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To make English an interesting subject for elementary school students, teachers need to know what material attracts students, how to motivate students, and how to release students' creativity. Therefore, This project incorporates the concepts of multiple intelligences, motivation, culture and language, and development of creativity to provide a model for promoting creative English teaching in the elementary schools of Taiwan. In addition, the content of the unit, based on Chinese culture and the comparison of Chinese and American cultures, is an innovative curriculum designed to motivate students to learn English.

A dissertation submitted to The Department of Speech Pathology and Audiology School of Human and Community Development Faculty of Humanities University of the Witwatersrand In fulfilment of the requirements of the degree Master of Arts in Speech-Pathology March, 2017 / Purpose: There is a need to develop and refine assessment measures on bilingual children, since language measures used on monolingual individuals cannot and should not be directly applied to the bilingual population (Hoff et al., 2012; O’Brien, 2015). The occurrence of Afrikaans-English bilinguals in South Africa provides a rewarding area of investigation for the Speech-Language Therapist (SLT) (Penn & Jordaan, 2016), as the Afrikaans language is well-researched and many individuals from this population are considered to be more balanced bilinguals than other bilingual groups (Coetzee-Van Rooyen, 2013).The assessment of vocabulary in bilingual children has received particular attention because limited vocabulary is one of the first signs of language impairment (Ellis & Thal, 2008). This research aimed to determine how Grade 1 Afrikaans-English bilingual children perform on a bilingual vocabulary assessment. Design: A quantitative, descriptive, cross-sectional and comparative design was used in this study. Method: The Expressive One-Word Picture Vocabulary Test 4 (EOWPVT-4) (Martin & Brownell, 2011a) and the Receptive One-Word Picture Vocabulary Test 4 (ROWPVT-4) (Martin & Brownell, 2011b) were used to assess 30 grade 1 Englishspeaking monolinguals. In addition an adapted Afrikaans expressive one word vocabulary test based on the EOWPVT-4 and an adapted Afrikaans receptive one word vocabulary test based on the ROWPVT-4 were used to assess 30 grade 1 Afrikaans-English bilinguals. Permission from the schools involved, informed consent from the parent/s or guardian/s as well as child assent were obtained. The data gathered from testing was tabulated, interpreted with the use of mean scores and standard deviations (SD) and analysed using within- and between -group statistical comparisons. Mean raw scores were converted to percentages for ease of comparison between receptive and expressive scores. Results: Within-language comparisons revealed that on the English test, receptive and expressive scores within both the English monolingual and bilingual groups were significantly correlated. Expressive scores could therefore be predicted from receptive scores or vice versa in both the English monolingual and bilingual groups. However, the receptive and expressive score on the Afrikaans tests were not significantly correlated. In the bilingual group, the receptive score in Afrikaans was significantly higher than the expressive score suggesting that although the bilingual participants had good knowledge of Afrikaans vocabulary they could not always express this in a naming test. They frequently used the English word. Afrikaans is possibly being used less in the home and school environments so that the English words are more familiar. Nonetheless, both the monolingual and bilingual participants had significantly higher scores on the receptive vocabulary assessment than on the expressive vocabulary assessments in both English and Afrikaans. Between-group comparison revealed that the differences between the scores of the English monolingual and Afrikaans-English bilingual learners were not significant on either the receptive or expressive vocabulary measure in English. The bilingual group performed as well as the English participants on the English tests, suggesting that they are not disadvantaged in the language of instruction. The norms used in the EOWPVT and the ROWPVT were applicable to both the monolingual and bilingual groups’ scores for the age range of the participants and highlighted that these tests were suitable in assessing an English monolingual and Afrikaans-English bilingual child in South Africa. When composite scoring was used the bilinguals scored significantly better than their monolingual peers on both the receptive and expressive measures, which confirmed the premise behind this study- that composite scoring should be used to gain an accurate assessment of a bilingual child’s vocabulary. Adaptation of the English tests into Afrikaans, as opposed to O’Brien’s study (2015), which adapted English tests into isiZulu, may have positively affected the results as all English words had direct translation equivalents in Afrikaans, which was not the case in isiZulu. The comparison between simultaneous and sequential bilinguals within the bilingual group demonstrated that the simultaneous bilinguals’ mean receptive and expressive scores surpassed those obtained by the sequential bilingual participants. A significant difference was identified between simultaneous and sequential bilinguals’ composite receptive scores and Afrikaans expressive scores. Finally, only one monolingual participant scored below the peer group mean on both the receptive and expressive vocabulary tests, indicating low proficiency in English and risk of language impairment; however no bilingual participants were found to be language impaired when composite scoring was used. Conclusion: Bilingualism remains a rewarding area of investigation in South Africa. Afrikaans-English bilingual children performed significantly better than O’Brien’s (2015) isiZulu-English participants on a translated, originally English vocabulary test. Throughout this study the refinement of valid assessment tools for accurate description of bilingual children’s vocabulary was highlighted. The well-researched technique of composite scoring has proven to be valuable in avoiding overdiagnosis in South African bilingual children. / MT2018

