In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communication in their family. In such a bilingual context, this study documents biliteracy development of two Korean background children growing up in Australia. The children?s written texts (both in English and Korean) were collected over the period of 5 years 8 months (from preschool through primary school) both in home and school contexts, and analyzed using the Systemic Functional Grammar as well as genre and register theory. Throughout the researcher?s regular classroom observation and participation in their school?s literacy activities as well as in the home context, a detailed documentation of the children?s socio-linguistic environment is also provided as an important part of this longitudinal case study?s data collection and analysis. Over the period, the children?s writing in both English and Korean developed quite significantly in terms of their control of the register in text. With the introduction of Genre-based Approach in their school, they had opportunities in learning to write a range of genres such as Narrative, Report, Explanation, Argument and Procedure in English to meet the expectations of the mainstream curriculum. The children?s writing in Korean was mainly developing to satisfy their personal and interpersonal communication needs, largely through diary writing, E-mails and personal letters to extended family. Their developmental patterns of writing different genres as well as their control of written language have been examined largely through the analysis of the system of Transitivity, the use of nominal groups, Theme choice and Mood system. The similarity and difference in literacy practices between the two children (the brother and the sister) are also discussed. As the key to the two ESL background children?s successful biliteracy development throughout their primary schooling period, this case study emphasizes the importance of the supportive parents? role through mother tongue maintenance and an effective literacy program, such as Genre-based Approach, which provides practical guidance for developing written language through learning a range of genres with different social functions and purposes. The literacies in English and Korean have been found to be mutually supportive and thus it is argued that the whole biliteracy development in this case study has an enhancing effect on the children?s academic achievement in their Australian schooling. Simultaneously, with their continuous biliteracy development, the children were able to enjoy being part of a caring Korean-speaking family and community. Moreover, this whole process of biliteracy development certainly provided the two ESL children with a positive self-concept and socio-cultural identity as a balanced proud bilingual. In this regard, it is argued that the successful outcome of this case study of the ESL children?s bilieracy development can be identified as a case of an ?empowering? additive bilingualism.

The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.

The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non-English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is limited to examination of ESL provision at the school level in government education systems only and does not address services for adult NESB learners or provision in the non-government sector. The study is set in the context of the impact of commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools. The major findings to emerge from this study which bear on the issues identified in the literature and which are of significance for the future of ESL service delivery are: · the existence of overall commonality of definition of NESB students and identification of such students for ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial systems which falls short of standard practice and renders comparative measurement of perceived shortfalls in provision difficult; · variation in definition of intensive programs which renders comparison of provision difficult; · strong commonality in overall provision of both programs and services across all schooling sectors, with limited local variation in service delivery; an increasing commitment in all systems to the mainstreaming of ESL provision through language across the curriculum programs aimed at complementing specialist ESL provision by enabling mainstream teachers to accept responsibility for the language needs of NESB learners; · variation in degrees of dependence on commonwealth funding for provision of programs and services ranging from almost total dependence on commonwealth funding in two systems to significant local education authority provision in four systems; · commonality of opinion among local service providers of the commonwealth's responsibility for some degree of funding of ESL provision, but variations in perceptions of the extent of the commonwealth's responsibility in this area; · commonality of experience of initial identification of need at the local level, but dependence on commonwealth intervention to approach adequate provision to meet identified need; · a degree of tension between on the one hand, recognition of individual differences among systems and the concomitant need, or desire, for state/territorial autonomy in service delivery; and on the other hand, recognition of commonality of purpose and provision and the concomitant need for some standardisation of practice in the interests of efficiency and accountability of service delivery. The study concludes with an examination of the implications of these findings for policy for future ESL service delivery.

