- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 401 to 408 of 408 (0.02 seconds)Spelling suggestions: "subject:"lla"" "subject:"alla""
| 401 |
Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second languageSnelgar, Elizabeth Claire Gien 11 1900 (has links)
Prevailing research presents evidence that links language proficiency to fundamental literacy
acquisition. However, when language and literacy acquisition are simultaneous, as is the case with
young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at
home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the
language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as
elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s
sociocultural model and the Critical Theory (CT) model informed the comparative framework. In
addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky,
Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model
research design and a complementary mixed methods approach is applied to the study. The study
interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically
significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her
parent - whose home language is other than English during first time literacy acquisition - and 25
monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy)
when English is the language medium used in the inclusive classroom. The qualitative findings
delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the
quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their
limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The
identification of the at risk educationally vulnerable minority, informed the proposed theoretical
framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and
the attendant curriculum. Findings are discussed comparatively with the classic and current
theoretical frameworks pertaining to child development, language acquisition for both first and
second language acquisition (SLA) in addition to globalisation, inclusive education and social justice.
The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms,
parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)
|
| 402 |
Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second languageSnelgar, Elizabeth Claire Gien 11 1900 (has links)
Prevailing research presents evidence that links language proficiency to fundamental literacy
acquisition. However, when language and literacy acquisition are simultaneous, as is the case with
young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at
home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the
language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as
elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s
sociocultural model and the Critical Theory (CT) model informed the comparative framework. In
addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky,
Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model
research design and a complementary mixed methods approach is applied to the study. The study
interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically
significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her
parent - whose home language is other than English during first time literacy acquisition - and 25
monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy)
when English is the language medium used in the inclusive classroom. The qualitative findings
delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the
quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their
limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The
identification of the at risk educationally vulnerable minority, informed the proposed theoretical
framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and
the attendant curriculum. Findings are discussed comparatively with the classic and current
theoretical frameworks pertaining to child development, language acquisition for both first and
second language acquisition (SLA) in addition to globalisation, inclusive education and social justice.
The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms,
parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)
|
| 403 |
Before King Came: The Foundations of Civil Rights Movement Resistance and St. Augustine, Florida, 1900-1960Smith, James G 01 January 2014 (has links)
In 1964, Dr. Martin Luther King, Jr. called St. Augustine, Florida, the most racist city in America. The resulting demonstrations and violence in the summer of 1964 only confirmed King’s characterization of the city. Yet, St. Augustine’s black history has its origins with the Spanish who founded the city in 1565. With little racial disturbance until the modern civil rights movement, why did St. Augustine erupt in the way it did?
With the beginnings of Jim Crow in Florida around the turn of the century in 1900, St. Augustine’s black community began to resist the growing marginalization of their community. Within the confines of the predominantly black neighborhood known as Lincolnville, the black community carved out their own space with a culture, society and economy of its own. This paper explores how the African American community within St. Augustine developed a racial solidarity and identity facing a number of events within the state and nation. Two world wars placed the community’s sons on the front lines of battle but taught them to value of fighting for equality. The Great Depression forced African Americans across the South to rely upon one another in the face of rising racial violence. Florida’s racial violence cast a dark shadow over the history of the state and remained a formidable obstacle to overcome for African Americans in the fight for equal rights in the state. Although faced with few instances of violence against them, African Americans in St. Augustine remained fully aware of the violence others faced in Florida communities like Rosewood, Ocoee and Marianna.
St. Augustine’s African American community faced these obstacles and learned to look inward for support and empowerment rather than outside. This paper examines the factors that vii encouraged this empowerment that translates into activism during the local civil rights movement of the 1960s.
|
| 404 |
A two year study of speech instruction of a group of children in Jackson Heights SchoolUnknown Date (has links)
Speech is the most common and the most fundamental tool used for communication. It has done more for man's progress than any other single factor. Yet this high development of man has been relatively ignored, and for generations speech instruction has been partially neglected in the elementary schools. / "Presented to the Faculty of the School of Education Florida State University." / "In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Education." / "July, 1949." / Advisor: Dr. Robert C. Moon, Major Professor. / Typescript. / Added title page: A two year study of speech instruction of a group of children in Jackson Heights School, Tampa, Florida. / Includes bibliographical references.
|
| 405 |
Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
|
| 406 |
Leseverstehen als Ausgangspunkt für die Entwicklung der Ausdrucks- und Schreibfertigkeiten / Reading comprehension as a starting point for the development of expression and writing abilitiesZatsepina, Nataliya 23 January 2009 (has links)
No description available.
|
| 407 |
Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacySnelgar, Elizabeth Claire Gien 11 1900 (has links)
Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension
of the written text requires more than the ability to decode individual words. This study brings
together a synthesis of current research on early language acquisition, language structure,
vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby
providing a theoretical framework for a comparative study of limited English proficient learners
(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary
deficits and age appropriate decoding skills. A quantitative and qualitative study examines the
statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and
comprehension when a learner born of foreign parents acquires first time literacy in a language
other than the language spoken at home. The study isolates and specifies an at risk educational
minority through the identification of a hidden comprehension deficit (HCD).
In summarising the main findings from the literature review and the empirical investigation, an “at
risk educational minority” was identified and isolated through the identification of the HCD. The
envisioned outcome was achieved and the hypothesis accepted. / Educational Studies / M. Ed. (Inclusive Education)
|
| 408 |
Los aspectos pragmáticos en manuales suecos de español como lengua extranjera : Su contribución al desarrollo de la competencia pragmática en el bachillerato / Pragmatic aspects in Swedish textbooks for Spanish as a foreign language : Their contribution in the upper secondary school to learners’ development of a pragmatic competence in SpanishDe Matos Lundström, Anna January 2013 (has links)
El objetivo de esta monografía es tratar de determinar en qué medida y de qué manera cuatro manuales didácticos suecos de español como lengua extranjera (ELE), usados en la enseñanza en el nivel de bachillerato, tratan aspectos pragmáticos. Además, evaluaremos el potencial y la relevancia de la información metapragmática y las actividades relacionadas a los aspectos pragmáticos para el proceso de adquisición de una competencia tanto metapragmática como pragmática. En este estudio se parte de la noción de la competencia pragmática como una destreza orientada a saber crear y comprender significados en la interacción de manera eficaz (Thomas, 1995), que supone, más que los conocimientos lingüísticos en una interacción intercultural, los conocimientos extralingüísticos (cf. Bravo, 2005). La hipótesis de partida de este trabajo postula que los manuales no explican a fondo por qué cierto lenguaje se utiliza en ciertos contextos y que el contenido pragmático sería poco variado y difícil de asimilar y que los ejercicios no estarían diseñados principalmente para desarrollar la competencia pragmática. Hasta cierta medida se puede decir que los resultados de esta investigación confirman la hipótesis: los manuales podrían efectivamente ser más exhaustivos en cuanto a los temas que abarcan, asimismo podrían variar y explicar más a fondo aquellos temas. No obstante, parece haber un esfuerzo de incorporar actividades comunicativas e información extralingüística, sin embargo, hace falta una conceptualización y progresión en cuanto a cómo tratar estos temas como el propósito principal. Ni siquiera se ofrecen en las guías del profesor modelos didácticos o información adicional, y por lo general, no se combina la información metapragmática en los manuales con actividades complementarias que pretenden desarrollar las destrezas comunicativas. / The purpose of this paper is to try to determine to what extent and in what way four Swedish textbooks on Spanish as a foreign language (SFL) treat pragmatic aspects, as well as to evaluate the potential and relevance of the metapragmatic information and activities related to pragmatic aspects provided by the textbooks, for the development of pragmatic awareness and competence in Spanish. This study parts from the notion of pragmatic competence as a skill of knowing how to create and understand meanings in interaction effectively (Thomas, 1995), which in intercultural interaction probably requires extra-linguistic knowledge more than language skills (cf. Bravo, 2005). The hypothesis postulated at the beginning of the study was that the manuals would not fully explain why certain language is being used in certain contexts, that the pragmatic content would be scarcely varied and rather difficult to assimilate and that the exercises would not be designed primarily to develop a pragmatic competence. To some extent it can be said that the hypothesis is confirmed: the manuals could have been more comprehensive in terms of the topics covered, they could also have varied and explained those issues further. Despite the fact that there seems to be an effort to incorporate extra-linguistic information and communicative activities, the results indicate that there is a lack of emphasis on or progression on how to treat these issues. For example, there are no didactic models or suggestions in the teacher’s guide, nor is additional information provided elsewhere; usually the metapragmatic information is not combined with any activities, and the activities that aim to develop communicative skills are not combined with further metapragmatic information.
|
Page generated in 0.038 seconds