This is a descriptive qualitative study that explored Korean and English learning for Korean transnational immigrant children living in the United States. The study design included qualitative methods. Observations of five children in a Korean language school offered information about how they were taught Korean to retain their heritage language and culture. Additional observations of two of the children in their respective local public schools offered descriptions of their experiences learning English and U.S. public school culture. Interviews with the three teachers in these classrooms, as well as with three of the children's mothers, added background information and extended the observations. A thematic analysis process led to further understanding about the differences in the three classroom learning environments and described the ways instruction was delivered, the ways the individual children demonstrated their language learning, and the cultural context in each setting. The study found that the Korean language school and English speaking elementary schools were essential for the Korean immigrant children to improve their language proficiency in two languages as well as to learn different cultural and educational expectations.

No description available.

The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures. / by Robert W. Murray. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The study examines the life and educational experiences of five Generation 1.5 students at California State University, San Bernardino and analyzes how the first cultural socialization affects later English academic language learning. The study used three methods of gathering data: a survey questionnaire, participant-observation, and one-on-one interviews. The study also reviews other case studies that describe life and educational experiences as well as the language and cultural connections of Generation 1.5 students. An analysis of lexical, structural and interactional differences of the spoken and written modes of the English language is also included. The study's findings indicate that learning the vocabulary of the written language was a key factor in being a member of the academic community.

L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Thesis (MEdPsych)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: South Africa attracts a significant number of refugees and immigrants from poverty-stricken and war-ravaged African nations who come in search of greener pastures. As this population continues to grow, immigrant learners have begun to experience South African schools in an array of uniquely challenging ways (Vandeyar, 2010). This influx of foreigners has increased the diversity in South African classrooms and presents challenges for the foreign learner as well as for the school. While several studies have been undertaken to examine educational factors relating to the education of foreign learners in South Africa, the psychosocial experiences of these learners have not received research attention. The present study sought to understand the psychosocial experiences of immigrant learners in South Africa. The theoretical framework of the study was guided by Erikson’s psychosocial theory. Within the framework of Erikson’s psychosocial theory (Passer & Smith, 2008; Plotnik, 1993), psychological factors such as self-esteem, self-identity, self-efficacy and confidence, as well as social factors such as language, culture and peer relations, were explored in an attempt to understand their adjustment to learning in a culturally different environment. A basic qualitative research design was utilised. Participants were voluntarily recruited at a primary school in the Western Cape Province of South Africa. Purposive sampling was used to identify nine immigrant learners between the ages of six and twelve, who had at least attended the first-grade level in their native countries, for participation. Data were collected through the draw-and-tell technique, interviews and observations and analysed by means of thematic content analysis. The recurring themes derived from the interviews indicated that immigrant learners experience psycho-social challenges that involve the accent of the English language, establishment of friendships and bullying. These challenges have had a negative impact on their self-confidence, self-efficacy and self-esteem and their characters have also been changed in trying to adapt to the environmental demands. It is anticipated that the findings of the study will contribute to the development of meaningful support strategies for immigrant learners. The recommendations made include that the school must devise school policies which promote acknowledgement and acceptance of diversity within the school. There is a need for activities that accommodate diverse learners within the school. Learners need to share and enlighten each other about their cultural values and morals. Activities may involve role-plays at assembly, and having different weeks of commemorating or celebrating the different cultures of different learners within the school. The host learners also need to participate in these activities. Adopting the circle of courage philosophy, that is, sense of belonging, respect, generosity and industry, should be the starting point for the school and all learners. Bringing in the circle of courage can assist the whole school in accepting and understanding one another. The circle of courage is a model of