Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 105-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR11607

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The purpose of this study was to determine the roles that Native English speaking (NES) and non-native English speaking (NNES) tutors play in sessions with NES and NNES tutees in a U.S. Midwestern university's writing center, according to the perceptions of both types of tutors and tutees. The study also aimed to determine the extent to which the "native speaker fallacy"--the preference for anything related to native speakers over anything related to non-native speakers--was evident in these perceptions, particularly in tutoring strategies, difficulties in tutoring, and tutoring competence. The researcher collected data for the study from pre- and post-session interviews of both types of tutors and cross-analyzed coded patterns from this data with patterns found in pre- and post-session interviews of both types of tutees and with the researcher's observations of the participants' sessions. According to the research results, both tutors' and tutees' perceptions as expressed in their interviews were more affected by the tutors' status, NES versus NNES, than by specific qualifications of the tutors to assist tutees, with the responses revealing the participants' assumption of native speakers' superiority. Despite cross-analyzed findings that NNES tutors were perceived as more able to explain the causes of error, findings also revealed NES tutors' confidence in their NES status as compensating for their lack of grammar knowledge and NNES tutors' perception of themselves as inferior and needing to compensate for their non-NES status through teacher-like directness in assistance offered. Also, despite tutees' expressed appreciation for NNES tutors' explanations of errors, tutees still expressed a preference for NES tutors and applied a double standard, with NNES tutors seen as effective only if proved to be good writers and NES tutors assumed to be effective by virtue of their native speaker status. Drawing upon findings suggesting the influence of the native speaker fallacy on the participants' perceptions, the researcher concludes by discussing the significance of this study for identifying possible university initiatives to enhance appreciation of diverse cultures and for suggesting that although intrinsic knowledge of language seems preferred over learned knowledge, possessing both types of knowledge and the flexibility to employ more fluid roles as both peer and teacher would seem to equip tutors for more productive sessions.

This thesis examines the history of collaborations between poets and photographers in the Anglophone world, from 1845 to 2015, and argues for a new form of art distinct from the photobook. It identifies a new body of work, ‘photopoetry', and develops this discovery into a critical exegesis of its forms and potentials. Proceeding chronologically, this thesis explores photopoetic history from its nineteenth-century roots to modern-day collaborations between renowned poets and photographers. Chapter I examines early experiments in photopoetic form, including scrapbooks and stereographs, and identifies two thematic trends characterising photopoetic history to the present day: the picturesque and the theatrical. The second chapter focuses on the identity politics of photopoetic books in the late-nineteenth and early-twentieth centuries, exploring how the relationship between poem and photograph can both perpetuate and subvert representations of the objectified other, from British India to the American South. Chapter III theorises Imagism from a photographic perspective, examining how, in the absence of any discernibly modernist photopoetry book, the most important dialogue between poem and photograph was enacted within Imagist verse. It proceeds to examine the introduction of urban environments into early-to-mid-twentieth-century photopoetry. Chapter IV analyses the reinterpretation of photopoetic topography in mid-to-late-twentieth-century collaborations, exploring how picturesque landscapes in nineteenth-century photopoetry were reinvented as immersive environments that echoed the rise of photopoetic co-authorship and the development of more symbiotic, less literal photopoetic relationships. The fifth chapter expands upon ideas analysed in Chapter IV, arguing how, in narrowing both poetic and photographic focus to objects rather than picturesque vistas, twenty-first-century photopoetry encourages a non-linear approach to reading and viewing, abandoning the ‘journey' paradigm of earlier photopoetry. Overall, this thesis represents the first book-length history of photopoetry, and expounds both a new area of analysis for scholars of text and image, and a new critical discourse for such analyses.

The aim of this study is to investigate whether upper-secondary school students, studying English as a foreign language (EFL) in Sweden, prefer to learn from Native English speaking teachers (NEST) as opposed to Non-native English speaking teachers (NNEST). Furthermore, the present study seeks to identify, from the EFL learners’ perspective, why certain characteristics of both NNEST and NEST are felt to be more prestigious than others which in turn might affect the students’potential to acquire a desired identity.

In Chinese, a large percentage of the vocabulary consists of compound words where exemplars in the same taxonomic category often share the same head noun (Chen & Chen, 2006; Chow, McBride-Chang, Cheung, & Chow, 2008). This structural characteristic may facilitate an early understanding of the noun taxonomy. The current study aims to investigate taxonomic development in a group of Mandarin-English speaking children in the United States. A contrast association task (i.e., "A dog is not a ____") and a category association task (i.e., "A dog is a kind of ____") were used to elicit responses from different levels of the taxonomic hierarchy (e.g., coordinates, superordinates). Participants were 25 bilingual children aged 3 to 8 and 25 English monolingual age matches. It was predicted that the bilingual group would produce more task-specific taxonomic responses (i.e., coordinates in contrast association; superordinates in category association) than their monolingual counterparts. The results, however, were somewhat opposite to this prediction. Monolinguals were found to, in general, perform better in the category association tasks and the two groups performed similarly in the contrast association task. When English vocabulary size was taken into consideration, there was no statistically significant difference between the monolingual and bilingual children on the category association task. Factors which possibly explain such a difference between the two language groups in the two tasks, or the absence of a significant difference when vocabulary size was incorporated as a covariate are discussed. / text

