Master of Arts / Modern Languages / Earl K. Brown / Considerable research exists on subjunctive versus indicative mood patterns of use by both native and L2 speakers of Spanish. Though intermediate level textbooks expose L2 learners to the various tenses of the subjunctive mood, literature has shown that students still struggle with its implementation in their discourse, and various reasons are offered. Little has been done to analyze the prescribed uses that textbooks offer to students regarding mood selection and how these prescribed uses may differ from what Spanish speakers do in real life. The paper first offers a brief explanation of L2 learners’ mood selection in Spanish, followed by a description of Spanish moods and the realis/irrealis dichotomy that is often placed at the center of Spanish mood selection in the literature. Following this, the study offers an analysis of six intermediate level Spanish textbooks’ prescribed uses of two past subjunctive tenses (present perfect and imperfect), as prior research has shown an overlap in the functions of their indicative counterparts. The textbook analysis is then compared to a corpus composed of messages sent on the social media platform Twitter, containing one of six emotive phrases as main clauses, with three in present, three in preterit. The results show that Spanish-speaking users of Twitter employ the prescribed subjunctive mood more often when the verb in the main clause is expressed in the preterit instead of the present, though no such tendency is discussed in the textbooks. The results also reveal an overlap in the functions of the past tense subjunctive moods. The present perfect subjunctive (i.e. haya trabajado ‘has worked’) is used in the subordinate clause nearly 40% of the time with emotive verbal main clauses expressed in the preterit, where the imperfect subjunctive would normally be expected according to prescriptive norms. This pattern of use is not discussed in any of the analyzed textbooks. A discussion of the limitations of the study, implications for textbook writers and further research then follow.

Master of Arts / Department of Modern Languages / Earl K. Brown / How to teach phrasal verbs to L2 learners of English has been the subject of debate in Teaching English as a Foreign Language (TEFL) courses and materials alike. These multi-part verbs, consisting of a verb and one or more particles, convey a new lexical meaning different from their individual parts. Further complicating this is the fact that some transitive phrasal verbs can be separated from their particles to varying degrees by a direct object. Though variables affecting verb-particle separation lie below the level of consciousness for most native speakers, they make the acquisition of particle placement difficult for L2 English language learners. Additionally, the presentation of these verbs in EFL textbooks and university English language programs (ELPs) is inadequate. TEFL textbooks tend to place emphasis on the lexical acquisition of phrasal verbs, ignoring separable versus non-separable distinctions. However, native English speakers separate phrasal verbs from their particles about 66.5% of the time in spoken conversation. In order to determine whether traditional textbook problems associated with phrasal verb presentation persist, I analyzed eleven TEFL textbooks used in Kansas State University’s ELP. I also administered a grammaticality judgment survey in order to find out whether L1 Spanish speakers of L2 English view separation of transitive phrasal verbs and their particles to be grammatical. L1 Spanish Speakers of L2 English are disadvantaged by the fact that their native language is verb-framed, meaning that it does not make use of particles in the same way that English does. It is for this reason that native Spanish-speakers of L2 English constitute the experimental group in this study. The results of the TEFL textbook analysis reveal that none of the eleven textbooks analyzed could stand alone in the classroom to effectively teach phrasal verbs. The results of the grammaticality judgment survey show that L1 Spanish speakers of L2 English differ at a statistically significant level from L1 American English speakers in their acceptability of phrasal verb-particle separation. These findings have pedagogical implications for TEFL instructors, textbook writers, and English language programs, and demonstrate the need for more extensive and authentic phrasal verb instruction.

Master of Arts / Modern Languages / Mary T. Copple / Due to the fact that some English as a foreign language students lack motivation to learn English, this report will discuss how to promote their motivation by structuring appropriate lesson plans; giving students authentic L2 input; designing meaningful and communicative activities; choosing the right type of question to create learning opportunities; and using the guided inductive instructional approach for grammar teaching. Also, it will discuss how to prepare to be a 21st century teacher. The second part of this report contains detailed lesson plans for a unit on pets in which pedagogical theory is put into practice. This unit is mainly designed for low intermediate level English learners. The objectives of this lesson plan not only aim for improving students’ English language skills but also developing their animal and environmental protection awareness.