empowerment; it is a philosophy in support of ‘reclaiming environments’ for learners. Future studies should investigate the identified themes using a quantitative approach, as well as undertake a comparison of the immigrant learners’ experiences with those of the host learners. / AFRIKAANSE OPSOMMING: Suid-Afrika het groot aantrekkingskrag vir ‘n aansienlike aantal vlugtelinge en immigrante vanaf armoede- en oorlog-geteisterde volkere in Afrika wat ‘n beter heenkome soek. Namate hierdie bevolking toeneem, kry immigrantleerders in skole in Suid-Afrika met ‘n unieke reeks uitdagings te doen (Vandeyar, 2010). Die instroming van vreemdelinge het die diversiteit in Suid-Afrikaanse klaskamers laat toeneem en stel uitdagings aan die buitelandse leerder sowel as aan die skool. Alhoewel verskeie studies reeds is onderneem om opvoedkundige faktore met betrekking tot die opvoeding van buitelandse leerders in Suid-Afrika aan te spreek, het die psigososiale ervarings van hierdie leerders nog nie die aandag van navorsers gekry nie. Die huidige studie verteenwoordig ‘n poging om die psigososiale ervarings van immigrantleerders in Suid-Afrika te ondersoek. Die teoretiese raamwerk van die studie is deur Erikson se psigososiale teorie gerig. Binne die raamwerk van Erikson se psigososiale teorie (Passer & Smith, 2008; Plotnik, 1993), word psigologiese faktore soos selfagting, self-identiteit, selfdoeltreffendheid en vertroue, en sosiale faktore soos taal, kultuur en verhoudings met die portuurgroep ondersoek in ‘n poging om die leerders se aanpassing aan die leer in ‘n omgewing met ‘n verskillende kultuur te verstaan.. ‘n Basiese kwalitatiewe navorsingsontwerp is gebruik. Vrywillige deelnemers is by ‘n primêre skool in die Wes-Kaap Provinsie van Suid-Afrika gewerf. Nege immigrantleerders van tussen ses en twaalf jaar oud wat reeds vir minstens een jaar in hul land van herkoms skoolgegaan het, is deur middel van ‘n doelgerigte steekproeftrekking vir deelname geïdentifiseer. Data is met behulp van die teken-en-vertel tegniek, onderhoude en waarneming ingesamel en met behulp van tematiese inhoudsontleding geanaliseer. Die terugkerende temas wat in die onderhoude na vore gekom het, het aangedui dat die immigrantleerders psigososiale uitdagings betreffende die aksent van die Engelse taal, stigting van vriendskappe en afknouery ondervind het. Hierdie uitdagings het hul selfvertroue, selfdoeltreffendheid en selfagting nadelig aangetas en hulle het geaardheid laat verander in die poging om by die eise van die omgewing aan te pas. Die verwagting is dat die bevindings van die studie ‘n bydrae tot die ontwikkeling van betekenisvolle ondersteuningstrategieë vir immigrantleerders sal lewer. Voorstelle wat gemaak word behels dat die skool ‘n beleid moet daarstel wat erkenning en aanvaarding van diversiteit in die skool bevorder. Daar is ‘n behoefte aan aktiwiteite wat diverse leerders binne die skool akkommodeer. Leerders behoort hul kulturele en morele waardes met mekaar te deel en mekaar daaroor in te lig. Aktiwiteite sou rolspel gedurende byeenkomste kon insluit, en verskillende weke sou daaraan toegewy kon word om die verskillende kulture van verskillende leerders in die skool te gedenk of te vier. Die gasheer leerders moet ook by hierdie aktiwiteite betrek word. Aanvaarding van die Circle of Courage filosofie, wat die gevoel van saamhorigheid, respek, ruimhartigheid en ywer omvat, behoort die beginpunt vir die skool en al die leerders te word. Om die Circle of Courage in te voer kan die hele skool help om mekaar te aanvaar en te verstaan. Die Circle of Courage is ‘n model vir bemagtiging; ‘n filosofie wat die ‘terugwinning van omgewings’ vir leerders ondersteun. Toekomstige studies behoort met behulp van ‘n kwantitatiewe benadering ondersoek in te stel na die geïdentifiseerde temas, en ook ‘n vergelyking van die ervarings van die immigrantleerders en gasheer leerders te tref.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:09:31Z No. of bitstreams: 1 Emerson Salino.pdf: 1298301 bytes, checksum: 5a8d0e6cb5ac4de4affc3b0e6a947847 (MD5) / Made available in DSpace on 2018-09-05T12:09:31Z (GMT). No. of bitstreams: 1 Emerson Salino.pdf: 1298301 bytes, checksum: 5a8d0e6cb5ac4de4affc3b0e6a947847 (MD5) Previous issue date: 2018-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis aims to highlight the work of linguistic insertion of young immigrants in the official Brazilian high school, assisting them in the knowledge of the Portuguese language spoken and written in Brazil, in which we can highlight the work with three different ethnic groups: Bolivians, Koreans and Lebanese - people who leave their countries in search of better living conditions and come to live in Brazilian lands, especially in the city of São Paulo, and here they seek the learning of a new life, new customs, adapting to different cultures and , mainly learning a new language, which will be its main source of communication. The Saint Clair College, for its part, offers these young foreigners workshops that allow them to develop and improve their language learning process through classes that leave the traditional system, more playful and interactive, but do not fail to prepare these young people for the competitions, ENEM and vestibular, like any student who attends a regular school based on the National Curricular Parameters (PCNs), providing a learning that involves not only the ability to speak, but the production and interpretation of texts, respecting the phonological