This dissertation investigates the acquisition of the semantics of telicity by Japanese learners of English with emphasis on a particular grammatical phenomenon, the neutral perfective reading of simple past predicates (Singh, 1991), which is available in Japanese but not in English. Three main points are of interest in this dissertation: First, we examine whether or not Japanese learners of English learn to derive the telicity of a simple past predicate despite lack of explicit classroom instruction. Second, we investigate potential factors that may assist L2 learners in discovering a target-like representation of the predicate telicity in English. Finally, we aim at revealing the L2 learners' developmental profile for the acquisition of the semantics of telicity. Two experimental tasks, a morphological task and a truth-value judgment task, were conducted which included three proficiency levels of L2 learners (beginner, intermediate and advanced), as well as native speakers of English and Japanese. Empirical data from the experimental tasks indicated that Japanese learners of English succeeded in progressing towards target-like representation of telicity. While the beginners directly transferred the L1 Japanese representation of the semantics of predicate telicity onto their target language, the intermediate and advanced levels dissociated the telicity of the English simple past predicates from that of the Japanese past predicates. That is, they learned to invalidate the neutral perfective reading of English predicates. We postulate that L2 learners' progress in the acquisition of the semantics of English predicate telicity can be accounted for by the acquisition of Det/Num morphology and by a Bayesian learning model: This learning model helps learners use L2 input to make form-meaning inferences on the predicate telicity and aids them to gradually acquire the most appropriate representation of English predicate telicity.

This dissertation examines the development of long-distance wh- movement questions in the L2 English of (Canadian) French and Bulgarian speakers. The main phenomenon under investigation is medial wh- constructions (wh- scope marking and wh- copying). Such constructions are of particular interest because they are unattested in both the L1 and the L2 of the two learner populations; at the same time, they are licensed options in a number of other typologically distinct languages, of which the participants report no knowledge. As such, medial wh- constructions pose a learnability problem in L2 acquisition: how can a learner "know" something that is not supported by either the native language or the target input, but is attested in other languages? Two experiments, a written grammaticality judgment multiple-choice task and an oral elicited production task, were carried out with the two different learner populations and with English native speaker controls. The written experiments showed that medial wh- constructions co-exist and compete with the target English long-distance structure at the early and intermediate stages of acquisition of both the French and the Bulgarian speaking participants; at the advanced stages of acquisition, both populations showed evidence that medial wh- representations had been successfully eliminated from the interlanguage grammar, and the L2 data converged with that of the native speakers. In the oral elicitation experiments both the French and the Bulgarian speaking participants resorted to medial wh- and a number of other strategies aimed at avoiding long-distance wh- movement; I argue that such strategies are due to both the derivational complexity and the high processing load associated with long-distance wh- movement. The account developed to address the findings of the dissertation incorporates insights from both nativist and domain-general views on acquisition. The proposal is that L2 grammars have to be UG-constrained in order for the learnability problem to be resolved. In addition, the acquisition process has to be strongly driven by the input, allowing learners to make extensive use of a general probabilistic learning mechanism; this mechanism helps them to gradually eliminate the competing representations unsupported by the L2 input and to converge with the grammatical target. This approach is in principle applicable to both L1 and L2 acquisition and accounts for some relevant similarities between the two.

Using new longitudinal data, this thesis investigates the acquisition of clause structure from the earliest stages of language production of a child native speaker of Arabic learner of English. Specific attention is paid to the acquisition of the TP and CP systems and their related syntactic features. The first major objective of this work is to investigate the initial and subsequent emerging grammars of this child. Another objective is to investigate the status of child L2 acquisition with regard to child L1 and adult L2 acquisition. The idea is to test whether child L2 resembles child L1/adult L2 in the domain of syntax and/or morphology. A third objective is to determine the extent to which L1 intervenes with the L2 acquisition, and to ascertain the nature of the intervention. In this work I mainly study the TP and CP systems with their related features. This involves a variety of morphosyntactic constructions related to those features. I assume, following Hawkins (2005) and Lardiere (2008), among others, that language acquisition involves feature activation/assembly. A feature-based account of functional categories assumes that the language faculty provides a set of features and a computational tool that assembles these features into lexical items and expressions (Hawkins, 2005). In this system, formal features play a more important role as they determine agreement, case relations, and movement processes. Therefore, recent developments in minimalist syntax have shifted the acquisitionist's focus from the acquisition of functional categories to the availability and organization of formai features. The data of this study suggest that the functional projections TP and CP are activated early on. Formai features associated with the TP and CP systems are present from the earliest data available from this child. Moreover, this thesis confirms previous tradings (e.g., Haznedar 2001) that even very young L2 children are subject to the influence of the native language. Finally, this study shows that although child L2 resembles child L1 and adult L2 in certain morphosyntactic aspects, the differences among these three groups are much more salient than the similarities.