This study was undertaken in the Johannesburg South district (D11). Primary school language teachers in this district (D11) were invited to participate in this study by means of a questionnaire. This study investigated which kind of teaching methods teachers are currently using to develop and enhance critical thinking skills of ESL learners in language classrooms. Teachers' knowledge of Blooms' Taxonomy of cognitive objectives and how to use this taxonomy to develop ESL learners' critical thinking skills were also scrutinized. Since many ESL learners' language proficiency in English is also limited the responses of the teachers indicated that this could have a negative influence on their critical thinking development. This study accentuates the need for the use of a variety of teaching methods to enhance ESL learners' critical thinking skills in language in the Johannesburg South District (D11). / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This study was designed to explore the acculturation experiences of military-related immigrant wives enrolled in an ESL program in a selected community college. More specifically, the purpose of the study was to understand the personal and structural forces that facilitated or hindered their acculturation process into their community of residence and whether their participation and retention in ESL classes contributed to their acculturation. Using a qualitative design with the basic interpretive paradigm, data collection consisted of face-to-face interviews with 14 immigrant military wives from 10 differing countries who were either enrolled or had been enrolled in a community college ESL program. The site chosen served a multicultural population of military spouses who enrolled in educational programs that offered English language development. The nearest ESL program, located at a community college near the military base, became an information-rich site for the study. The findings from the study highlighted the role of English language as an essential element to adjustment into the society of the United States for military immigrant wives, leading to acculturation and subsequently personal transformation. The data revealed both external and internal forces that influenced the acculturation process. External (structural) forces included community, workforce, the military, and an educational institution. The secondary forces included racial discrimination, cultural differences, and social networks within the community. Internal forces included love and care and self-efficacy. Self-efficacy was manifested through their persistence, patience, and resilience.

ASIPs are needed to handle the future demand of flexible yet highperformance embedded computing. The flexibility of ASIPs makes them preferable over fixed function ASICs. Also, a well designed ASIP, has a power consumption comparable to ASICs.  However the cost associated with ASIP design is a limiting factor for a more wide spread adoption. A number of different tools have been proposed, promising to ease this design process. However all of the current state of the art tools limits the designer due to a template based design process. It blocks design freedoms and limits the I/O bandwidth of the template. We have therefore proposed the Novel Generator of Accelerator and Processors (NoGAP). NoGAP is a design automation tool for ASIP andaccelerator design that puts very few limits on what can be designed, yet NoGAP gives support by automating much of the tedious anderror prone tasks associated with ASIP design. This thesis will present NoGAP and much of its key concepts. Such as; the NoGAP-CL) which is a language used to implement processors in NoGAP, This thesis exposes NoGAP's key technologies, which include automatic bus and wire sizing, instruction decoder and pipeline management, how PC-FSMs can be generated, how an assembler can be generated, and how cycle accurate simulators can be generated. We have so far proven NoGAP's strengths in three extensive case studies, in one a floating point pipelined data path was designed, in another a simple RISC processor was designed, and finally one advanced RISC style DSP was designed using NoGAP. All these case studies points to the same conclusion, that NoGAP speeds up development time, clarify complex pipeline architectures, retains design flexibility, and most importantly does not incur much performance penalty, compared to hand optimized RTL code. We belive that the work presented in this thesis shows that NoGAP, using our proposed novel approach to micro architecture design, can have a significant impact on both academic and industrial hardware design. To our best knowledge NoGAP is the first system that has demonstrated that a template free processor construction framework can be developed and generate high performance hardware solutions. / NoGAP

Les Syst emes sur puce (soc) sont de plus en plus complexes. Leur concep- tion repose largement sur la r eutilisation des blocs, appel es ip (Intellectual Pro- perty). Ces ip sont construites par des concepteurs di erents travaillant avec des outils di erents. Aussi existe-t-il une demande pressante concernant l'in- terop erabilit e des ip, c'est- a-dire d'assurer la compatibilit e des formats et l'uni- cit e d'interpr etation de leurs descriptions. ip-xact constitue un standard de facto d e ni dans le cadre de la conception de syst emes electroniques pour fournir des repr esentations portables de composants ( electroniques) et d'ip. ip-xact a r eussi a assurer la compatibilit e syntaxique, mais il a n eglig e les aspects comportemen- taux. uml est un langage de mod elisation classique pour le g enie logiciel. Il four- nit des el ements de mod ele propres a couvrir tous les aspects structurels et com- portementaux d'une conception. Nous pr^onons une utilisation conjointe d'uml et d'ip-xact pour r ealiser la n ecessaire interop erabilit e. Plus pr ecis ement, nous r eutilisons le pro l uml pour marte pour etendre uml avec des caract eristiques temps r eel embarqu ees. Le paquetage Mod elisation G en erique de Ressources de marte est etendu pour prendre en compte des sp eci cit es structurelles d'ip- xact. Le Mod ele de temps de marte etend le mod ele atemporel d'uml avec le concept de temps logique bien adapt e a la mod elisation au niveau syst eme electronique. La premi ere contribution de cette th ese est la d e nition d'un mod ele de do- maine pour ip-xact. Ce mod ele de domaine est utilis e pour construire un pro l uml pour ip-xact qui r eutilise autant que possible les st er eotypes de marte et en d e nit de nouveaux uniquement en cas de besoin. Une transformation de mod ele a et e mise en uvre dans ATL permettant d'utiliser des editeurs graphiques uml comme front-end pour la sp eci cation d'ip et la g en eration des sp eci cations ip- xact correspondantes. Inversement, des chiers ip-xact peuvent ^etre import es dans un outil uml par une autre transformation de mod eles. La deuxi eme contribution porte sur la mod elisation de propri et es et de con- traintes temporelles portant sur des ip. Les diagrammes comportementaux d'uml sont enrichis avec des horloges logiques et des contraintes d'horloge exprim ees dans le langage de speci cation de contraintes d'horloge (ccsl) de marte. La sp eci cation ccsl peut alors servir de mod ele de r ef erence pour le com- portement temporel attendu et la v eri cation des impl ementations a di erents niveaux d'abstraction (rtl ou tlm). Les propri et es temporelles sont v eri ees en utilisant une biblioth eque sp ecialis ee d'observateurs.