Thesis (M.A. (Linguistic Studies)) -- University of Limpopo, 2012 / This study explored the use of code switching as a learning and teaching strategy among grade 11 mathematics literacy learners at selected high schools in Limpopo Province. This study, in exploring this use, discovered language problems faced by these learners in the mathematics literacy classroom. Language seemed to be the major barrier in the understanding of concepts in mathematics literacy; and the material being delivered to them. The study found out that the use of code switching, from English to mother tongue, in explaining some of the concepts greatly helped the learners understand their scope of work. The study recommends the use of code switching during mathematics literacy lessons to better facilitate the process of learning and teaching and to improve language performance of the learners

University of Macau / Faculty of Social Sciences and Humanities / Department of English

Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed. / Department of Psychological Science

Orientador: Renato José Pinto Ortiz / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T13:15:39Z (GMT). No. of bitstreams: 1 Righi_ElianaMariaRojasCabrini_D.pdf: 2323620 bytes, checksum: b01f08deedd8d9c67513e30905fa5c1c (MD5) Previous issue date: 2011 / Resumo: Este estudo se insere nas reflexões e embates entre localismos e globalismos da sociedade mundializada. Visamos especificamente ao universo da produção científica, que se desenvolve além dos espaços e instituições nacionais, através do uso de línguas auxiliares para as trocas linguísticas. A abordagem atravessa a disciplinarização do conhecimento, de modo que a pesquisa foi feita na intersecção das ciências da linguagem tais como a linguística e a sociolinguística com a sociologia, considerando-se que os fatores que conferem a certos idiomas o status de línguas francas são eminentemente sociopolíticos. Para descrever a problemática do uso de línguas auxiliares nas ciências e seus desdobramentos como a relação estreita entre o déficit comunicativo na divulgação científica em língua estrangeira e a produtividade e visibilidade científicas nós analisamos vários indicadores relacionados às práticas de produção de gêneros textuais da ciência dos pesquisadores da Universidade Estadual de Campinas, quando produzidos em línguas estrangeiras em geral e em língua inglesa em particular. Coletamos dados do curriculum Lattes de pesquisadores, entrevistas, perfil numérico de leitura de periódicos eletrônicos e comparação textual de artigos científicos, visando compor uma descrição abrangente das práticas linguísticas na comunicação científica e suas problemáticas. Esse levantamento permitiu esclarecer a relação entre o conhecimento de línguas estrangeiras e a publicação acadêmica internacional, discutir a centralidade da língua inglesa no mundo científico, elencando aspectos sociológicos pouco problematizados que se originam desta supremacia, elucidar convergências entre alterações nos usos linguísticos com aquelas do cenário histórico-social que as precede, além de comparar as diferenças de uso de determinadas línguas nas ciências humanas e nas Ciências da Natureza. Levando-se em conta a importância do desenvolvimento técnico-científico para a sociedade mundial, tal estudo se justifica pela urgência de se conhecer os usos sociais das línguas estrangeiras nesta área, bem como as possíveis limitações linguísticas que possam comprometer nossa condição de produtores de ciência / Abstract: This study reflects the debates between localisms and globalisms of the globalized society. We aim specifically at the universe of scientific production which develops itself beyond national spaces and institutions through the use of auxiliary languages for linguistic exchange. The approach disregards disciplinarization so that this research was performed in the intersection between linguistic sciences such as linguistics and sociolinguistics and sociology, considering that factors which attribute the status of lingua franca to certain languages are chiefly sociopolitical. To describe the issue of using auxiliary languages in science as well as its consequences such as the tight link between communicative deficit in scientific publication and scientific productivity and visibility we analyzed some sociological problems observed in the production of scientific texts by researchers at the State University of Campinas, when they are produced in foreign languages in general and in English language in particular, and we have produced, from a sociological view, a comprising description of scientific language practices and the issues related to them, using different indicators, for instance, researcher's curricula data, interviews, a numeric profile of electronic journal reading and text comparison. These elements have allowed us to establish some correlation between foreign language knowledge and international academic publication, to discuss the centrality of the English language in the scientific world, to clarify existing convergences between changes in language uses and those in the historical-social scenery that preceded them and to compare differences in the use of certain languages in Human and Natural Sciences. Taking into account the importance of the technicalscientific development for the world society such study justifies itself for the urge of knowing social uses of foreign languages in this field, as well as potential linguistic limitations which can not only jeopardize the local scientific production, as well as our condition as science producers / Doutorado / Sociologia / Doutor em Sociologia

published_or_final_version / abstract / Linguistics / Master / Master of Arts

University of Macau / Faculty of Arts and Humanities. / Department of English

University of Macau / Faculty of Social Sciences and Humanities / Department of English