<p> Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.</p>

<p> The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.</p>

<p> Current population trends have revealed a huge influx of non-native English speaking students in the mainstream classroom across the United States. The purpose of this qualitative study was to explore what mainstream teachers are doing to meet the academic needs of English Learners (ELs) in their classrooms on a daily basis. The researcher used semi-structured open-ended interview questions in order to gather data to answer five research questions; 1) How do teachers use data to plan for differentiated instruction? 2) How do teachers describe their experiences with differentiated instruction methods in planning reading lessons? 3) What processes do teachers go through when differentiating process, content and product during differentiated instruction? 4) What training do teachers receive to help them become effective at teaching EL students? 5) What challenges do teachers have when using differentiated instruction? Participants of the study were purposefully selected from a title one school in the Southeastern, United States with a high population of ELs. In order to be eligible to participate within the study teachers were required to teach either the third, fourth or fifth grade and have had at least 80% of their EL students meet expectations on the state mandated test in reading. The data analysis revealed six themes; 1) Collaboration 2) A huge inventory of research bases instructional strategies 3) Data-driven instruction 4) Well trained 5) Rigor 6) Learning community (7) Courage and Resilience Findings also suggested that differentiation of choice as well as interest is essential for creating an environment to meet the academic needs of ELs. Further perceptions included; using differentiation in the mainstream classroom was time- consuming, difficult to plan for, and often was met with a lack of resources. Even though, participants identified these challenges they felt that differentiated instruction was the only way to meet the academic needs of ELs. Recommendations for further study included broadening the research study to include classroom observations as well as teachers who are new to teaching ELs in the mainstream classroom setting. Further recommendations for qualitative studies included EL student perceptions of their successes and failures when participating differentiated instruction in the mainstream classroom.</p>

<p> The purpose of this grounded theory research study was to better understand the experiences of emergent bilingual Cape Verdean Middle School students as they navigate internal and external borderlands. This study was conducted in an urban middle school in New England. Nine female, emergent bilingual Cape Verdean middle school students participated in this study. This study was also completed with the assistance of the school district&rsquo;s middle school language acquisition coach. The participants contributed to student surveys, focus group discussions, participant observations and member checking. All data was analyzed using coding and grounded theory, which lead to development of theoretical constructs. </p><p> This study documents some EB students&rsquo; experiences and feelings pertaining to language, as well as their cultural, social, and linguistic identities while they navigate different linguistic and social worlds. In addition, this study documents how ideologies of linguistic superiority in different worlds or spaces can affect EB students&rsquo; sense of identity and connections to others. The evidence provided in this study is useful to help teachers, administrators, and anyone else involved in education to better understand some realities and challenges many EB students face, as well as how facing these challenges and differences can affect student&rsquo;s sense of self, linguistic, and cultural identities. This study concludes that it is necessary for schools to work from a to create linguistic democracies. </p><p>

<p>The California community college system is the largest in the country and is a crucial part of the higher education system. The ESL population within that system is a significant one in terms of size and needs. In order to successfully educate this population, the language-learning instruction must be appropriate, current, and effective. In today&rsquo;s technological world, that means it must incorporate the technologies of the modern world in which these community college ESL students live and work. While technology use in language learning and teaching has been the subject of many studies, the use of technologies by community college ESL faculty in credit courses has been less investigated. </p><p> The purpose of this study was to investigate technology use within community college credit ESL classes in three areas: (a) the best and most frequently used technologies, (b) the way technologies are used, and (c) the barriers to technology use. The methodology for the study was a modified electronic Delphi survey. Two rounds of the survey were conducted with a panel of experts in order to reach consensus on the areas under investigation. </p><p> The study revealed that: (a) the most frequently used technologies in the community college ESL classroom are desktop computers, ESL websites, the Internet, and smartphones; (b) technologies are being used in traditional ways; (c) technologies are being used to teach independent learning and collaboration, and to teach technological skills; (d) technologies are being used to support and enhance the learning environment; (e) the primary barriers to technology use in community college credit ESL courses are training, funding, and time, the State, students&rsquo; language abilities, and students&rsquo; technology abilities. These findings add to Dobransky&rsquo;s (2015) recent research on ESL in community colleges and the broader work of Kessler (2013) and Fuchs and Akbar (2013). </p><p> The findings of this study may be utilized as a call to further investigation on the practical applications of technology use that is or is not happening in community college ESL classrooms. It may also be utilized to inform and inspire new leadership at all levels within the community college system to set priorities and policies to eliminate barriers to technology use and to broaden technology use to go beyond on-site traditional uses. </p>