Master of Arts / Department of Modern Languages / Douglas K. Benson / In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising the teaching philosophy chapter are sections concerning: the role of the instructor, the three parameters of post-method pedagogy, the maximization of learning opportunities and minimalization of perceptual mismatches, the need for negotiated interaction, the promotion of learner autonomy, the teaching of higher order thinking skills, the advantages of contextualized input, and the development of students' cultural consciousness. The instructional practices chapter describes my approach to grammar instruction, vocabulary instruction and the implementation of authentic texts. To conclude, I offer a model five-day lesson plan, complete with structured pedagogical activities, contextualized to the theme of food, which will integrate the ideas and concepts discussed in the philosophy and practices chapters.

There has been a significant interest amongst immigrants in obtaining Canadian citizenship, dating all the way back to the end of World War Two in 1945. This thesis is particularly interested in what knowledge and skills these immigrants obtain as a result of their experiences in the citizenship education programs provided by the federal government prior to them becoming official citizens of Canada.<p>This thesis has a number of objectives. First, it intends to track the evolution of citizenship policy in Canada from 1945 to the present time, with a particular focus on the changes made to the citizenship education system. Secondly, an assessment of the adequacy of the changes made to the citizenship education system will be conducted, focusing primarily on whether or not those changes have provided newcomers to Canada with the knowledge and skills necessary to be active and informed citizens. Finally, suggestions will be offered as to how citizenship education programs can best provide new Canadians with a more well-rounded quality of citizenship. <p>The evolution of citizenship policy and the assessment of the changes made to citizenship education from 1945 to the present time reveal a number of findings, with many of them pointing to citizenship education policy and programming in Canada as being inadequate. The findings identify a lack of political leadership and financial resources provided for citizenship training initiatives, as well as a painfully basic citizenship education curriculum provided for newcomers to Canada. <p>The central contention of this thesis is that the federal government regards citizenship education as little more than a short-term goal. In other words, the priority is to speed up the processing of newcomers rather than to develop good citizens. Immigrants are provided with basic knowledge and language skills, but are largely left to fend for themselves once official citizenship has been attained. This short-term focus has resulted in a diminution of the quality and importance of Canadian citizenship and has impaired the ability of new citizens to feel comfortable participating in Canadian society. <p>The significance of these findings is that policy makers need to develop a long-term citizenship education strategy that focuses on providing long-term benefits to new citizens to Canada. Such a strategy will help to maximize the potential contributions of the growing immigrant population to Canadian society and will provide much needed clarity of roles and responsibilities to citizenship education service providers and instructors.

There has been a significant interest amongst immigrants in obtaining Canadian citizenship, dating all the way back to the end of World War Two in 1945. This thesis is particularly interested in what knowledge and skills these immigrants obtain as a result of their experiences in the citizenship education programs provided by the federal government prior to them becoming official citizens of Canada.<p>This thesis has a number of objectives. First, it intends to track the evolution of citizenship policy in Canada from 1945 to the present time, with a particular focus on the changes made to the citizenship education system. Secondly, an assessment of the adequacy of the changes made to the citizenship education system will be conducted, focusing primarily on whether or not those changes have provided newcomers to Canada with the knowledge and skills necessary to be active and informed citizens. Finally, suggestions will be offered as to how citizenship education programs can best provide new Canadians with a more well-rounded quality of citizenship. <p>The evolution of citizenship policy and the assessment of the changes made to citizenship education from 1945 to the present time reveal a number of findings, with many of them pointing to citizenship education policy and programming in Canada as being inadequate. The findings identify a lack of political leadership and financial resources provided for citizenship training initiatives, as well as a painfully basic citizenship education curriculum provided for newcomers to Canada. <p>The central contention of this thesis is that the federal government regards citizenship education as little more than a short-term goal. In other words, the priority is to speed up the processing of newcomers rather than to develop good citizens. Immigrants are provided with basic knowledge and language skills, but are largely left to fend for themselves once official citizenship has been attained. This short-term focus has resulted in a diminution of the quality and importance of Canadian citizenship and has impaired the ability of new citizens to feel comfortable participating in Canadian society. <p>The significance of these findings is that policy makers need to develop a long-term citizenship education strategy that focuses on providing long-term benefits to new citizens to Canada. Such a strategy will help to maximize the potential contributions of the growing immigrant population to Canadian society and will provide much needed clarity of roles and responsibilities to citizenship education service providers and instructors.

