This study investigates the acquisition of English in a nine year old totally blind student (Amanda) who has English-as-a Second Language (ESL). The study demonstrates the intricate relationship between language and interactive experiences. This case study will show the contrast in expressive language before and after a transition into a grade four class. In this classroom, Amanda was expected to participate and interact with her teacher and classmates. Data was collected on videotapes from I960-1967 and language samples were recorded from 1966-1990. Additional testing was also used to determine post transitional development. Language samples were analyzed and results of pre and post means of Mean Length of Utterance, Complete Sentence Usage, Function Word Usage, Braille Letter Recognition, and Braille Writing were determined. Results indicated that significant improvement occurred in Amanda's expressive language following transition into the grade four classroom. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968). Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition. Two main hypothesis were tested: 1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level. 2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level. Three subsidiary hypotheses were tested: 3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English. 4. That Japanese children learning English as a second language will give different pattern of responses in each language. 5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade. Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level. In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English. It was speculated that young children develop L2 vocabulary systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Output, input and interaction are examined in this study for a native English speaking (NS) teacher and for native and non-native English speaking (NS, NNS) young children in two situations in the classroom, child organized and teacher organized. Video tapes and transcripts of fourteen samples of interactions in teacher organized situations and fourteen samples of naturally occurring interactions in child organized situations, each limited to the first consecutive one hundred utterances, were analyzed. Output was assessed in terms of verbal participation - utterances and words. Input and interaction were assessed both for discourse features (twelve negotiating devices) and in terms of the situational structure of the contexts that existed during the interactions - their distance from the speaker and the action was assessed with measures of exophoric and anaphoric reference (twenty-four reference items). The results indicate: 1) that output or verbal participation varies for the teacher and the NS, NNS children with situation, 2) that discourse features, often used to assess input, vary in their use by the teacher and the children with the situational context, increase with verbal participation, and may not be useful measures of input, and 3) that the situational structure of the contexts that exist during teacher organized interactions and child organized interactions vary with situation - the distance of the language and the action from the speaker as well as the nature of the interaction. Individual variations amongst items, within and across groups are noted. It is concluded that: 1) output, input and interaction vary with situation, 2) data analyses concerning input and interaction are more meaningful if they are related to the output occurring in different situations, and 3) L2 researchers will benefit from moving beyond the analysis of discourse features as the sole predictors of input during interaction to examine other aspects of the interaction situation. / Education, Faculty of / Graduate

Can a computer database be used to augment a content-based approach to developing academic discourse? This document reports on the integration of these three areas in student tasks in a unit of work (biology) taught by a content teacher and a language specialist to a class of grade 7 students in a Vancouver elementary school. The objectives of the study were 1) to investigate the connections between biology content, the academic discourse of classification and a computer database, and 2) to identify if each area was in fact related to the knowledge structures of classification and description. The research method focussed on, ethnographic observations, interviews and recordings of the students and the teachers as they worked through the unit. Analysis of the findings seems to suggest that there are connections between biology content, academic discourse of classification and a computer database, and that each area is related to the knowledge structure of classification and description. This finding further suggests that student tasks at the computer have the potential for developing academic discourse and the learning of content. This potential may deserve further investigation by both teachers and researchers. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The number of people learning English as a second or foreign language has increased dramatically over the last two decades. Many of these second language learners are university students who must attain very sophisticated academic skills. To a great extent, their academic success hinges on their ability to read a second language. This multiplecase study investigated first language (LI) and second language (L2) reading strategies in academic settings. The study drew on Bernhardt's (2000) socio-cognitive model of second language reading. Five Chinese students in a graduate program in Teaching English as a Foreign Language (TEFL) volunteered to participate in the study. A combination of data collection techniques was employed including think-alouds, interviews, learning logs, classroom observations, course materials, and the participants' reading samples. The results showed that there were similarities and differences between LI and L2 reading strategies. Although evidence was found supporting the view of cognitive universals and socio-cultural constraints, individual differences at the cognitive level and similarities across cultures were also identified. The findings of this study indicate that the comparison between LI and L2 academic reading should take into consideration the similarities and differences at both cognitive and cultural levels. Implications are discussed in relation to the construction of an L2 transfer model as well as the delivery of L2 reading instruction. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Provincial and federal government surveys and commissions have consistently reported that English literacy training for adults with no or limited English is urgently needed and that access to training is limited. The effectiveness of existing literacy training programs and instructional strategies at the adult level has not been well researched. However, at the classroom level literacy training can be easily compromised by instructional strategies that limit the concept of full-literacy by focusing ESL literacy instruction on survival, functional and skill-building reading experiences. English and second language reading research suggests that student self-selection of reading materials and a high exposure to text are effective means of increasing vocabulary knowledge and reading proficiency. This study examined the effect of an Extensive Reading program on reading proficiency and vocabulary knowledge for 2 classes (N=33) of adult low intermediate ESL learners enrolled in a 15 week English language training program at a large Canadian community college. This quasi-experimental treatment group participated in a reading program supplemental to their regular classroom reading instruction. Subjects met weekly with the researcher and self-selected reading material from a collection of graded readers. Data on the frequency of the students' reading, their preferences in reading topics and materials and self-evaluations of their first and second language reading abilities were tallied for subjects in both groups. No statistical significant differences were found for the treatment in the analysis of assessments of reading and vocabulary. However, the experimental group posted higher gains in the group mean score on reading proficiency than the control group. Analysis of the Reading Behavior Survey suggests subjects in both groups were low frequency readers (less than 5 hours of reading time in English per week) who generally evaluated themselves fair to good readers in L2 but good to excellent readers in LI. The inconclusive results for the effect of the treatment on reading proficiency and vocabulary acquisition implies the need for future studies on the effectiveness of extensive reading programs on literacy training in ESL programs where literacy in English is a concern for students and educators. / Education, Faculty of / Graduate

