No description available.

The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

In this thesis, the three hypotheses on the nature of early L2 acquisition (the Full Transfer/Full Access view of Schwartz and Sprouse (e.g., 1996), the Minimal Trees view of Vainikka and Young-Scholten (e.g., 1996), and the Valueless Features view of Eubank (e.g., 1996)), are discussed. Analysis of the early French production by two native speakers of Moroccan Arabic is done to determine if the L1 grammar is transferred onto the L2 grammar. In particular, the phenomena of verb-raising (as determined by the verb's position vis-a-vis negation) and finiteness are examined. The results of this study indicate that the relevant structures of Moroccan Arabic do not transfer onto the emerging French grammar.

Current explanations for the development of immersion programs in relation to language reform in Canada were found to be inadequate and superficial. The lack of attention to the existence of different sociopolitical contexts has, furthermore, flawed the sociological interpretation of programs. A comparative case study and multi-method approach was therefore proposed to examine the historical development of programs in two provinces with very different sociolinguistic and sociopolitical contexts, Quebec and British Columbia. Comparative analysis revealed that both commonalities and differences could be identified in the development of immersion programs in these two provinces and that these have implications for the political and sociological analysis of programs. In both contexts, it was seen that the implementation and expansion of programs has required similar organizational adjustments. The relationship of programs to language reform is, however, very different In Quebec, programs represent a community response to the changing status of French and are only indirectly related to federal efforts to implement a national policy of official bilingualism. In British Columbia, programs were initiated by parents, but eventually became directly related to federal involvement in language education and to Ottawa's efforts to implement a national language policy. By providing support to the parent association "Canadian Parents for French", Ottawa found a constituency in English Canada willing to promote official bilingualism. "Canadian Parents for French" and federal funding have played a critical role in the development of immersion programs in British Columbia; whereas in Quebec, neither of these elements has been an important factor in the expansion of programs. Although the development of immersion programs in Quebec and British Columbia has been framed by divergent language policies, in both provinces, the development of immersion programs reflects the adjustment of the English speaking community to the enhanced status of French. Similar sociological patterns were found in how the Anglophone community has made this adjustment and in how schools have been called upon to respond to societal change.

Amendments and errata are in pocket on front end paper together with covering letter. / Bibliography: leaves 168-185. / 2 v. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1997

Esta dissertação aborda o uso do conceito de narrativa transmídia, proposto por Henry Jenkins, como estratégia de ensino-aprendizagem para um curso de língua francesa, na modalidade de ensino a distância. O texto aborda a seguinte questão de pesquisa: a utilização da narrativa transmídia como ferramenta participativa em um ambiente de ensino-aprendizagem de língua estrangeira pode gerar uma proposta que objetive o desenvolvimento da competência linguística? A partir deste problema estipula-se, como objetivo geral, desenvolver uma proposta de ensino-aprendizagem de língua estrangeira, com recursos transmidiáticos que estimulem os estudantes a ampliar sua competência de comunicação em francês. Decorrentes deste objetivo principal, têm-se dois objetivos específicos: a criação de uma unidade de estudo da língua francesa em um Ambiente Virtual de Aprendizagem (AVA) e a exploração dos potenciais da narrativa transmídia neste AVA, mediante a valorização da literatura regional no contexto de um ambiente participativo. Como tema de estudo, utiliza a controversa amizade entre um pescador do sul da ilha de Florianópolis e um funcionário da companhia francesa de correio aéreo, Aéropostale, chamado pelos ilhéus de Zé Perri, no final dos anos 1920. Este aeroviário (ou aeronauta) tem sua identidade associada ao escritor Antoine de Saint-Exupéry, que foi piloto da companhia. A vinculação entre Zé Perri e o escritor famoso inicia um processo que propicia o uso de elementos inerentes à narrativa transmídia e às culturas fan e participativa como agentes promocionais de uma literatura regionalizada e da língua francesa. Faz isso por meio do relato oral, de um incipiente mercado editorial bilíngue e da internet. Ao compor um conjunto de obras de tradução, ficção e documentário, sugere um universo fan fiction singular. Neste contexto, a trilogia Esferas, do filósofo alemão Peter Sloterdijk, é o que engloba toda essa amálgama cultural em uma única teoria geral, com Bolhas, que trata sobre o relacionamento íntimo entre as esferas humanas; Globos, que abrange o movimento de circulação globalizante; e Espumas, que descreve o caráter de descentramento da modernidade. Como resultado deste trabalho, obteve-se a formulação do microcurso O Caso Zé Perri, construído no AVA Moodle e disponível no endereço moodle.correspondente.jor.br. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-03-14T14:49:34Z No. of bitstreams: 1 Dissertacao Marcos Antonio do Amaral de Freitas.pdf: 2714705 bytes, checksum: e810315bce9c1e2a4d0a027a79ad9cd6 (MD5) / Made available in DSpace on 2018-03-14T14:49:34Z (GMT). No. of bitstreams: 1 Dissertacao Marcos Antonio do Amaral de Freitas.pdf: 2714705 bytes, checksum: e810315bce9c1e2a4d0a027a79ad9cd6 (MD5) Previous issue date: 2018-03-14 / Cette dissertation traite de l’utilisation du concept de Transmedia Storytelling, proposé par Henry Jenkins, en tant que stratégie pédagogique pour un cours de langue française à distance. Le texte aborde la question de recherche suivante : l'utilisation de la narration transmédia em tant qu'instrument participatif dans un environnement d'enseignement et d'apprentissage d'une langue étrangère peut-il gérer une proposition qui objective le développement de la compétence linguistique ? A partir de ce problème on stipule, comme objectif général, le développement d'une proposition d'enseignement et d'apprentissage d'une langue étrangère, à l'aide de ressources transmédias qui stimulent les élèves à étendre leur compétence de communication en français. En fonction de cet objectif principal, deux objectifs spécifiques apparaissent : la création d'une unité d'étude de la langue française sur un Environnement d'Apprentissage Virtuel (EAV) et l'exploration des potentiels de la narration transmédia sur cet EAV, par le biais de la valorisation de la littérature régionale dans le contexte participatif. Nous utiliserons comme thématique d’étude, l’amitié controversée entre un pêcheur du sud de l’île de Florianópolis et un employé de l’entreprise française de poste aérienne, Compagnie générale aéropostale, surnommé Zé Perri par les insulaires, à la fin des années 1920. L’identité de cet employé de la poste aérienne a été associée à l’écrivain Antoine de Saint-Exupéry, qui était pilote de l’entreprise. Le lien entre Zé Perri et le célèbre écrivain entame un processus qui favorise l’utilisation d’éléments inhérents au Transmedia Storytelling et aux cultures fan et participative comme agents de promotion d’une littérature régionale et de la langue française. Ce lien intervient par l’usage du récit oral, d’un marché éditorial bilingue naissant et d’internet. Cet ensemble d’ouvrages de traduction, de fiction et de documentaire suggère un univers singulier de fan fiction. Dans ce contexte, la trilogie Sphères, du philosophe allemand Peter Sloterdijk, englobe cet amalgame culturel dans une théorie générale unique, avec Bulles, qui traite des relations intimes entre les sphères humaines ; Globes, qui aborde le mouvement de circulation globalisant ; et Écumes, qui décrit le caractère de décentralisation de la modernité. Comme résultat de ce travail, on a obtenu la formulation du micro-cours Le Cas Zé Perri, construit sur l'EAV Moodle et disponible à l'adresse moodle.correspondente.jor.br.