Ce mémoire a pour objectif d’explorer les méthodes d’enseignement existant pour les stratégies de communication des langues étrangères en cadre scolaire. La revue de littérature montre que les méthodes de l’enseignement sont basées sur les concepts de sensibilisation, d’exemplification et d’application/l’entraînement. Il y a plusieurs facteurs qui influencent le développement d’une compétence communicative (y compris la compétence stratégique) : les types de tâches authentiques et réalistes, la langue cible comme principal moyen de communication et la métacognition. / This thesis aims to explore existing teaching methods for communication strategies in foreign language teaching in schools. The literature review shows that teaching methods are based on the concepts of awareness, exemplification and application / training. There are several factors that influence the development of communicative competence (including strategic competence): authentic and real task types, target language as the primary means of communication and metacognition.

abstract: Creativity is increasingly cited as an educational goal in many international contexts and as a facet of academic and economic success. However, many myths surround creativity that impede its facilitation in the classroom: it is an individual talent, not teachable, and not relevant to adult life outside of artistic domains. Further, perceptions of creativity are largely informed by treatment in North American contexts. In second language instruction, linguistic creativity in particular faces greater hurdles for recognition and value, as language learners’ creative language use is often treated as error. In this paper, I argue that creative pedagogies and second language instruction can inform each other; creative pedagogy can lead to greater recognition of the creative power of language learners, and second language research can provide a cultural lens through which to gain understanding of how creativity is enacted in language. To argue that creativity facilitates language learning and is a necessary component of proficiency, I employ B. Kachru’s (1985) notion of bilingual creativity to demonstrate the ubiquity of linguistic creativity in the lives of bilingual language users. With support from Carter (2016) and G. Cook’s (2000) works on everyday creative language and language play, respectively, I demonstrate the value of linguistic creativity for language learning and language socialization. I end by suggesting five guidelines for second language instructors interested in implementing a creative pedagogy framework: (1) promote reflection and noticing in learning and creativity, (2) offer authentic models of linguistic creativity, (3) provide emotion language and multiple methods for emotional expression in interaction, (4) allow for a fusion of L1 and L2 linguistic and cultural knowledge, and (5) respond actively to opportunities for collaborative creativity. / Dissertation/Thesis / Masters Thesis Linguistics and Applied Linguistics 2020

German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known about how integrating technology into the daily German-language-teaching curriculum changes the implicit power structures embedded in all classroom interactions. Because of the central, decision-making role of the teacher, this study uses a critical theory of technology lens to examine the daily technology integration experiences of three secondary German language teachers. This study employed a holistic, multiple case study design with a mixed purposive sampling strategy. One classroom observation and two interviews were conducted with each informant. The three secondary German language teachers' descriptions of their decision-making process as they integrate digital technologies into their daily curriculum provide a deeper, more contextualized understanding of their perceptions of their technology integrations. The interpretation of the interview data produced several conclusions. First, digital technology integration is a process that happens over time for the three informants. Second, the informants' decisions about their classroom technology integrations are influenced by their second language acquisition (SLA) beliefs. Third, the informants' classroom technology integrations are influenced by the implicit power relations embedded in the normalized classroom discourse. Fourth, the informants' perception of their own identity and their students' identities influences their classroom technology integrations.

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