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No description available.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This qualitative study explores the cognitive processes of 10 6th-grade students of varying Spanish and English proficiencies while writing persuasive letters in both languages. The participants who were purposefully selected included: three high Spanish/high English proficient students (high performers), three high English/low Spanish proficient students (high/low performers), two low Spanish/low English proficient students (low performers), and two monolingual English speakers. The following research question was posed: How do sixth-grade students of varying Spanish and English proficiencies engage in the writing process while composing persuasive letters in both languages? In particular, (a) How do students engage in the cognitive processes of writing in L1 and L2, and do the processes vary by language and/or ability? (b) Are there patterns across participants' writing behaviors in L1 and L2 that indicate cross-linguistic transfer? If so, do the patterns vary by language or writing proficiency? (c) Do bilingual students differ from monolinguals in their use of strategies and resources? The researcher audio-taped and video-taped participants thinking aloud as they responded to persuasive letter prompts in both Spanish and English (monolinguals responded to two English prompts). Recall protocols and student interviews were also collected. All data were transcribed. Data were analyzed in three phrases. First, think aloud sessions were coded for three general writing processes: composing, reading, and selecting. Second, recall protocols were coded for specific behaviors within each general process (e.g. attending to text generation, reading the text produced, considering or changing an idea). Finally, interviews and recall protocols were analyzed for student strategy, bilingual strategy, and resource use as well as general strategy and bilingual strategy awareness. Findings suggest: (1) The writing process did not vary for bilingual and monolingual writers across languages; (2) Low performers focused attention almost exclusively on idea generation without attention to topical importance; (3) For high/low performers' knowledge of discourse features in L1 appeared to mediate writing in the weaker language; (4) Topically important ideas articulated in L1 during the selection process were abandoned if students did not have the vocabulary to express the idea in L2; (5) High performers seemed to intentionally separate their language resources while writing. / 2031-01-02

The present study had three purposes. The first was to examine the score reliability of instruments purported to be appropriate in the assessment of students with limited English proficiency (LEP). The second was to investigate the criterion-related validity of the Universal Nonverbal Intelligence Test (UNIT) with a sample of lowperforming, Hispanic students. The third purpose was to explore the contribution of language proficiency in the dominant language (L1) and the language proficiency in the subordinate language (L2) in the prediction of reading achievement in L1. Participants included first and third grade students of Hispanic origin who scored below the median for their district on a state-approved, district-administered measure of literacy in first grade. Satisfactory internal consistency estimates were achieved with a sample of LEP students (n=24) on the UNIT, the Woodcock-Muñoz Language Survey (WMLS) in English and in Spanish, and the Batería Woodcock-Muñoz: Pruebas de Approvechamiento-Revisada (Batería-R APR). For first grade students, scores from the UNIT demonstrated satisfactory concurrent validity with those from the Woodcock Johnson III: Tests of Achievement (WJ-III ACH) for a sample of Hispanic, non-LEP students (n=89). However, the concurrent validity of the UNIT was not upheld for a sample of Hispanic, LEP students administered the Batería-R APR (n=56). Regarding predictive validity, results from simple linear regression analyses suggested that performance on the UNIT in first grade accounted for a negligible portion of the variance on the Texas high-stakes reading test in third grade for a group of LEP students (n=51) as well as for a group of non-LEP students (n=77). Language proficiency in L1 emerged as a positive predictor of reading achievement in L1. However, language proficiency in L2 was not shown to be a statistically significant, independent contributor to this relationship with reading achievement on the Batería-R APR (n=79), WJ-III ACH (n=14), TAKS Spanish (n=54), or TAKS English (n=12). Findings are discussed with respect to the restriction of range due to selection criterion and sample size, the use of the Abbreviated battery of the UNIT in the prediction of reading achievement, and the contribution of language proficiency in L2 for low performing, LEP students in the third grade.

The primary aim of this study is to investigate the contributions of the CEFR linking process, as stipulated by the Manual for Relating Examinations to the Common European F ramework of Reference for Languages: learning, teaching, assessment (Council of Europe, 2003), to the validation argument of a university level English language proficiency examination. It also aims to explore the impact of the linking process on the pre-determined or desired level of the examination under study. This study uses both qualitative and quantitative methods to address the above areas and is comprised of three phases. Phase 1 explores every stage of the CEFR linking process as they are being carried out through field notes, interviews, questionnaires and statistics in order to investigate how well the Manual suggestions capture aspects of validity and guide users in this respect. In Phase 2, the study focuses on an overall investigation of the process through a questionnaire after all stages of linking, viz. familiarisation, specification, standardisation and empirical validation, have been conducted. Finally, Phase 3 examines the Manual itself and its suggestions with respect to validation through a critical analysis of the Manual, a questionnaire and interviews. The study showed that the CEFR linking process helps users focus on particularly the context, cognitive and scoring aspects of validity at all stages, but mostly at the standardisation stage of the process. Provided that data are accumulated systematically at different stages, at the end of the linking process, those undertaking a linking study can put forward a complete validation argument for the examination in question. However, the Manual fails to provide a model that guides users in this respect. The iii process also highlights areas to be considered, should the users set out to design or modify an existing examination to measure at the set desired standards.

