This doctoral study aimed to research the origins and languages from which the picture storybooks were translated and published in Taiwan in year 2001, to identify the major themes and genres of those translated picture storybooks, and also to examine the language and cultural suitability of a small number of translated picture storybooks. A two-step research design of content analysis was applied as research methodology, and two sets of research questions were asked. The subject that was investigated in the study was English-to-Chinese picture storybooks from Taiwan. Step one was to survey the picture storybooks in Chinese translation in aspects of country of origin, language, publishers, themes, and genre. A total of 276 children's picture storybooks in Chinese translation were included for examination. Step two was to analyze the translations of 13 books through a content analysis. The in-depth content analysis tried to answer the question: What are patterns in the changes made in the Chinese translation of picture storybooks at the lexical, semantic, aesthetic and cultural levels? The findings of the broad survey showed that the picture storybooks that publishers in Taiwan selected for translation and publication in year 2001 were mostly imported from English speaking countries (the United States and Great Britain), Japan and German speaking countries (Austria, Belgium, Germany, and Switzerland). English, German and Japanese were the three predominant languages from which the Chinese versions of the stories were translated. A wide range of themes were found in the stories, and fantasy and realistic fiction were the two major genre identified. It was found in the study that the majority of the books selected to be translated and published in Taiwan in 2001 were universal books, rather than culturally specific books. This study concluded that no mistranslation was found in the 13 books in the in-depth content analysis. The conclusion was drawn based on the analysis of changes made by translators in the aspects of book title, word replacement, sentence and paragraph organization, translation of expressions and cultural concepts and text and illustration relationship.

The purpose of this dissertation is to examine the cues and miscues singers produce while reading musical text with written text. Analysis of the miscues focuses on defining the process and strategies singers use as they sight-sing a piece of music never before seen or heard. The research of Kenneth S. Goodman forms the basis for the procedures and methodology used in data collection and data analysis. Sight-singing data collected from eight singers, including all cues, miscues, asides, and specific notes, was transcribed on a musicscript. This data yielded 923 musical text and written text cues and miscues. Analysis provides the data that evolved into the Sight-Singing Musical Miscue Taxonomy, a tool for evaluating the miscues of singers orally reading music. A Musical Miscue Inventory Coding Form also was developed using the categories and sub-categories of the Sight-Singing Musical Miscue Taxonomy. The results of the eight singers' use of cues and miscues of the Sight-Singing Musical Miscue Taxonomy and the Musical Miscue Inventory Coding Form provides evidence for the parallel but distinct nature of sight-singing as two semiotic systems working in conjunction with each other-musical text and written text. The results also provide the means to establish a relationship between the sociopsycholinguistic transactive model of reading and the sociopsychomusical linguistic transactive model of sight singing. The findings of this research show that sight-singers utilize the same holistic process and strategies as readers do. The cueing systems, the cognitive strategies, and the learning cycles are the same.

This study investigates the speech of a four year old girl who is growing up in a Chicano neighborhood in Houston. Her parents, and many of her neighbors, mix English and Spanish. The girl's linguistic system is described and modeled from a cognitive perspective. The girl was observed interacting with family and friends at her home. Her styles of speech in different social situations were analyzed. Different linguistic subsystems are apparent at different levels. Her phonology is one composite system. She has separate English-like and Spanish-like morphological constructions for verbs and pronouns, but subsystems of morphological constructions for nouns are fuzzier. Syntactically, English-like and Spanish-like subsystems are clearly revealed for verb phrases, fuzzily revealed for clauses, whereas noun phrases are not organized into subsystems. Four subsystems of lexical classes can be discerned based on their use in different interpersonal roles. She has different ways of speaking to babies, younger playmates, parents, and older friends. The girl's speech is generally appropriate for each situation. However, the variation is not due to a consistent distinction between English and Spanish. Code-switching models do not reflect the organization of her linguistic system. Rather, she organizes her linguistic knowledge as a collection of signs, and various relations between signs account for her appropriate linguistic behavior in a given situation.

