Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 126-144).

Thesis (M.A.)--York University, 2004. Graduate Programme in French Studies. / Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11757

This study investigates linguistic, perceptual and pedagogical change (LPPC) in a short-term study-abroad English immersion program. A conceptual and methodological framework, the LPPC Interactive Model of SLA, is proposed based on the Socioeducational Model (Gardner, 1985) and Woods' (1996) BAK structure. The framework is applied in a cross-cultural context, focussing on the participants in the 1993 Camosun Osaka Aoyama English Language Institute: 384 Japanese English as a Second Language (ESL) students from Aoyama Junior College in Osaka (Japan) and 14 Non-Japanese ESL teachers at Camosun College and the University of Victoria in Victoria, British Columbia (Canada). Theoretical issues identified in this study include the definition of teacher achievement, the distinction between language activation and language acquisition in the short-term study-abroad context, the development of the constructs SBAK+, TBAK+ and CBAK+ to describe interactions in “class fit,” and the influence of temporal parameters on linguistic, perceptual and pedagogical change. Research findings support the hypothesis that change occurs in each of the linguistic, perceptual and pedagogical dimensions explored within the Camosun Osaka Aoyama English Language Institute. Support was also found for the constructs proposed for the Model. This study had three main goals: (i) the identification of areas and types of linguistic, perceptual and pedagogical change in a short-term or study abroad program such as the Camosun Osaka Aoyama English Language Institute; (ii) the identification of factors involved in linguistic, perceptual and or pedagogical change; and (iii) the identification of program outcomes such as teacher achievement and student achievement. First, evidence was found supporting linguistic, perceptual and pedagogical change. In general, statistically significant change was found in the analysis of student data; whereas non-significant change was observed in the analysis of teacher data. Support for linguistic change included teacher and student perceptions of increased language comprehension and production, and increased comfort in language use, as well as increased student language production across the program. In addition, linguistic change occurred on a number of measures within identifiable temporal periods, with the minimal Period being identified as approximately one week. Early increases in production were interpreted as providing support for language activation; whereas weak support for language acquisition was inferred from increases in curriculum-based and extracurricular knowledge over the course of the program. Evidence of perceptual change was also found. Statistically significant change included positive changes in student attitudes concerning language learning, use of English, and understanding Canada and Canadian culture. Evidence of pedagogical change included decreases on a number of measures which suggested that students' expectations (or CBAK+) of class activities and class roles were not completely fulfilled. By contrast, teachers' expectations concerning both general and sociocultural course goals appeared to have been realized. Change or accommodation therefore appeared to occur more from the student side of the learning equation. Other differences in teacher-student responses included differences in self-perception as language learners, expectations concerning student motivations for taking part in the program, and student expectations of the program (classroom behaviour, classroom techniques). Second, a number of teacher factors, which included gender and teaching experience, were found to influence class outcomes. For example, prior teaching experience, teaching experience within the Camosun Osak-a-Aoyama English Language Institute, and experience teaching English to Japanese students were found to be significant. Temporal factors were also found to influence linguistic, perceptual and pedagogical change. In addition, similarities in teacher and class styles (or TBAK+ and CBAK+) appeared to influence perceptions of “class fit.” Finally, evidence was found to support the multidimensional definition of “achievement.” Individual differences in perception and/or interpretation of situational context supported the inclusion of a “butterfly effect” (Larsen-Freeman, 1995) in the LPPC Model, especially with respect to the definition of “teacher achievement” because teachers felt the purpose of short-term programs was “lighting fires.” In general, the results of the study suggested a relatively high level of student and teacher achievement and success. / Graduate

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The thesis explores the possibilities for immersion in a First Nation small community whose language survival hinges on the action by the 5% fluent speakers. Curriculum planning is needed at a time when First Nations do not have the resources or experience in teaching their language as a second language and very limited experience with curriculum development and school administration. The author is familiar with the deep emotional desire for effective language programs but the communities cannot find an effective means for truly successful results. The occasional Native teacher searches for methods by learning linguistic strategies or modeling literate classroom lessons. Community leaders face surmounting obstacles while elders pass away with each crucial decade. These obstacles and constraints are not only due to social ills but also to the attempt at developing curriculum with models which do not origninate with the community, the culture, or the language itself. The thesis therefore attempts to find avenues for blending learning strategies of an oral culture and recognizing and validating the culture which embraces the cultural background to the language. The avenues for language revitalization involve ethnographic research which is seen as practical to the community if these are steps toward cultural development. The social issues level is considered as Native language speakers are often adversely effected due to schooling in residential schools. The thesis then concludes the specific needs for the Ditidaht context as concerns community process, as traditional protocol, and as the nature of an effective curriculum (received in generalized concepts from the community interviews). Other First Nation Community strategies are reviewed from many nations throughout Canada and the United States. The Canadian French immersion experience provides a preview into immersion evolution. The research is found necessary for any First Nation community in search of the crucial need for effective second-language curriculum focus.

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.

Student attrition has always been a problem for French immersion programs, especially at the high school level. In response to a lack of current research, this study seeks to discover if the problem persists. It also examines how today's French immersion high schools are dealing with other problem areas identified in research done in the past. These areas include, among others, students' learning challenges, behavioural challenges, and difficulties with the French language. The study documents the attrition rates from 1990 to 2004 in three high schools in Manitoba that are French immersion centres. In an effort to understand why students remained or left the immersion programs, 35 teachers, 220 current students, and 18 former students who have left the program to attend English schools were surveyed. All three sample groups' perceptions of the program show that while many things that were considered problematic in the literature are no longer a concern, other issues continue to persist. Furthermore, the data show that male and female students tend to leave the French immersion program for different reasons. However, the common motive that instigates the decision to leave appears to be the perception that higher grades can be achieved in an English school. / xi, 161 leaves ; 29 cm.

The thesis explores the possibilities for immersion in a First Nation small community whose language survival hinges on the action by the 5% fluent speakers. Curriculum planning is needed at a time when First Nations do not have the resources or experience in teaching their language as a second language and very limited experience with curriculum development and school administration. The author is familiar with the deep emotional desire for effective language programs but the communities cannot find an effective means for truly successful results. The occasional Native teacher searches for methods by learning linguistic strategies or modeling literate classroom lessons. Community leaders face surmounting obstacles while elders pass away with each crucial decade. These obstacles and constraints are not only due to social ills but also to the attempt at developing curriculum with models which do not origninate with the community, the culture, or the language itself. The thesis therefore attempts to find avenues for blending learning strategies of an oral culture and recognizing and validating the culture which embraces the cultural background to the language. The avenues for language revitalization involve ethnographic research which is seen as practical to the community if these are steps toward cultural development. The social issues level is considered as Native language speakers are often adversely effected due to schooling in residential schools. The thesis then concludes the specific needs for the Ditidaht context as concerns community process, as traditional protocol, and as the nature of an effective curriculum (received in generalized concepts from the community interviews). Other First Nation Community strategies are reviewed from many nations throughout Canada and the United States. The Canadian French immersion experience provides a preview into immersion evolution. The research is found necessary for any First Nation community in search of the crucial need for effective second-language curriculum focus. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate