Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 251-260). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19696

The current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in Spanish in 7 of the 8 domains of language skill measured. The bilinguals were not different from the English monolingual speakers in most, but not all, aspects of language proficiency. These findings provide evidence that the monolingual-bilingual gap observed in childhood is no longer evident among adult bilinguals, but that despite early exposure and continued use into adulthood, second generation immigrants are not native-like in their heritage language skills. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

This dissertation explores the work-based language education practices of undocumented Latino and Korean immigrants employed in Korean supermarkets and restaurants of Koreatown, New York City. The primary goal of this dissertation is to understand how immigrants educate each other about the communication strategies necessary for accomplishing work together. In Koreatown, Latinos and Koreans engage in cooperative sense-making in workplace "communities of practice" where they participate in joint activities, build new ways of using language together, and learn to dominate language. Interviews, handwritten glossaries, and audio-recorded multilingual workplace conversations reveal how immigrants' engage in sense-making together and learn about the rules, norms, and expectations of their new environments. Analysis of everyday labor practices shows how kitchen assistants, dishwashers, and supermarket workers transform their social positions through evolving language practices. This study also shows how experienced immigrants actively participate as teachers, translators, and guides for immigrant newcomers in Koreatown, transcending cultural and linguistic boundaries in the process.

Thesis (MA)--Stellenbosch University, 2013. / The purpose of this paper is to examine the role that multilingualism plays in the identity formation of German-speaking emigrants in South Africa. In the era of globalization society multilingualism has gained greater value, to such an extent that multilingualism can be seen as the norm, whereas monolingualism is the exception. The importance of multilingualism and its effect on an individual‟s social and language identity has been debated by leading German academics such as Esser, Dirim and Krumm. In the South African context multilingualism is part of daily life, therefore it is not questioned how this multicultural world influences the way South Africans see themselves and interact with the world around them. Here the question comes to mind in what way this language-cultural diversity effects the identity formation of emigrants, who speak a language that is not part of the 11 official languages of South Africa. Therefore it is important to determine in what way the language and the social environment influence the development of their individual and social identities as well as determine in what way they contribute to the active integration into the community. With the help of different theories as well as through an empirical study of German immigrants in South Africa this paper will focus on their social and language identity and what effect, if any, multilingualism has on their identity formation. The paper attempts to explain theoretically the connection between language and identity and then through empirical research demonstrate the influence of language on identity and integration.

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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

