This study explores English education in two local private kindergarten classes in Korea. The purpose of this study is to understand English education in private kindergartens in Korea by closely looking at pedagogical practices in two kindergarten classes and the insiders' perceptions of the pedagogical practices. The research questions guiding this study are as follows: (a) What are the pedagogical practices relative to English education in two private kindergarten classes in Korea?; and (b) How do the members of the two classes (i.e., the child participants, ECE teacher, and English instructors) perceive the language, language teaching and learning, and the pedagogical practices? The study was conducted as a qualitative study through the fieldwork using such methods as participant observations, interviews, questionnaires, and collection of documents and artifacts. The study took place in private kindergartens located in two separate communities in Korea. In each kindergarten, I focused on a particular class: The fieldwork in the two research sites spanned a two-and-a-half-month period, between May and July 2011. Regarding the first research question, I found that members of each class co-constructed the pedagogical practices relative to English education in a locally specific way. Within their particular context, the members of Red Class were involved in creating a caring classroom environment consisting of English lessons, learning, learners, and reciprocal relationships among them. The members of Green Class played their respective roles as leaners, ECE teacher, or English language instructors. However, many of the learners tended to care little about the English lessons or learning but all the same were sure to finish their English tasks. Regarding the second research question, the members of the two classes perceived English language, language teaching and/or learning, and the pedagogical practices based on their experiences in particular contexts. However, their perceptions, at the same time, reflected in various ways the larger culture. Red Class members tended to describe and interpret their pedagogical practices in positive ways and to consider English useful and important. Green Class members tended to talk more about their pedagogical practices with multiple voices. / text

<p>With the Internet, foreign language learners can interact more easily with native speakers from other countries than in previous generations. For learners to develop the ability to function in foreign environments, it is vital to understand their experiences in postsecondary online foreign language classes. If educators and educational theorists are not cognizant of the possible effects caused by using or not using technological tools, severe limitations will happen to relevant, cognitive connections. Because of the current lack of understanding, learners are at a sociological, cultural, cognitive, and psychological disadvantage. The purpose of this qualitative study using a classic grounded theory method was to discover a theory that described patterns of behaviors by 15 adult learners who took at least one post-secondary, online foreign language class from schools in the United States. This study revealed the concerns that learners had regarding their experiences and how they dealt with those issues. When learners struggled, they became frustrated thereby causing an imbalance that prevented them from accomplishing their desired objectives. Offsetting the affective filter, the theory developed in this study, is about (a) comprehending the causes for and consequences of learners' frustration and their elevated affective filters and (b) discovering various elements that helped learners restore balance and acquire the necessary knowledge. By taking online foreign language classes, learners stepped outside their comfort zones thus setting into motion an imbalance that needed to be offset. Because offsetting the affective filter has important ramifications with respect to cognition, more research is necessary to develop tools to help learners reduce their anxiety in online classes. By expanding the field of study to other online and hybrid subject areas, researchers could develop of a broader, formal grounded theory. Such research might lead to the redesigning of online classes to be more andragogic and more transformative while addressing the cognitive and affective needs of the learners. A redesigning of a course might be advanced due to the need for (a) increased synchronous interaction between course members, (b) increased humor to lower learners' anxiety levels, and (c) learning styles to be addressed via all four learning modalities. </p>

<p> This quantitative method, quasi-experimental design study examined the possible effect of foreign language study in Tennessee middle schools on mathematics achievement. The population was 1,708 historical student test scores of a single cohort spanning 6^th through 8^th Grades from the same schools within a large urban public school district. NCLB demographics included race, gender, socio-economic status, and ELL status. The quasi-experimental design followed methods described by Shadish, Cook, &amp; Campbell, including independent control and treatment groups, pre-test/post-test, stratification, and matching. The instrument was the mathematics portion of the revised (2008-2009) Tennessee Comprehensive Assessment Program (TCAP) standardized tests. The TCAP was revised with increased critical thinking skills according to the Webb taxonomy and normalized to national standards. The study indicated that the foreign language treatment group performed significantly better than the control group, <i>t</i>_2&ndash;samp (&infin;) = 4.87, <i>a</i> &lt; .05, on their 8^th Grade TCAP mathematics test. The problem was that foreign language programs had been reduced or eliminated under NCLB-related academic and financial pressures. Political and educational leadership lacked evidence linking foreign language study to mathematics achievement in middle schools. This study was situated within an intuitionist mathematics philosophy, brain-based research, and social cognitive learning theory. Implications included an age-appropriate curriculum development model, curricular integration, support for foreign language study in middle schools, and the possible detrimental effects of cancelling foreign language programs.</p>