Par le biais d’une étude de cas portant sur un conseil scolaire anglophone ontarien, la recherche entreprise avait pour objectif l’analyse de la mise en œuvre de politiques touchant l’éducation des élèves réfugiés du niveau secondaire en Ontario, soit la politique à l’égard des élèves English language learners de 2007 ainsi que la Stratégie ontarienne d’équité et d’éducation inclusive de 2009. La réalisation d’entrevues semi-dirigées auprès d’informateurs clés du conseil scolaire, du ministère de l’Éducation de l’Ontario et d’un organisme local d’aide à l’établissement des nouveaux arrivants, l’analyse de documents publiés par les deux premières entités ainsi que l’observation non participante à des réunions de comités consultatifs du conseil scolaire ont permis l’exploration de l’impact constaté ou potentiel de la mise en œuvre de ces politiques sur la mise en place d’un modèle de système inclusif de prestation de programmes et services en matière d’éducation des élèves réfugiés du niveau secondaire.

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

This study built and supported arguments for the use of diagnostic assessment in English as a second language (ESL) academic writing. In the two-phase study, a new diagnostic assessment scheme, called the Empirically-derived Descriptor-based Diagnostic (EDD) checklist, was developed and validated for use in small-scale classroom assessment. The checklist assesses ESL academic writing ability using empirically-derived evaluation criteria and estimates skill parameters in a way that overcomes the problems associated with the number of items in diagnostic models. Interpretations of and uses for the EDD checklist were validated using five assumptions: (a) that the empirically-derived diagnostic descriptors that make up the EDD checklist are relevant to the construct of ESL academic writing; (b) that the scores derived from the EDD checklist are generalizable across different teachers and essay prompts; (c) that performance on the EDD checklist is related to performance on other measures of ESL academic writing; (d) that the EDD checklist provides a useful diagnostic skill profile for ESL academic writing; and (e) that the EDD checklist helps teachers make appropriate diagnostic decisions and has the potential to positively impact teaching and learning ESL academic writing. Using a mixed-methods research design, four ESL writing experts created the EDD checklist from 35 descriptors of ESL academic writing. These descriptors had been elicited from nine ESL teachers’ think-aloud verbal protocols, in which they provided diagnostic feedback on ESL essays. Ten ESL teachers utilized the checklist to assess 480 ESL essays and were interviewed about its usefulness. Content reviews from ESL writing experts and statistical dimensionality analyses determined that the underlying structure of the EDD checklist consists of five distinct writing skills: content fulfillment, organizational effectiveness, grammatical knowledge, vocabulary use, and mechanics. The Reduced Reparameterized Unified Model (Hartz, Roussos, & Stout, 2002) then demonstrated the diagnostic quality of the checklist and produced fine-grained writing skill profiles for individual students. Overall teacher evaluation further justified the validity claims for the use of the checklist. The pedagogical implications of the use of diagnostic assessment in ESL academic writing were discussed, as were the contributions that it would make to the theory and practice of second language writing instruction and assessment.