Esta dissertação aborda o uso do conceito de narrativa transmídia, proposto por Henry Jenkins, como estratégia de ensino-aprendizagem para um curso de língua francesa, na modalidade de ensino a distância. O texto aborda a seguinte questão de pesquisa: a utilização da narrativa transmídia como ferramenta participativa em um ambiente de ensino-aprendizagem de língua estrangeira pode gerar uma proposta que objetive o desenvolvimento da competência linguística? A partir deste problema estipula-se, como objetivo geral, desenvolver uma proposta de ensino-aprendizagem de língua estrangeira, com recursos transmidiáticos que estimulem os estudantes a ampliar sua competência de comunicação em francês. Decorrentes deste objetivo principal, têm-se dois objetivos específicos: a criação de uma unidade de estudo da língua francesa em um Ambiente Virtual de Aprendizagem (AVA) e a exploração dos potenciais da narrativa transmídia neste AVA, mediante a valorização da literatura regional no contexto de um ambiente participativo. Como tema de estudo, utiliza a controversa amizade entre um pescador do sul da ilha de Florianópolis e um funcionário da companhia francesa de correio aéreo, Aéropostale, chamado pelos ilhéus de Zé Perri, no final dos anos 1920. Este aeroviário (ou aeronauta) tem sua identidade associada ao escritor Antoine de Saint-Exupéry, que foi piloto da companhia. A vinculação entre Zé Perri e o escritor famoso inicia um processo que propicia o uso de elementos inerentes à narrativa transmídia e às culturas fan e participativa como agentes promocionais de uma literatura regionalizada e da língua francesa. Faz isso por meio do relato oral, de um incipiente mercado editorial bilíngue e da internet. Ao compor um conjunto de obras de tradução, ficção e documentário, sugere um universo fan fiction singular. Neste contexto, a trilogia Esferas, do filósofo alemão Peter Sloterdijk, é o que engloba toda essa amálgama cultural em uma única teoria geral, com Bolhas, que trata sobre o relacionamento íntimo entre as esferas humanas; Globos, que abrange o movimento de circulação globalizante; e Espumas, que descreve o caráter de descentramento da modernidade. Como resultado deste trabalho, obteve-se a formulação do microcurso O Caso Zé Perri, construído no AVA Moodle e disponível no endereço moodle.correspondente.jor.br. / Cette dissertation traite de l’utilisation du concept de Transmedia Storytelling, proposé par Henry Jenkins, en tant que stratégie pédagogique pour un cours de langue française à distance. Le texte aborde la question de recherche suivante : l'utilisation de la narration transmédia em tant qu'instrument participatif dans un environnement d'enseignement et d'apprentissage d'une langue étrangère peut-il gérer une proposition qui objective le développement de la compétence linguistique ? A partir de ce problème on stipule, comme objectif général, le développement d'une proposition d'enseignement et d'apprentissage d'une langue étrangère, à l'aide de ressources transmédias qui stimulent les élèves à étendre leur compétence de communication en français. En fonction de cet objectif principal, deux objectifs spécifiques apparaissent : la création d'une unité d'étude de la langue française sur un Environnement d'Apprentissage Virtuel (EAV) et l'exploration des potentiels de la narration transmédia sur cet EAV, par le biais de la valorisation de la littérature régionale dans le contexte participatif. Nous utiliserons comme thématique d’étude, l’amitié controversée entre un pêcheur du sud de l’île de Florianópolis et un employé de l’entreprise française de poste aérienne, Compagnie générale aéropostale, surnommé Zé Perri par les insulaires, à la fin des années 1920. L’identité de cet employé de la poste aérienne a été associée à l’écrivain Antoine de Saint-Exupéry, qui était pilote de l’entreprise. Le lien entre Zé Perri et le célèbre écrivain entame un processus qui favorise l’utilisation d’éléments inhérents au Transmedia Storytelling et aux cultures fan et participative comme agents de promotion d’une littérature régionale et de la langue française. Ce lien intervient par l’usage du récit oral, d’un marché éditorial bilingue naissant et d’internet. Cet ensemble d’ouvrages de traduction, de fiction et de documentaire suggère un univers singulier de fan fiction. Dans ce contexte, la trilogie Sphères, du philosophe allemand Peter Sloterdijk, englobe cet amalgame culturel dans une théorie générale unique, avec Bulles, qui traite des relations intimes entre les sphères humaines ; Globes, qui aborde le mouvement de circulation globalisant ; et Écumes, qui décrit le caractère de décentralisation de la modernité. Comme résultat de ce travail, on a obtenu la formulation du micro-cours Le Cas Zé Perri, construit sur l'EAV Moodle et disponible à l'adresse moodle.correspondente.jor.br.