<p> The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs. </p>

<p>This study investigated the longitudinal impact of an extensive reading approach on Korean EFL university students? reading comprehension, reading rate, vocabulary acquisition, and motivation to read over a 15-week semester. The study also examined the relationship between two types of vocabulary tests (i.e., a generalized vocabulary knowledge test and individualized vocabulary knowledge tests) designed for the study. Additionally, students? perceptions of extensive reading throughout the semester were explored. A quasi-experimental research design was employed using four intact classes, two comparison (n = 88) and two experimental (n = 83) classes. The comparison classes received 100-minute intensive reading instruction per week whereas the experimental classes received 70-minute equivalent intensive reading instruction and 30-minute extensive reading instruction per week. A reading comprehension and rate test and a generalized vocabulary test were administered at pre- and post-tests. Sixty-two students in the experimental classes who read consistently throughout the semester also took individualized vocabulary tests to assess learning of the words that appeared in the reading materials read by individual students. Additionally, an extensive reading motivation questionnaire (post-test only) was administered to the experimental classes to determine which factors in the questionnaire would predict students' reading amount. Finally, a semi-structured interview protocol was employed at three different time intervals during the semester. Repeated-measures MANOVA revealed that the experimental classes significantly outperformed the intensive reading classes on the combination of the three dependent variables (i.e., reading comprehension, reading rate, and vocabulary acquisition). Results of the investigation of the relationship between the two types of vocabulary tests revealed that the two tests showed similar patterns in terms of measuring vocabulary knowledge as a result of extensive reading. Finally, in terms of the participants? motivation to read, a multiple regression analysis indicated that one predictor variable (i.e., Reading for Academic Achievement) was able to predict the participants? motivation to read. In addition, qualitative results from interviews with 19 students showed that the participants had positive extensive reading experience over a 15-week semester; their perceptions of extensive reading and extensive reading practices support the findings from the quantitative data. Implications for extensive reading in L2 curricula are discussed.

<p> Nearly 25,000 graduating high school students across California have earned state recognition for achieving proficiency in multiple languages in 2014. This exploratory, mixed-methods study investigated the early implementation of the State Seal of Biliteracy (SSB) in California. Sixty-two district personnel were surveyed, three SSB directors were interviewed, and a document review was conducted. Overall, the study revealed four themes that influence the implementation of the SSB at the district level: Intentional Creation of an Ecology of Biliteracy, Developing Notions for Biliteracy Scripts and Assessment, Privileging Sequential Biliteracy Development&mdash;Scarcity of Biliteracy Pathways, and Individual and Collective Agency for Biliteracy. Hornberger's (2003) continua of biliteracy was used as a theoretical framework to analyze this study's findings.</p>

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 526-540).

Title from first page of PDF document. Includes bibliographical references (p. 61-64).

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

Master of Arts / Department of Modern Languages / Mary T. Copple / Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using data collected from teachers and administrators in large public school districts in Kansas. Survey data reveals that while public school foreign language teachers are generally satisfied with observational feedback concerning classroom behaviors, such as teacher-student interaction and behavior management, they often report receiving no feedback in the areas of curriculum planning or instructional techniques particular to their content area. Administrators report focusing on preparedness and classroom management during observations. Gaps identified in observational feedback are discussed and changes to observation practices are suggested.