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A comparative analysis of the development of immersion programs in British Columbia and Quebec : two divergent sociopolitical contextsLamarre, Patricia B. Grace 05 1900 (has links)
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
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Two-Way Immersion: Parental choice for a successful and culturally diverse futureMachado-Casas, Margarita Esperanza 01 January 2003 (has links)
This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.
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An administrator's guide to implementing effective dual immersion programsMcGrath, Melanie Dawn 01 January 2007 (has links)
This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.
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Becoming an early partial English immersion teacher in Chinese context : a case study in Macao / 中文情境下的早期英語半浸入式教師之澳門個案研究Qin, Yuan January 2010 (has links)
University of Macau / Faculty of Education
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Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of ChinaPei, Miao., 裴淼. January 2006 (has links)
published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy
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Dual Immersion Leadership: a Case Study of Three K-5 Principals Who Show Success with Emergent BilingualsDibblee, Ivonne Karina 11 June 2018 (has links)
In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs.
The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement.
The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups.
As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.
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Second language immersion, integrated curriculum, constructivism, and information technology : a case study of the blending of frames through the lens of information technology /Ketterer, Kimberley Anne. January 2000 (has links)
Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Promoting collaborative dialogue in the immersion classroomReed, Julian. January 2002 (has links)
published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics
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Une comparaison du français parlé des enfants en immersion et des enfants francophones: étude syntaxique de plusieurs aspects de la langue parlée, dont les ratés de la communicationSanten, Marcia-Ellen 05 1900 (has links)
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.
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Minority Francophone schools in British Columbia, past, present, and futureBoudreau, Hélène-Marie 05 1900 (has links)
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.
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