The present study is a narrative inquiry into the experience of 9 international graduate students' critical reflection on the practices of their TESOL graduate discourse community, participation modes, and the negotiation process. This study created a space for the NNESs to reflect and articulate their own inquiries about the discourse and their socialization process in The TESOL field. This study also describes the multitude of obstacles NNES ESL teachers overcome in developing the power of their minds. / The importance of this study is that it explores the TESOL discourse community as one of the sources that may contribute to empower/disempowered NNEST in the TESOL field. In other words, it is looking at the TESOL discourse community of prospective teachers as a potential locus for in interactions that can be observed influencing their socialization process. / Data collected during the year of 2009 included one in depth individual interview with 6 of my participants, and two rounds of interviews with a focus group which include 3 of my participants. The benefit of having two interviews in this study was to generate collective dialogue in order to support participants in reconstructing their experiences. / The findings of this study reveal that the international graduate students' perceptions of their respective TESOL graduate programs were varied, depending on the availability of assistance, support, and equal opportunities. Furthermore, when they could relate what they learned, based on their personal experiences and their future teaching environments, their perceptions of their discourse communities were positive, and their academic discourse socialization processes progressed. Academic discourse socialization processes, however, were not only social and political, but also personal and individual. Nevertheless, this study found that international graduate students in the U.S.-based TESOL discourse communities do not simply embrace the practices and knowledge of their discourse communities; rather, they negotiate, resist, and strategize.

We know little about how English to Speakers of Other Languages (ESOL) preservice teachers' prior experiences and beliefs shape their learning process in teacher preparation programs, particularly in the area of second language (L2) reading instruction although research on preservice teachers' antecedents has offered insights into our understanding of how they learn to become teachers (Johnson, 1992, 1994; Wilson, Floden, & Ferrini-Mundy, 2001). This inquiry was designed to contribute to such knowledge. / The participants were nine ESOL pre-service teachers enrolled in an ESOL program of a large urban university in the southeastern region of the United States. Using modified versions of Language Teaching/Learning Beliefs Questionnaire (Brown & Rogers, 2002), of Multidimensional TESL Theoretical Orientation Profile (Johnson, 1992) and of the Theoretical Orientation of Reading Profile (Deford, 1985), reflective essays submitted during admission, observations, interviews, videotapings, and focus group, the study explored answers to questions regarding the influence of ESOL preservice teachers' antecedents on their learning in coursework and field experiences over three semesters. The inquiry stemmed from the framework of constructivism (Crotty, 1998), of introspection and retrospection (Scarino, 2005), and of How People Learn (Donovan & Bransford, 2005). Data were analyzed using grounded theory and constant comparative techniques (Glaser & Strauss, 1967; Lincoln & Guba, 1985). / Findings indicated that faculty used various strategies to address teacher candidates' background for conceptual change and development of professional dispositions. Programmatic decisions to select teacher candidates with specific background in learning an L2 were beneficial but teacher preparation programs may need additional instruments to tap candidates' entering beliefs more effectively. Although some aspects of the participants' prior experiences were not beneficial, these experiences generally contributed to their understanding of ESOL education, visions of L2 instruction, and the development of professional dispositions as related to culturally responsive and socially just teaching in important ways. Also, participants' views of reading, visions of reading instruction, reading instruction in field experiences, and their understanding of literacy theory and pedagogy were primarily influenced by their first language reading experiences. Finally, participants were less confident in articulating a vision of L2 reading instruction because of limited L2 reading prior experiences.