This qualitative case study was conducted to learn about the experiences of one language-minority student learning French in a core French class in Eastern Ontario. In-class observations and interviews with the language-minority learner (LML), his guardian, his teachers and principal were conducted over a six-week period. The data collected helped to create a thick description of the LML’s experiences. The results of the study show that the institution, family and friends all play a role in the LML’s experiences in learning French. It was found that the use and availability of resources, possible curriculum modifications, and effective teaching and learning strategies for language-minority students are important factors affecting the experiences of the LML. This study shows that peers have a strong influence on the experiences of the LML in learning French in the core French context. Finally, the Canadian School Stay program came under scrutiny and information was gleaned from the regional coordinator. Suggestions are made for improved content delivery and further research. / Thesis (Master, Education) -- Queen's University, 2007-08-24 13:27:50.613

Thesis (M.A.)--Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (M.A.)--Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Contemporary media audiences expect to be able to interact with content, but in a minority language context, audience participation presents challenges related to audiences’ linguistic confidence. This thesis focuses on Wales, where media producers have suggested that audiences are often reluctant to interact with broadcast and online content in Welsh. To begin to understand this unwillingness, and how it might be overcome, the concept of willingness to participate (WTP) is coined as an extension of willingness to communicate (McCroskey & Baer 1985). First, interviews with producers are analysed qualitatively to identify potential influences on audiences’ WTP. The analysis aims to assess the relative importance of various factors: audiences’ feelings of apprehension, self‐perceived competence, language background and Welsh language ability, as well as the modality of participation (oral/written) and the level of demand placed on the audience. Second, a questionnaire is designed and administered to 358 Welsh speakers, to examine audiences’ perceptions of different opportunities to participate in media content. A path model of WTP is proposed and tested using quantitative data from the survey. The results support the hypothesis that audiences’ apprehension and self‐perceived competence predict WTP and that audience response varies according to the media context. While audiences’ Welsh language skills are important in explaining their WTP, other aspects of language background, such as Welsh language acquisition context, are found to be less important. Third, the survey sample is grouped according to common patterns of WTP, to test whether the above effects are consistent across the population or whether different ‘types’ of audience exist. Using a combination of cluster analysis and thematic analysis of audience comments, four types of audience are proposed and described in detail. Finally, implications for sociolinguistic theory, language maintenance and media production practice are considered and recommendations made.

This thesis examines the interplay between regional, national and transnational dimensions of identity and language in the Danish and, to a lesser extent, the German minority communities of Sleswig. It also investigates the relationship between subjective and objective interpretations of minority membership. Obtaining data from a survey study carried out on 208 individuals from the Sleswigian minorities, this thesis maps out the composition of minority identity in the 21st century, whilst also using historical evidence as an explanation for the findings. The study shows that the minorities function as two closely-linked and supplementary groups to the national majorities. German language dominates most spheres in both minorities, yet bilingualism and code-switching are essential to minority life and defining group identity. Furthermore, whilst national identities are of a lesser importance to the minorities today than regional or transnational identities, minority identity is still nonetheless hybridised from its roots in the national cultures and languages of Denmark and Germany. The minorities are thus able to "cherry-pick" social, economic, political and linguistic capital from both nations. I argue that although minority identity and language are constantly under negotiation, legitimising a claim to minority identity by way of subjective will is nevertheless juxtaposed with meeting certain objective criteria expected by members of the communities, such as bilingualism, ancestral and geographical links to the region, an understanding of regional history and shared political beliefs. The study seeks originality by mapping the interaction between the regional, national and transnational dimensions of identity in the Danish and German minorities and by examining the influence of social media on identity expression in Sleswig. It also provides a fresh critical understanding of the impact of language on minority identity formation across recent generations in Sleswig. Finally, the thesis proposes a theoretical framework for the study of hybrid and dual minority identities, rooted in theories from nationalism studies, sociology, anthropology and sociolinguistics.

This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.