This dissertation investigates the effects and value of instructional activities for improving second language use of English articles. After reviewing a number of issues concerning pedagogical, linguistic, psycholinguistic, and internal validity, this study presents the results of eight longitudinal time-series case studies of adult Japanese learners of English residing in Vancouver, Canada, four of whom received grammatical explanations, input processing activities, and output practice activities regarding English article use. Learner development was assessed on three different narrative retelling tasks (spoken, written, and cloze) and the production was analysed with reference to specific contexts of use, indicating the form-function mappings that comprised the learners' interlanguage knowledge. The results indicated that the learners' interlanguage production exhibited (a) the anticipated task variation, with greater suppliance of the on tasks that allowed greater attention to form, and (b) the anticipated discoursal variation, with the supplied more consistently when it was primed as a redundant element on the written task and with the supplied less consistently when it was efficiently deleted as a redundant element on the spoken task. The results also indicated the variable nature of individual development and the value of assessing development longitudinally on different tasks. Importantly, the results indicated that the learners improved or continued improving after instruction, and strongly suggested that instruction can cause automatization of interlanguage knowledge. This finding suggests that form-focused instruction may be valuable for second language learning, and that pedagogical positions opposing form-focused instruction may need to be revised or abandoned. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Research has shown that English-speaking adults tend to give response associates of the same grammatical and semantic class as the stimulus word on a word-association test, whereas children typically do not, instead responding syntactically (Thumb and Marbe, 1901; Esper, 1918; Deese, 1962; Fillenbaum and Jones, 1965; Entwisle, 1966). This pattern of responding seems to hold for many languages, including French, Italian, Spanish, Polish and German. This shift from syntactic responding to same form-class responding is often referred to as the syntagmatic-paradigmatic shift. Moran and Murakawa (1968) and Moran (1973) found that Japanese adults responding in Japanese to word-association stimuli respond syntactically, that is, they seem not to experience the S-P shift. Two main hypotheses were tested. 1. That Japanese adults beginning to learn English would give predominantly syntagmatic responses to nouns, verbs, and adjectives in English, and thus differ significantly from native-English speakers. 2. That advanced Japanese students of English would give fewer syntagmatic responses in English than the beginner group and more closely parallel native-English speakers. Two subsidiary hypotheses tested were: 3. That the absolute count of responses to stimuli would correlate with scores obtained on a test of language proficiency by the Japanese subjects. 4. That the primary responses of the Japanese advanced group would more closely resemble the native-English responses than would those of the Japanese beginners. A timed multiple-response free-word association test comprising eight nouns, eight verbs, and eight adjectives was administered to forty adult native-English university students and forty-seven Japanese ESL students. The Japanese students were also given the University of British Columbia Language Institute Placement test. On the basis of the results of this language test, the top fifteen scorers were assigned to the Japanese advanced group, while the bottom fifteen scorers were assigned to the Japanese beginner group. The scores correlated well with the language instructor's own tests of language ability. The word-association tests were scored by two independent markers, and mean paradigmatic response tables were compiled. Analyses of variance and Pearson's product moment correlations were performed on the appropriate data. Results partially supported the hypothesis that Japanese beginners would respond syntagmatically to nouns, adjectives and verbs. Because this group responded paradigmatically to nouns the conclusion reached was that they were paralleling native-English-speaker development. There was no statistically significant difference in paradigmatic responding between the native-English group and the Japanese advanced group, the conclusion being that the more fluent a foreign student becomes in English, the more paradigmatic responses will be given. The absolute count of responses correlated overall with scores on the language test, but in isolation the Japanese beginner group responses did not correlate with the language-test score. It was thought that the reason for the non-correlation was a sampling error. The total frequency of the three most frequent responses for nouns was identical between the Japanese groups, but for all form-classes the Japanese advanced group was much closer to the native-English group. This convergence of commonality is taken as evidence that idiodynamic sets are constrained by the language being used. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

D.Phil. (Curriculum Studies) / The three-year long study (2008-2010) highlights the conceptual and practical challenges in providing professional teacher development that is research-driven. It aimed to develop teachers‟ understanding of how they could use their individual interpretation and translation of the concepts and underlying principles of the content they were teaching as a resource or foundation for their own professional development. The study involved three schools in the North West province of South Africa. It investigated a research approach that was used with English First Additional language (EFAL) teachers (N=9) to initiate a self-driven professional development model. The study adopted a participatory action research (PAR) approach to elicit the teachers‟ voices about their teaching and experience of the research process. Classroom observations, stimulated recall discussions and focus groups were employed. While teachers were interested in the research process they still indicated difficulties in engaging in a self-reflective process that required them to problematise their taken-for-granted professional beliefs and practices. The finding amongst others is that teachers could not refer directly to the theories on additional bilingualism that ought to have informed their teaching unless researchers engaged them in deliberations that were not self-sacrificing or professionally threatening. For them to be willing to reveal tacit beliefs and values and expose themselves in a process of self-explanation requires „empathetic neutrality‟ from researchers. Consequently, to understand how teachers experience and understand their teaching the study had to adopt a broader view of competence that was not restricted to their practice. The argument in the study is that the type of competence that would be consistent with the logic of the Revsed National Curriculum Statement (RNCS) is an integrated/complex model of competence, underpinned by excellence and rational decision-making and based on moral and ethical values The school-based study provided teachers with a platform in which their voices and practices witnessed were meaningful resources for their professional development. It highlights a strategy that may be useful for promoting self-initiated professional development.

M.A (Linguistics) / Please refer to full text to view abstract