processes, construction cohesion and policy issues. The work is complemented by the humanist action, whose purpose is to insert the student into an egalitarian social group, strengthening the student-student and student-teacher relationship so that the results are effective / Esta tese tem como objetivo destacar o trabalho de inserção linguística de jovens imigrantes no ensino médio oficial brasileiro, auxiliando-os no conhecimento da Língua Portuguesa falada e escrita no Brasil, em que podemos destacar o trabalho com três diferentes etnias: bolivianos, coreanos e libaneses – pessoas que saem de seus países em busca de melhores condições de vida e vêm morar em terras brasileiras, em especial, na cidade de São Paulo, e aqui buscam o aprendizado de uma nova vida, novos costumes, adaptando-se a diferentes culturas e, principalmente, aprendendo uma nova língua, que será sua principal fonte de comunicação. O Colégio Saint Clair, por sua, vez, oferece a esses jovens estrangeiros oficinas que permitem desenvolver e aprimorar seu processo de aprendizagem linguístico por meio de aulas que saem do sistema tradicional, mais lúdicas e interativas, mas que não deixam de preparar esses jovens para os concursos, ENEM e vestibulares, como qualquer aluno que frequenta uma escola regular com base nos Parâmetros Curriculares Nacionais (PCNs), proporcionando um aprendizado que envolva não apenas o saber falar, mas o produzir e interpretar textos, respeitando os processos fonológicos, de construção de coesão e coerência e questões normativas. O trabalho se complementa com a ação humanista, cujo propósito é inserir o aluno em um grupo social igualitário, fortalecendo a relação de confiança aluno–aluno e aluno–professor para que os resultados sejam eficazes

by Lee May Tin. / Includes qestionnaire in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [30-34] (2nd gp.)). / List of Tables / Chapter CHAPTER1 --- Description of the Study --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aims and Scope --- p.3 / Chapter 1.3 --- Outline of the Dissertation --- p.4 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter CHAPTER2 --- Review of Related Literature --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Language for the Purpose of Communication --- p.6 / Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6 / Chapter 2.2.2 --- Communicative Competence --- p.9 / Chapter 2.2.3 --- Communicative Language Teaching --- p.16 / Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23 / Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23 / Chapter 2.3.2 --- Language-centred Syllabuses --- p.28 / Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30 / Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37 / Chapter 2.4.1 --- Needs Analysis --- p.37 / Chapter 2.4.2 --- Adult Learners --- p.43 / Chapter CHAPTER3 --- Research Design and Procedure --- p.47 / Chapter 3.1 --- Introduction --- p.47 / Chapter 3.2 --- Survey Objectives --- p.48 / Chapter 3.3 --- The Subjects --- p.50 / Chapter 3.3.1 --- Phase I Subjects --- p.50 / Chapter 3.3.2 --- Phase II Subjects --- p.51 / Chapter 3.3.3 --- Phase III Subjects --- p.52 / Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55 / Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56 / Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56 / Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57 / Chapter CHAPTER4 --- Results of the Survey --- p.61 / Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61 / Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61 / Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63 / Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65 / Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66 / Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67 / Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69 / Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71 / Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73 / Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74 / Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79 / Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84 / Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88 / Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89 / Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90 / Chapter 4.2.12 --- Summary of Results --- p.91 / Chapter CHAPTER5 --- Discussions & Implications --- p.94 / Chapter 5.1 --- Introduction --- p.94 / Chapter 5.2 --- The Nature of the Syllabus Content --- p.94 / Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95 / Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96 / Chapter 5.5 --- The Level of Language to be Introduced --- p.97 / Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98 / Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99 / Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Setting Up a Course --- p.102 / Chapter 6.2.1 --- Step 1: Needs Survey --- p.104 / Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105 / Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107 / Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107 / Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110 / Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112 / Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113 / Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115 / Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115 / Chapter 6.2.10 --- Step 10: Negotiations --- p.117 / Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118 / Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121 / Chapter 7.1 --- Conclusion --- p.121 / Chapter 7.2 --- Limitations of the Survey --- p.123 / Chapter 7.3 --- Suggestions for Future Studies --- p.124 / APPENDICES --- p.125 / Chapter A --- Questionnaire I (draft) --- p.A-l / Chapter B --- Questionnaire I (revised) --- p.B-l / Chapter C --- Questionnaire II (English Version) --- p.C-l / Chapter D --- Questionnaire II (Chinese Version) --- p.D-l / Chapter E --- Design of a CS Module --- p.E-1 / Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-l / Chapter G --- Suggested Questions for Final Evaluation --- p.G-l / REFERENCES --- p.R-I