The purpose of the current study was to investigate the relation of language and cognitive factors to biliteracy development among EFI first grade children. Variables of interest included phonological awareness, print awareness, level of operativity, English/French verbal ability, and influences in the home environment (e.g. socioeconomic status, parent's level of education, time spent on reading activities). A battery of language, cognitive and reading tests was administered in Fall and again in Spring of the first grade to sixty-eight preliterate Anglophone children. A parent questionnaire yielded information pertaining to socioeconomic status, and reading related leizure activities in the home. A teacher questionnaire provided details which described the various classroom environments of the children in the study. Results of correlational analyses indicate that phonological and print awareness both form a significant, positive relationship with French and English reading. Level of operativity and level of English verbal ability did not correlate significant with any measure of reading. The pattern of correlations between French verbal ability tasks and French/English reading was inconsistent. Four of the six French verbal measures correlated significantly, but weakly with French reading and only one measure formed a significant positive correlation with English reading. Analyses of scatterplots which showed the relation of phonological abilities to reading suggest that phonological awareness is a necessary, but not sufficient skill for learning to read. Several children who had mastered a French phonological test could not decode French words; however, there were no children who were good readers who did not score above the sample mean on at least one measure of phonological awareness. Step-wise multiple regression analyses of sample performance on measures of reading and phonological awareness indicate print awareness is the best predictor of reading achievement in French and English. Scores on phonological measures were able to account for residual variance after print awareness had entered the equation. Limitations and implications of the study are discussed and recommendations for further research are presented. / Arts, Faculty of / Psychology, Department of / Graduate

Current explanations for the development of immersion programs in relation to language reform in Canada were found to be inadequate and superficial. The lack of attention to the existence of different sociopolitical contexts has, furthermore, flawed the sociological interpretation of programs. A comparative case study and multi-method approach was therefore proposed to examine the historical development of programs in two provinces with very different sociolinguistic and sociopolitical contexts, Quebec and British Columbia. Comparative analysis revealed that both commonalities and differences could be identified in the development of immersion programs in these two provinces and that these have implications for the political and sociological analysis of programs. In both contexts, it was seen that the implementation and expansion of programs has required similar organizational adjustments. The relationship of programs to language reform is, however, very different In Quebec, programs represent a community response to the changing status of French and are only indirectly related to federal efforts to implement a national policy of official bilingualism. In British Columbia, programs were initiated by parents, but eventually became directly related to federal involvement in language education and to Ottawa's efforts to implement a national language policy. By providing support to the parent association "Canadian Parents for French", Ottawa found a constituency in English Canada willing to promote official bilingualism. "Canadian Parents for French" and federal funding have played a critical role in the development of immersion programs in British Columbia; whereas in Quebec, neither of these elements has been an important factor in the expansion of programs. Although the development of immersion programs in Quebec and British Columbia has been framed by divergent language policies, in both provinces, the development of immersion programs reflects the adjustment of the English speaking community to the enhanced status of French. Similar sociological patterns were found in how the Anglophone community has made this adjustment and in how schools have been called upon to respond to societal change. / Education, Faculty of / Graduate

published_or_final_version / abstract / Linguistics / Master / Master of Arts