Lui, Hong Yee Kelvin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 169-178). / Abstracts in English and Chinese. / ABSTRACT (English) --- p.i / ABSTRACT (Chinese) --- p.iii / ACKNOWLEDGMENTS --- p.v / TABLE OF CONTENTS --- p.vi / LIST OF TABLES --- p.xi / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Rationale of the Study --- p.1 / Chapter 1.2 --- Context of the Study --- p.2 / Chapter 1.2.1 --- India as a Multilingual Country --- p.3 / Chapter 1.2.2 --- The Language Situation in Hong Kong - a Macro-Sociolinguistic Perspective --- p.5 / Chapter 1.3 --- The Indian Community in Hong Kong --- p.6 / Chapter 1.4 --- Research Questions --- p.8 / Chapter 1.5 --- Organisation of Thesis --- p.10 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.11 / Chapter 2.2 --- "Globalisation, Migration and Multilingualism" --- p.11 / Chapter 2.2.1 --- Conceptualising Globalisation --- p.12 / Chapter 2.2.2 --- Mapping Theories of Transnational Migration --- p.13 / Chapter 2.2.3 --- "Globalisation, Multilingualism and English as a Lingua Franca" --- p.15 / Chapter 2.3 --- Language and Identity --- p.17 / Chapter 2.3.1 --- Conceptualising Identity --- p.18 / Chapter 2.3.2 --- Different Approaches to Identity --- p.18 / Chapter 2.3.2.1 --- The Variationist Approach to Identity --- p.19 / Chapter 2.3.2.2 --- The Sociopsychological Approach to Identity --- p.20 / Chapter 2.3.2.3 --- The Poststructuralist Approach to Identity --- p.21 / Chapter 2.3.3 --- Types of Identity Ascriptions and Affiliations --- p.22 / Chapter 2.3.3.1 --- National and Ethnic Identities --- p.23 / Chapter 2.3.3.2 --- Language identity --- p.24 / Chapter 2.3.3.3 --- Migrant identity --- p.25 / Chapter 2.3.4 --- Identity in Discourse: Analytical Frameworks --- p.26 / Chapter 2.3.4.1 --- The Positioning Theory --- p.27 / Chapter 2.3.4.2 --- The Stancetaking Theory --- p.28 / Chapter 2.4 --- Language Ideology --- p.30 / Chapter 2.5 --- Previous Research on Negotiation of Identities in Multilingual Context---- --- p.32 / Chapter 2.6 --- The Problematic Concept of Mother Tongue --- p.34 / Chapter 2.7 --- Summary --- p.35 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- Restatement of Research Aims --- p.37 / Chapter 3.3 --- Research Design --- p.39 / Chapter 3.4 --- Pre-Study Fieldwork --- p.42 / Chapter 3.5 --- Participants --- p.44 / Chapter 3.6 --- Data Collection --- p.45 / Chapter 3.6.1 --- Questionnaire Survey --- p.45 / Chapter 3.6.1.1 --- Piloting for Questionnaire Survey --- p.47 / Chapter 3.6.2 --- Semi-Structured Interviews --- p.48 / Chapter 3.6.2.1 --- Selection Criteria for Participants in Semi-Structured Interviews --- p.49 / Chapter 3.6.2.2 --- Piloting for Semi-Structured Interviews --- p.50 / Chapter 3.6.3 --- Multiple-Case Study --- p.52 / Chapter 3.6.3.1 --- Selection Criteria for Focal Participants --- p.53 / Chapter 3.6.3.2 --- Language-Diary Study and Diary-Focused Interviews --- p.55 / Chapter 3.6.3.3 --- Unstructured Interviews --- p.56 / Chapter 3.6.3.4 --- Piloting for Language-Diary Study and Diary-Focused Interviews --- p.57 / Chapter 3.7 --- Data analysis --- p.58 / Chapter 3.8 --- Validity and Triangulation --- p.60 / Chapter 3.9 --- Summary --- p.61 / Chapter CHAPTER 4 --- GROUNDWORK FOR CASE STUDIES / Chapter 4.1 --- Introduction --- p.63 / Chapter 4.2 --- Demographic Data --- p.63 / Chapter 4.3 --- Mapping the Terrain - Analysis of Survey Results --- p.66 / Chapter 4.3.1 --- Language Repertoire --- p.67 / Chapter 4.3.2 --- Language Competencies --- p.69 / Chapter 4.3.3 --- Language Choice Patterns --- p.72 / Chapter 4.3.4 --- Identity and Sense of Belonging --- p.78 / Chapter 4.4 --- Synopsis of Focal Cases --- p.82 / Chapter 4.4.1 --- Profiling Takesh --- p.82 / Chapter 4.4.2 --- Profiling Santhosh --- p.83 / Chapter 4.4.3 --- Profiling Rishaana --- p.83 / Chapter 4.5 --- Summary * --- p.84 / Chapter CHAPTER 5 --- INDIA AT HEART - THE CASE OF TAKESH / Chapter 5.1 --- Introduction --- p.85 / Chapter 5.2 --- Overview of Takesh's Life History and Sociolinguistic Background --- p.85 / Chapter 5.3 --- """I've been living in Hong Kong but I still consider myself an Indian"" - Maintenance of Indian Identity" --- p.87 / Chapter 5.4 --- "Self Identification as Chinese in Relation to the Non-Cantonese Speaking Ethnic Minority ""Other""'" --- p.93 / Chapter 5.5 --- """Home is already the place I use Tamil for 24 hours"" - Compartmentalisation of Language Choice" --- p.100 / Chapter 5.6 --- Takesh: At Home in India and Hong Kong --- p.105 / Chapter CHAPTER 6 --- "INDIAN NATIONALITY, HONG KONG IDENTITY? THE CASE OF SANTHOSH" / Chapter 6.1 --- Introduction --- p.106 / Chapter 6.2 --- Overview of Santhosh's Life History and Sociolinguistic Background --- p.106 / Chapter 6.3 --- """I'm not into ancestors' stuff'-Negotiating Distance from Heritage" --- p.108 / Chapter 6.4 --- """My Putonghua is Better than my Tamil"" - Ideology and Identity in Construction of Self-" --- p.115 / Chapter 6.5 --- Simultaneous Construction of an English Speaking Identity --- p.120 / Chapter 6.6 --- Santhosh: Only At Home in Hong Kong --- p.127 / Chapter CHAPTER 7 --- INDIAN IDENTITY WITHOUT AN INDIAN LANGUAGE? THE CASE OF RISHAANA / Chapter 7.1 --- Introduction --- p.129 / Chapter 7.2 --- Overview of Rishaana's Life History and Sociolinguistic Background --- p.129 / Chapter 7.3 --- "Construction of a Monolingual, Multicultural Identity - School and Individual Ideologies" --- p.131 / Chapter 7.4 --- """Tamil is important when it is considered with a bunch of other things"": Negotiating Proximity with Heritage With or Without Language" --- p.136 / Chapter 7.5 --- """Without it, I'd be less Indian"" - Classical Arts Substituting Tamil as Symbolic Marker of Tamil/ Indian Identity" --- p.141 / Chapter 7.6 --- "Mother as the ""Other"" - Discursive Construction of a Transnational Youth Identity in Interaction" --- p.145 / Chapter 7.7 --- Rishaana: Interpreting an Alternative Indian Identity --- p.149 / Chapter CHAPTER 8 --- CONCLUSION / Chapter 8.1 --- Overview --- p.150 / Chapter 8.2 --- Findings to Research Questions ´Ø --- p.150 / Chapter 8.2.1 --- Findings to Research Question (1) - Language Repertoire and Choice --- p.151 / Chapter 8.2.2 --- Findings to Research Question (2) - Identity Negotiation in a Transnational Context --- p.153 / Chapter 8.2.3 --- Findings to Research Question (3) - Language Ideology --- p.158 / Chapter 8.3 --- Empirical Significance of the Study --- p.161 / Chapter 8.4 --- Methodological Significance of the Study --- p.164 / Chapter 8.5 --- Limitations and Directions for Future Studies --- p.165 / References --- p.169 / Chapter Appendix A - --- Questionnaire Survey --- p.180 / Chapter Appendix B - --- Interview Guide for Semi-Structured Interview --- p.185 / Chapter Appendix C - --- Language-Diary Entry --- p.190

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.