Research has shown that children attending immersion programs reach a native-like level in comprehension and in reading by the end of elementary level. However, in writing and speaking, they rarely achieve target-like proficiency. Some conditions seem to favor the production of output. This study presents an investigation of children's ability to notice errors in their French second language in immersion program in Montreal. The study was conducted with forty-three (43) children aged 8-9, and aimed to gather information related to the following research questions: / Can we train 8 year-old second language learners to: (a) notice their errors; (b) self-correct (given certain prompts); (c) use metalinguistic terminology to identify forms; and (d) negotiate form using language as a conscious tool to improve their L2 oral production? / Children were required to participate in two (2) stages: first, video recording of communicative activities whit ungrammatical episodes with provision of corrective feedback were selected; and second, audio recording of children's attempts to negotiate form. The database was collected from these stimulated recall sessions of collaborative discussion. Results show how young learners may benefit from the provision of metalinguistic information, thus facilitating their second language learning development.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Elena Natal, Nancy A. Newton, Marta M. Antón. Includes vita. Includes bibliographical references (leaves 61-63).

Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-10-09T19:22:16Z No. of bitstreams: 1 CAMILLA DOS SANTOS RODRIGUES LEITE – DISSERTAÇÃO (PPGFísica) 2012.pdf: 1293712 bytes, checksum: 38858a36d1603d9c94c3a7861fe88368 (MD5) / Made available in DSpace on 2018-10-09T19:22:16Z (GMT). No. of bitstreams: 1 CAMILLA DOS SANTOS RODRIGUES LEITE – DISSERTAÇÃO (PPGFísica) 2012.pdf: 1293712 bytes, checksum: 38858a36d1603d9c94c3a7861fe88368 (MD5) Previous issue date: 2012-05 / Capes / Uma caracterização bem elaborada das propriedades físicas das galáxias é de fundamental importância para entendermos o comportamento do Universo. Por outro lado, um dos grandes desafi os da Teoria da Relatividade Geral é encontrar soluções exatas com clara interpretação física. Nosso trabalho visa obter soluções exatas das equações de Einstein que possam representar modelos de discos galácticos, seguindo um método indireto para evitar a árdua tarefa de resolver as equações de Einstein diretamente. Para tanto, consideramos a ideia de uma hipersuperfície imersa em um espaço de dimensão superior, e utilizamos o formalismo da imersão associado ao Método "deslocar, cortar e refletir" (que pode ser considerado como uma adaptação do conhecido método das imagens, estudado em eletrostática), com o qual "cortando" e "colando" soluções conhecidas de vácuo, geramos soluções com fonte do tipo disco. Este procedimento é aqui denominado método da imersão, e constitui-se como uma ferramenta e ciente na modelagem de discos, visto que permite uma maior liberdade quanto à escolha da hipersuperfície de corte, e a consequente determinação das propriedades físicas (densidade, pressão, etc) do disco de matéria gerado. Este método, portanto, torna-se mais abrangente, uma vez que o método convencional se limita à analise de hipersuperfícies "planas", nas coordenadas consideradas. Através da aplicação desse método, verifi camos que o conteúdo material de um disco galáctico, idealizado como um disco de matéria infinitamente fino, é descrito por um tensor energia-momento super ficial cujas componentes podem ser escritas explicitamente em termos das funções de imersão. Estudando alguns casos particulares, reproduzimos os resultados encontrados na literatura. / The study of the physical properties of galaxies is very important to understand the behavior of the Universe. On the other hand, one of the great challenges of the General Theory of Relativity is to nd exact solutions which have a clear physical interpretation. Our work aims to obtain exact solutions of Einstein's equations that can represent models of galactic disks, by following an indirect method to avoid the di cult task of solving Einstein's equations directly. To this end, we consider the idea of a hypersurface embedded in a space of higher dimension, and we use the embedding formalism associated with the method of "displace", cut and reflect" (which can be considered as an adaptation of the known method of images, studied in electrostatics) on known vacuum solutions in order to generate solutions with disklike sources. This procedure, called the Embedding Method, is an e cient tool for modeling disks, as it allows great freedom in the choice of cutting hipersurfaces, and the consequent determination of physical properties (density, pressure, etc.) of the matter in the disk which is generated. Therefore, this method becomes more general than the conventional formulation of the method of "displace, cut and reflect", which works only to "plane" hypersurfaces (as viewed in the employed coordinate system). By applying the embedding formalism, we found that the material content of galactic disks, idealized as a in nitely thin disk of matter, is described by an energy-momentum tensor whose components can be written explicitly in terms of the embeeding functions. By studying individual cases, we reproduce some disk models found in the literature.

Canada has two official languages: French and English. Each province must allow for an educational program in both languages where the number of students warrant such programs. Although minority language schools exist in all Canadian provinces, some provinces are so overwhelmingly English that the Francophone school programs struggle constantly to survive and threaten to become extinct. Yet a vigilant group of parents and partisans work incessantly to maintain these minority language school programs. This thesis will examine why these schools exist in British Columbia and whether or not they can promote the Francophone minority language and culture in the overwhelming Anglophone environment. Bilingual Canadian wonder that more Canadians are not bilingual. Some Canadians are dedicated to educating their children in their official minority language while others do not understand why Canada is officially bilingual. Yet, to take the example of just one province, British Columbia is and remains an Anglophone province. A Francophone parent would, I shall argue, be doing her child a great disservice to insist on schooling in Francophone minority programs. Family is only part of a child's world. The media, friends, neighbors, the stores, the community centers and the people that surround us make up our language and culture. In British Columbia, the language is English and the cultures are as diverse as the people who are part of them. The purpose of this study is to investigate and present an historical, religious, political and economic analysis of the reasoning behind the existence of Francophone minority language schools and programs in British Columbia, and to evaluate whether or not it is possible for these programs and schools to fulfill their mandate. My initial sentiments were biased in favor of Francophone minority programs and though I still believe that official minorities have an unquestionable constitutional right to their schools and to the administration of these schools, I no longer believe that these schools and programs alone can provide a rich ethnic sanctuary that could permit the minority language and culture to flourish. In fact, I no longer believe that it is in the student's best interest to attend these schools and programs. The students can only be crippled by their lack of knowledge of English and by their limited exposure to the Francophone world. I visited two of the three homogeneous Francophone schools and four Programme cadre programs in the mainstream Anglophone and French immersion schools in BC. I interviewed and videotaped students, parents, teachers, language education experts and attended conferences and meetings, examined pertinent historical, political, legal and pedagogical data, and concluded (not surprisingly) that language and culture are expressions of our everyday lives. My research strategy thus combined elements of historical, legal, sociological, and socio-linguistic method, relying both on direct observation and reference, and on considerable secondary literature. I conclude that one can teach the French language, but unless it is expressed and alive as part of our world, it is but a code with limited value. One cannot teach the Francophone culture. One either lives it (or a limited part of it) in a setting that must exclude the majority, thereby confining the world around and restricting opportunity, or one quickly becomes assimilated. Providing community schools where minority language is strictly enforced and reinforced at home is only the beginning. To date these ethnocentric shelters are not available in British Columbia. Perhaps the recently acquired right to administer some of the Francophone programs by the Francophone minority will empower the Francophone minority in B.C. and provide higher academic standards, a more attractive image of the minority language and culture and force the Francophone community to assume a sense of identity and belonging. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Following a review of the literature on French immersion, this thesis considers the implications of the systematic transcription of oral texts for linguistic analysis. In transcribing a corpus of spoken French by children attending a French immersion school and a corpus of children from Quebec (both from tape recordings and included in the appendice), the transcription conventions proposed by the Groupe Aixois de Recherche en Syntaxe were applied. In chapter III, some of the most common deviations from the norm that occur in the French immersion corpus are discussed, and for the most part these aberrations reflect the results of previous error analyses done on second language learners. In chapters IV and V, a study of "slip-ups" is undertaken. Slip-ups are repetitions or self-corrections, referred to as "rates" in this thesis. They occur frequently both in the Francophone and French immersion corpus. The purpose of this study is to analyse the intrinsic structure of these hesitations (that were previously brushed off as un-grammatical) and to discover whether the repetitions or self-corrections produced by the French immersion speakers share characteristics with or differ from the slip-ups identified in the Francophone corpus. Whereas an enumeration of grammatical errors will almost always show that the French spoken by French immersion pupils is not as "good" as that spoken by Francophone children, the analysis of slip-ups is a more objective endeavor. And indeed, the study reveals some unpredicted results. On certain parts of the sentence, such as the predicate, French native speakers surprisingly slip up more often than French immersion children, while the latter tend to hesitate more often on subjects and indirect objects. Further analysis reveals that native French speakers almost always repeat (or correct) entire word groups, or syntagms, although they don't always complete such groups. The French immersion children, on the other hand, do not always repeat the entire word group when they slip up, but they do seem to finish their construction (or sentence), once it has started. Finally, the situation (formal or informal) appeared to only affect the speakers in the Francophone corpus: they hesitated slightly more often in a formal setting, whereas the situation did not seem to affect the results for the French immersion speakers. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

Indigenous languages in Canada are critically at risk of extinction. Many Indigenous communities are working hard to save their languages through various methods. One method proven to be largely successful in other parts of the world is early childhood heritage language immersion programming, which is commonly known as a 'language nest' program. However, this method is sparsely employed in B.C. and Canada as a method of language retention and revitalization. Using qualitative research methodologies involving observations and interviews this study included key community members in two Indigenous communities which have developed 'language nest' programs. The goal of the observations and interviews was to identity factors contributing to successes and challenges in initiating and maintaining 'language nest' programs. The findings of the study indicate that the 'language nest' model is adaptable to the First Nations context in Canada. The findings combined with a literature review yielded practical recommendations for other communities and possibilities for future action.

Indiana University-Purdue University Indianapolis (IUPUI) / Explores the applicability of cognitive writing theories in a language immersion program at the elementary school level.

No description available.

This study examines student performance in two foreign language programs, partial immersion (content taught through the exclusive use of a second language) and FLES (Foreign Language in the Elementary School). Are students who study math, science, and social studies through a second language hampered when compared with their non-immersion peers? Does intensive study of a second language interfere with native language usage? Is partial immersion more effective than FLES in producing fluency in the second language? Normal curve equivalent scores of the California Achievement Test (CAT) were used to measure language arts, reading, and math performance. The North Carolina third grade tests for science and social studies were used to measure mastery of state objectives in those subjects. French listening comprehension skills, and in some cases speaking skills, were assessed through the American Association of Teachers of French (AATF) FLES Test. Mental ability was measured using the CTB-McGraw Hill Test of Cognitive Skills. Separate analysis of covariance (ANCOVA) tests were performed for reading, language, math, total battery, science, social studies achievement test response variables. An ANCOVA was also done for French listening skills. A socioeconomic status (SES) Index and IQ scores were used aS covariates in all of these tests. Separate analysis of variance (ANOVA) tests were run on each ANCOVA for the purpose of comparison. Number Cruncher Statistical System software was utilized for all computations. Significant main effects are analyzed. The analysis of scores for both treatment groups revealed there was no difference due to treatment in language, reading, mathematics, science, or total battery. Achievement of FLES and partial immersion groups was Similar. After adjustment for SES and IQ, the immersion group scored significantly less than the FLES group in social studies (p < .05). The immersion group scored Significantly higher than the FLES group in French listening skills (p < .0001). The results of this study provide data to school districts interested in elementary foreign language programs. It contributes to the growing body of research in immersion as an educational alternative. / Ed. D.