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Curriculum design for strategy-based listening in English as a foreign languageHong, Tia-Ying 01 January 1997 (has links)
No description available.
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Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods TextbooksUnknown Date (has links)
Drawing on the principles of critical multicultural teacher education, Teaching
English to Speakers of Other Languages (TESOL) and bilingual education, this study
examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs)
in ESOL-infused teacher education programs in Florida universities. The textual analysis
of a purposeful sample of five elementary-level English Language Arts (ELA) methods
textbooks, utilizing a combination of quantitative and qualitative methods, revealed that
authors overwhelmingly referred to EBs as English learners or English language learners,
rather than bilinguals or dual language learners, and devoted less than 5% of the total
content of four textbooks to topics about teaching methods, curriculum, and assessment
for EBs. Evidence of five forms of curriculum bias was found, including invisibility,
linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs
less than knowledge about teaching native English-speakers. EBs were stereotyped as a
homogenous group of struggling readers and essentialized in terms of their limited
English proficiency. One author conflated students’ language differences with physical
limitations and learning disabilities, a troubling mischaracterization in the context of the
overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL
methods over bilingual methods, based upon misconceptions about how EBs learn,
suggests that textbook authors undervalue the cultures and linguistic skills that students
bring from home.
The hidden curriculum in ELA methods textbooks may influence a majority of
pre-service teachers, who are typically monolingual and raised in the English-dominant
mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all
approach towards ELA instruction. In order to prepare pre-service teachers to educate
EBs for academic success, the teacher education curriculum must include material that
explains linguistically responsive instruction and describes effective bilingual education
models, within a critical pedagogical framework. Without this knowledge, pre-service
teachers may continue instructional practices that contribute to a persistent “achievement
gap” experienced by EBs. A transformation of the ELA methods curriculum is required
so that pre-service teachers are prepared to implement a humanizing pedagogy that
facilitates positive identity formation as it develops bilingual and biliterate students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching matetrialsNomdebevana, Nozibele 2013 November 1900 (has links)
South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics / MA ((Applied Linguistics)
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Exploring the use of a spoken Xhosa corpus for developing Xhosa additional language teaching materialsNomdebevana, Nozibele 11 1900 (has links)
South African indigenous language teaching and learning materials do not provide sufficient information to help additional language learners learn the target languages effectively. While there are institutions that are tasked with developing and sharpening the skills of students in speaking South African indigenous languages, such students hardly, if at all master the art of speaking them eloquently. Students who study these languages in order to converse proficiently with their mother-tongue speakers experience insurmountable difficulties, in spite of various efforts made by the teachers who train them to read books on their own. Passing their examinations does not mean that the students’ ability to communicate with mother-tongue speakers will improve to the extent of eliminating the prevailing misunderstanding between the two groups. The persistence of this problem reveals a discrepancy between the studies of indigenous languages in South Africa and the way of speaking them, whereby important linguistic elements that make communication more authentic are excluded in language materials. This study analyses the use and significance of CIFWs in daily interactions by investigating the two Xhosa CIFWs words wethu and bethu. The overall aim of this study is to explore the use of a corpus in the examination of CIFWs in general, and wethu and bethu in particular. Both a quantitative approach based on the Gothenburg-Unisa spoken corpus and a qualitative approach based on Allwoods’ ACA theoretical framework were used in the analysis and description of the functions and significances of wethu and bethu as communicative and interactive function words. / Linguistics and Modern Languages / M.A. (Applied Linguistics)
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