In her Communication Analysis (1988) Ilah Fleming developed a model of language analysis that treats all strata of language as a network of interplay. Through the application of her philosophy and methodology to language teaching, grammar instruction becomes a part of an integrated system of morphotactic, propositional, and discourse strategies. Functional areas, like case, voice, and transitivity, are customarily treated as morphotactic in language texts. Following Fleming's model, these are taught as propositional, their functional operations are clarified, and their relationship to both morphotactic and discourse structures are revealed.

<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century. </p>

It is a well established fact that Grimms' fairy tales have been adapted by the Grimm brothers to suit the taste of middle class Europeans in the 19th and 20th centuries. Later, the National Socialists in Germany used the fairy tales to teach racism. This thesis presents the theoretical discussion in East Germany (the GDR, "DDR") which served as a rationale for using some of these fairy tales in the socialist education of children, and outlines the ideologically motivated selection of the fairy tales. The thesis analyzes the DDR regulations, which governed education in kindergarten and elementary school as well as in (after school) day-care programmes. It shows the extent to which Grimms' fairy tales were used in socialistic teaching of children. It is clear that the fairy tales selected and edited by the Grimm brothers to cater to the taste of the 19th century bourgeois were also considered effective in the teaching of values to children in a socialistic society. It appears that this aspect has not yet been addressed in modern western literary criticism.

<p> Writing conferences are a writing process tool to aid students with writing development. Conferences are underutilized due to time constraints and lack of direction. This qualitative study examines whole class writing conferences, a conference method that includes all members of the class participating in weekly discussion of written drafts. Fourteen first-year undergraduate composition students and their teacher at a United States New England university meet in twenty-two class periods where they learn about and then participate in whole class writing conferences. Field notes from class observations and from writing conference discussions, written feedback from each student on drafts reviewed during whole class writing conferences, original drafts and revisions of writing, student interview data, and student survey data are analyzed. Students are active participants in this method, showing independence in writing decisions and appropriate evaluative response to writing. Evidence from the data reveals that students revised essays, improving introductions, transitions, topic sentences, and supporting paragraphs. All revisions include the addition of details. Use of this method created a supportive community in this classroom, and students communicated positive experiences with participation in whole class writing conferences. Whole class writing conferences provide an opportunity for students to learn about writing in a way that is consistent with how undergraduate students develop, practice, and write ideas.</p>

<p> In an age of standardization of learning and the learner, literacy is narrowly defined to view young people from a deficit rather than a strength perspective. Empowering learners to draw on knowledges and experiences that they have access to in their everyday lives broadens the view of literacy learning. Research on literacy as a sociocultural practice, rural literacies, and performance theory frame this inquiry that seeks to understand how students are positioned as capable users of multiple literacy practices. This work examines: How do students living in rural contexts bring personal stories and interests into classrooms to make sense of literacy learning? What pedagogical practices make visible students' personal stories and interests as resources for literacy? How do students negotiate lived and imagined experience in classroom literacy engagements?</p><p> Using ethnographic methodologies and a practice centered performance approach, this research foregrounds the complexities of literacy learning that are responsive to this midwestern rural school community. Over the course of one academic year, I observed and participated in the everyday literacy events in a sixth grade and a second grade classroom. This work focuses on how rurality is imagined and experienced in these focal classrooms and the pedagogical practices that establish an ethos of sharing personal stories and experiences. An analysis of student created multimedia videos demonstrates how these literacy events were a location to 1) enact cultural ways of knowing, 2) negotiate multiple discourses that were significant in students' worlds, and 3) create new possibilities for using literacies and participating in classrooms. In the midst of tensions that place students as objects of instructional and political policies, discourses of possibility are created when young people are positioned as capable subjects who contribute and create knowing.</p>

<p> A collection of poems.</p>

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1975. / Includes bibliographical references (leaves 126-128).