the productive system of English,” so English dictionaries and textbooks rarely include these words (Luthy, 1983, p.19). Also, they are used mostly in informal speech rather than in formal written English. Hence, non-native English learners usually don’t have the opportunity to learn these informal utterances in English classes (Chittaladakorn, 2011; Oyer, 1999).Though unorthodox, these expressions are important for English language learners (ELL) to learn so that they will be able to carry out more natural and native-like conversations and understand what these utterances mean when native speakers use them. Because UOEs are so under-taught and there are so few teaching UOEs, there is a great need for a UOE dictionary that includes not only pronunciation and meaning, but also the syntactic features and semantic and pragmatic functions of these expressions. This project includes the creation of an online UOE dictionary to fill that need in English language acquisition.

This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner’s (ELL's) relationship with peers, and personal perspec-tives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions con-cerning enjoyment and contentment of academic topics. Three ELLs from two learning environ-ments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demon-strated an overall increase of more intimate friendships. Examination of the ELLs' oral inter-view responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.

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