The primary goal of this project is to clarify the contexts of English as Foreign-language instructional program in Taiwan. Bilteracy is the acquistion and learning of the decoding and encoding of print, using two linguistic and cultural sytems in order to convey mesages in a variety of contexts. Through learning biliteracy, second-language learners gain benefits in cognitive and cultural development.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-10T10:16:52Z No. of bitstreams: 1 Elisângela Nogueira Janoni Dos Santos.pdf: 25358627 bytes, checksum: 8432d81e9ecedda4e9d984fe837c5c7e (MD5) / Made available in DSpace on 2018-10-10T10:16:52Z (GMT). No. of bitstreams: 1 Elisângela Nogueira Janoni Dos Santos.pdf: 25358627 bytes, checksum: 8432d81e9ecedda4e9d984fe837c5c7e (MD5) Previous issue date: 2018-09-03 / With the objective of analyzing the resonance of a continuous training course of teachers in a public school in the city of São Paulo in relation to teaching practice and interpersonal relations in the perspective of Education for ethnic-racial relations, the research focused on the presence of Bolivian students in this school and sought to understand the migratory phenomenon Bolivia-Brazil and its consequences in the inclusion of them. The importance of approaching the theme is justified by the diversity of ethnicities and cultures present in our country. In this school unit, there was a need to increase the knowledge of the different Latin cultures, due to the great immigration (mainly Bolivian) and the insertion of these immigrants and / or their descendants into the school community. To do so, the data collection procedures of this qualitative research were questionnaires with teachers involved in the training developed in 2015 or in project practices with immigrant students in the school unit and questionnaires applied to Bolivian immigrant students or descendants of the seventh, eighth and ninety years. The questions that surrounded the problematic of this research were: "What are the resonances of this formation about ethnic-racial relations in the teaching practice? Have there been changes? In what aspects? " Thus, the objective was to analyze the effects of this training on ethnic-racial relations between the different members of the school community in the period from 2015 to 2018, as well as the view of the students involved and the establishment of their ethnic-racial relations. Understanding these phenomena through the view of teachers and students is an exercise of listening in the dialogical and horizontal perspective of the relations founded in Paulo Freire. The results of the research point to resonances from teacher education, promoting projects related to diversity and interculturality, as well as increasing the participation of immigrant students in these projects, improving communication and school climate / professores em uma escola da rede pública municipal de São Paulo em relação à prática docente e às relações interpessoais na perspectiva da Educação para as relações étnico-raciais, a pesquisa teve como foco a presença de estudantes bolivianos nessa escola e buscou compreender o fenômeno migratório Bolívia-Brasil e seus desdobramentos na inclusão dos mesmos. A importância a abordagem do tema é justificada pela diversidade de etnias e culturas presentes em nosso país. Verificou-se nesta unidade escolar, a necessidade de ampliar o conhecimento das diferentes culturas latinas, em razão da grande imigração (principalmente boliviana) e a inserção destes imigrantes e/ou seus descendentes na comunidade escolar. Para tanto, os procedimentos de coleta de dados desta pesquisa, de abordagem qualitativa, foram questionários com professores envolvidos na formação desenvolvida em 2015 ou em práticas de projetos com estudantes imigrantes na unidade escolar e questionários aplicados aos estudantes imigrantes bolivianos ou descendentes dos sétimos, oitavos e nonos anos. Os questionamentos que cercaram a problemática desta pesquisa foram: “Quais as ressonâncias dessa formação acerca das relações étnico-raciais na prática docente? Houve mudanças? Em quais aspectos?”. Assim, o objetivo foi analisar os efeitos da referida formação nas relações étnico-raciais entre os diferentes membros da comunidade escolar no período de 2015 a 2018, bem como o levantamento da visão dos estudantes envolvidos e o estabelecimento de suas relações étnico-raciais. Compreender tais fenômenos pela visão de docentes e estudantes é um exercício de escuta na perspectiva dialógica e de horizontalidade das relações fundamentadas em Paulo Freire. Os resultados da pesquisa apontam ressonâncias a partir da formação docente, promovendo a realização de projetos voltados à diversidade e à interculturalidade, bem como no aumento da participação dos estudantes imigrantes nesses projetos, na melhoria da comunicação e do clima escolar