Upon IRB approval, a corpus of 1,192 texts consisting of three assignments written by a total of 1,736 first year engineering students was compiled, and 117 pedagogical materials were collected. Using an iterative quantitative-qualitative approach to written discourse analysis, instances of formulaic language (4- and 6-word sequences) were identified in the corpus; formulaic language was then coded for the rhetorical functions expected in problem statements as qualitatively identified in the pedagogical materials. Additionally, three discourse-based interviews were conducted with First-year Engineering Faculty. Interview data was coded for themes of effective communication and used to triangulate the findings from the corpus analysis.

Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. / Graduate

Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.

Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students’ opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students’ opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language. Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners’ creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners’ acquisition of preexisting cultural artifacts. In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners’ (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn. In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students’ perceptions of their linguistic ability. In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations. A critical examination of the interactions revealed that focal ELLs’ opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students’ social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.

This dissertation presents, describes and discusses an interdisciplinary study which investigated the design and development of a language learning instructional solution to address the problem of inadequate aural skills acquisition for college ESP (English for Special Purposes) students. Specifically, it focused on the use of mobile technology to expand learning beyond the classroom. The eighteen-month process of data collection and analysis resulted in a conceptual model and design principles for a Mobile-Enabled Language Learning (MELL) solution. Mobile-Enabled Language Learning Eco-System was thus designed, developed and trialled in the real-life learning context. Through the iterative process of the design, development and evaluation of the MELL system and its components, design principles were also generated. These design recommendations were refined and reformulated in a cyclical fashion with the help of more than 100 students and ten experts. The resulting MELLES design framework encompasses guidelines addressing the essential characteristics of the desired MELL intervention as well as procedures recommended to operationalize those features. The study also resulted in a better understanding of the broader context of ESP learning using mobile devices and the role of elements of environment, ultimately contributing to real-life praxis of the Ecological Constructivist framework and the complementary approach of Design-Based Research (DBR) methodology. / 2012-06

The problem this study addresses is the continuing ineffective teaching of English as a Second Language (ESL) despite the popularity of in-service (INSET) programmes. As a means of situational analysis, ethnographic approaches were used to investigate the INSET participants in the four-year degree programme at the University of Botswana. Responses to one inventory containing second language teaching activities showed that the activities respondents know to characterize ESL classrooms do not facilitate much verbal teacher-pupil/pupil-pupil interaction. Responses to another inventory containing idealised course content showed evidence of needs the preparation programme was ignoring. This confirmed one of two study hypotheses that: there are specific second language teaching needs being ignored by preparation programmes for primary school language teachers. Document analysis verified the assumptions about what classroom English Language Teaching (ELT) was expected to achieve. However, lesson observation revealed that the products of the programme still taught and perceived English as a mental exercise, with the following results: the lessons were complicated, uninspiring, unenjoyable, restrictive, and ineffective. Questionnaire and interview results confirmed the second study hypothesis that: the confidence of non-native English-speaking teachers (non-NESTs) with regard to competence in English, which affects the effectiveness and efficiency of their teaching, is low. As a solution a model specifying the essential programme components for preparing ELT specialists in the primary school is proposed. The proposed model is however not prescriptive and the proposed content is neither exhaustive nor limiting, but only broadly suggestive of the content of each instructional component. It is hoped that the product of the proposed model will become not only a well-educated person in the arts but also a highly proficient and self-confident person in ELT. / Educational Studies / D. Ed. (Didactics)

Learners in Lesotho Primary Schools struggle to communicate in English as a second language. The effect of this problem is observed in schools, national tests and examinations. This study focused on determining reasons for learners’ failure to communicate through English in Lesotho Primary Schools. The study was conducted in three Primary Schools in Berea District. Grade six learners and grade six educators were purposively selected as an appropriate sample as they are the senior grades who have experience in primary level. A combination of quantitative and qualitative research methods was employed in this research. The purpose of using these two methods was to allow the responses from quantitative research to be illuminated by the qualitative research. The data was gathered by a questionnaire for learners and interviews for educators. The study showed that some of the factors that contribute to learners’ failure to communicate in English are: non-implementation of English as a medium of instruction; failure to use variety of materials and methods; insufficient time to practice English components as educators teach less than six periods per week while they are expected to teach six periods per week; insufficient skills and techniques used to motivate learners to learn English as a second language; and inadequate interaction between the school and parents. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.

In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.

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