Purpose Over half a million Australians (561,413) speak limited English, with 29 per cent of those being aged over 65 years (ABS 2006). Little research has been conducted into the acute hospital experience of elderly patients with limited English proficiency. This thesis examines, in an acute hospital setting, the subjective experience of a consecutive convenience sample of 258 elderly acute or emergency patients from nine language groups, who prefer to speak a language other than English. Method Trained bilingual staff investigated communication methods used by hospital staff with participants in a multilingual telephone survey (MTS). Information for validation was obtained from a medical records audit (MRA). Hospital statistical information was linked with MTS and MRA data. The agreement between the MTS and the MRA was analysed using descriptive and inferential statistics. A score, the 'Communication Complexity Score' (CCS), was developed to reflect patient clinical complexity, and the association between this score and interpreter usage was assessed. Seven language-specific focus groups were conducted to identify factors associated with a positive, a negative, or a very negative experience. Constructivist grounded theory was used to analyse the discourse in the focus groups. Results Thirty-one per cent of patients reported using professional interpreters. Concordance was present between the MTS and MRA. A positive association was found between clinical complexity and interpreter usage. The CCS had good psychometric properties. Many patients reported positive experiences; however, a theme of powerlessness was identified. Language barriers, poor patient and family involvement, staff shortages or incompetence, and inattention to cultural mores were all factors associated with negative experiences. Some patients discounted their negative experiences and were reluctant to assert their healthcare rights. An explanatory construct for this phenomenon, the 'Happy Migrant Effect,' was developed. Contributing factors for this effect include: powerlessness; positive assessment of Australian healthcare compared with the patient's country of origin; patriotism; cultural norms proscribing acceptance; politeness; desire for social acceptability; self-denigration for not learning English; and fear of reprisals following complaint. Conclusion This research has important implications for healthcare policy and service delivery associated with the quality of care and safety of patients with limited English.

This thesis develops a better understanding of the lived experiences of NNES teachers, coming from diverse racial, cultural and linguistic backgrounds, and the complex negotiations and constructions of their professional identities against the prevalent NS fallacy in the Arab Gulf states. This study employs a Postcolonial theoretical framework. In order to unravel NNESTs’ perspectives and understand how they make sense of their experiences, this study adopts a life history approach. The results suggest that participants view nativeness as a fixed identity, dependant on elements, such as being born into a language and learning it in early childhood. The participants had both confidence and concern about their linguistic abilities, which indicated that their non-native identity resulted in complex situations for them to deal with. The findings also revealed that the participants managed to find ways in which to inhabit these non-native identities confidently and to construct themselves as effective teachers who did not have to be NSs by nature. The participants narrated that the issue of pronunciation and accent had a significant impact on their professional identities. NS norms in accent was seen as eliciting stereotyped judgements of NNESTS as the inferior Other, and resulting in hiring policies that were greatly skewed against NNESTs. The participants also believed that stereotyped notions about the superiority of education acquired from the Center privileged NESTs in employment and led to the devaluation of indigenous knowledge. The participants also spoke about encountering direct and indirect challenges, which made it difficult for them to position themselves as legitimate teachers of English. They also believed that perceptions about the superiority of the NS would be impossible to overcome in the near future since the language policy of the Gulf states was strongly intertwined with its economic and political interests. The study, therefore, provides recommendations for theory, practice, and policy.

La Caraïbe est un espace multidimensionnel, une mosaïque polyforme et paradoxale qui évoque la diversité, l'éparpillement.Longtemps méconnue, elle est l'objet de toutes les curiosités et est de plus en plus regardé comme un véritable laboratoire par ceux qui s'y intéressent.En effet, la Caraïbe est un ensemble de petites îles plus ou moins pauvres sur le plan économique avec une organisation politique et administrative plurielle. De nombreux statuts politiques sont hérités de la décolonisation. La Caraïbe regroupe 25 pays et 11 territoires non indépendants qui pour la plupart, comptent moins de 500 000 habitants. 24 sont des îles, parties d'îles ou ensembles de territoires insulaires.De nombreux programmes d'aide sont mis en place par les métropoles, les pays de la Caraïbe mènent une politique active d'intégration en constituant des institutions régionales, pourtant ces pays ne semblent pas décoller économiquement.Parallèlement, la région est remarquée pour ces faits de violence accrue, de criminalité, de narcotrafic, de catastrophes naturelles, de maladies vectorielles, autant d'éléments qui influencent l'une des activités économiques prospère, le tourisme.Idées préconçues et réalité, telle est la problématique à laquelle tente de répondre cette thèse en examinant la corrélation entre les organisations institutionnelles et le développement économique à l'heure de la mondialisation.Pour des raisons de cohérence, ma recherche est limitée à la dizaine de pays anglophones de la zone des Caraïbes. / The Caribbean is a multidimensional space, a multi-faceted and paradoxical mosaic that evokes diversity, scattering.For a long time unknown, it is the object of all curiosities and is increasingly regarded as a real laboratory for those who are interested in.Indeed, the Caribbean is a set of small islands more or less poor economically with a plural political and administrative organization. Many political statuses are inherited from decolonization.The Caribbean comprises 25 countries and 11 non-independent territories, most of which have 500,000 inhabitants. 24 are islands, parts of islands or sets of island territories.Many programs of assistance are set up by the metropolis, the Caribbean countries carry out an active policy of integration by constituting regional institutions, yet these countries do not seem to take off economically.At the same time, the region is noticed for these acts of increased violence, crime, drugs trade, natural disasters, vector-borne diseases, all of which influence one of the prosperous economic activities, tourism.Preconceived ideas and reality, this is the problem that this thesis attempts to answer by examining the correlation between institutional organizations and economic development in the globalization era.For coherence reasons, my research is limited to the ten English-speaking countries of the Caribbean zone.

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