This study examined English and French literacy skills among language minority children in French immersion. Forty children with a first language other than English (non-English L1) and forty-one native English-speaking (EL1) children were examined on phonological awareness, rapid automatized naming, word reading, and English vocabulary at the beginning and end of Grade 1. They were also examined on phonological awareness, word reading, and French vocabulary at the end of the year. Non-English L1children experienced greater growth in English expressive vocabulary, and similar growth in English receptive vocabulary, to that of EL1 children. There was a cross-language transfer of phonological awareness and word reading from English to French, and cross-language relationship between English receptive vocabulary and French receptive vocabulary for both groups. Non-English L1 children do not lag behind in early English skills, even when their English exposure is limited in a French immersion setting.

abstract: There are many educational issues connected to the exponential growth of the Latina/o population in the U.S. One such issue is Latina/os’ educational outcomes in the area of literacy. Despite the increased attention to subpopulations of students (e.g., English language learners, students with disabilities) there is little attention given to students that do not fit neatly into one subcategory, which positions Latina/o language minorities (LMs) with learning disabilities (LDs) in a liminal space where their educational services are fragmented into either being a student with LD or a LM student. Unfortunately, labels that are meant to afford students resources often result in fragmenting students’ educational experiences. This becomes evident when attempting to locate research on students who have ethnic, linguistic, and ability differences. Rarely are their educational needs as Latina/o LMs with LD met fluidly. Understanding the intersections of ethnicity, language, and ability differences in situated literacy practice is imperative to creating the deep, nuanced understanding of how Latina/o LMs with LD might become proficient in the use of critical twenty-first century tools such as new literacies. In this study I used cultural historical activity theory in combination with New Literacy Studies (Cope & Kalantzis, 2009; Gee, 1996) and intersectionality (McCall, 2014) to examine how Latina/o LMs with LD’s participated in literacies across in- and out-of-school contexts with the following research questions: In what ways does participation in literacy change for Latina/o LMs with LD as they move between in- and out-of-school? What situated identities do LMs with LD enact and resist while participating in literacy across in- and out-of-school contexts? / Dissertation/Thesis / Doctoral Dissertation Special Education 2015

This qualitative research study inquired about the literacy experiences of language minority students in a middle school language arts classroom using the scripted program High Point. In addition, the study inquired about the ideology present in the curricular program High Point. Using qualitative methodology and an inductive analysis approach to the data, the findings of this study were alarming. The study found that there was no literacy or learning occurring in the classroom. There was not even functional literacy occurring in the classroom. On the contrary, students were being assimilated into a dominant culture different than their own, leading to resistance on the students’ behalf as they were clearly tracked for a life in high school that did not prepare them for academic success.

This research explores mentor outcomes of university students serving in service-learning mentoring relationships between university service-learning student volunteers and language minority student mentees. These outcomes are helpful in improving academic and personal progress for both the student mentors and the mentees. The mentoring relationships may be particularly important given the challenges facing an increasing number of language minority students in communities and schools today. Research indicates that student mentees perform better academically when mentors assist in their learning and growth. As part of the greater network of educational and community leaders, university administrators have the opportunity to create mentoring opportunities that effectively contribute to positive outcomes for both student mentors and mentees. The foundation of mentoring relationships is the nature and type of interactions that constitutes each mentoring relationship. The nature of these interactions may contribute to positive effects on the student academic achievement of student mentors and mentees. Universities provide both knowledge and human resources through service-learning experiences for student mentors that can create and sustain valuable mentoring opportunities. This research seeks to help university administrators and community leaders better understand the nature of mentoring relationships and identify the factors that are related to effective service-learning mentoring experiences with language minority students. This qualitative research used both survey and interview data to better understand the mentoring relationships and outcomes of university service-learning students. Factors such as cross cultural understanding, length of time spent in the mentoring relationship, and shared language were found from this research to have the most significant impact on service-learning mentoring relationships.