Magister Educationis - MEd / In South Africa's educational system, many learners' academic literacy is substantially affected by the multi-language background and its inconsiderate language policies. From time to time, South African Education board have formulated, amended and re- implemented language policies to guide the use of language in learning and teaching in schools, in order to enhance the notion of academic bi literacy. However in different areas, some of these language policies had their successes and failures. Amongst the educational language policy for each university in South Africa, the University of the Western Cape (UWC) began its language policy implementation in 2003. Despite the aim and objective of this policy over a decade ago, students are still struggling to effectively learn in the language of instruction. And the fact remains that problem of students' language proficiency leads to poor academic literacy and performance during their undergraduate study period. In this study, I seek to investigate the effective translanguaging strategies of some undergraduate bilingual students at the University of the Western Cape (UWC). It will focus on how the two closely intertwined sociolinguistic aspects: translanguaging and bilingualism impact on students' academic collaboration. The theoretical framework will draw on Weiner's attribution theory of motivation (1974, 1986). The conceptual framework that will be used will cover: language proficiency, additive and subtractive bilingualism, translanguaging and learning strategies. The main aim of this proposed project is to examine how effective translanguaging is as coping learning strategies by some bilingual students at University of the Western Cape (UWC). I propose the following research objectives: (i) to determine the forms of challenge(s) faced by bilingual students learning in a less proficient language at UWC (ii.) to investigate and analyze the translanguaging strategies that might assist bilingual students cope with learning in a less proficient language at UWC (iii.) to examine the patterns of use of translanguaging strategies on academic collaboration of bilingual students’ at UWC (iv.) to find out areas in which the practice of translanguaging strategies differs to the stipulations of the UWC language policy. I plan to use a qualitative method to achieve my research objectives. I adopted interpretive/ constructive approach in my study. The research techniques that I use includes: questionnaires, interviews, observations and document analysis. A semi structured questionnaire is given to thirty (30) first year bilingual undergraduates from three (3) tutorials groups in the Faculty of Education. The interviews were face to face and semi-structured. The interviews conducted with each of the 12 students are intended to know their linguistic background and how it plays a role during their first year of undergraduate study. Two out of the three groups are randomly selected and closely observed. The classroom observation helps me to identify the types of translanguaging strategies used by bilingual students and also see the various patterns in which the translanguaging strategies are used during their academic collaboration. The three documents use for analysis are the UWC language policy (2003) and two different academic tasks of my participants. All ethics for my study was strictly adhere to. I categorize my findings according to the research questions and the four questions serve as main themes during data analysis. The data findings of my study indicate that during the first term, most first year bilingual student had difficulty in the use of English medium of instruction. Some of the language related challenges include English academic writing, inadequate vocabulary in English and accent and pronunciation of other bilingual speakers in English. This shows that there is the need for the struggling bilingual students to adopt learning strategies. Translanguaging strategies were minimally used during in class activities. This suggests that bilingual students did not see the justification to adopt translanguaging in the classroom. However, it was used outside of the tutorial space and other academic collaboration amongst students for various purposes. My research shows that majority of the first year bilingual undergraduate students’ benefit from the use of translanguaging as coping learning strategies. Data findings also reveal that the first year bilingual undergraduate students are more motivated to add to their translanguaging strategies, other metacognitive learning strategies that they consider as helpful and related to their specific language challenges. The conclusion of my thesis is that as much as the adoption of translanguaging strategies is a useful language support for bilingual students, there are contributory factors that can make its use a success or failure in educational context. The most pertinent of these factors are translanguaging space and the complement of translanguaging in schools' language policy. I recommend that translanguaging using speaking skills of bilingual students should be put to use during teaching and learning in a recognized learning space.

No abstract available / Dissertation (MA)--University of Pretoria, 2013. / Afrikaans / unrestricted

The purpose of this study was to investigate the language proficiency and critical thinking abilities of Grade 11 learners in the ACE system. This would aid to direct learners in the FET phase to enhance their critical thinking skills and language proficiency. ACE is referred to as the Accelerated Christian Education or School of Tomorrow. Accelerated Christian Education is the trade name of School of Tomorrow. The School of Tomorrow program is individualised and non-graded. It allows each learner to work on his performance and achievement level which can differ from learning area to learning area (School of Tomorrow, 1995:29). Language proficiency is of utmost importance when it comes to cognitive development within the classroom, the curriculum or life in general, especially when a learner has to learn his subjects in another language of learning and teaching (Donald, Lazarus, & Lolwana, 2005:73). According to Cummins (in McKay, 2007:2) each learner should be taught in his mother-tongue to a threshold level of proficiency in order to transfer the knowledge to the other language and ensure positive cognitive growth. If a learner is not proficient in the Language of Learning and Teaching (LOLT) his academic achievement will be poor as well as his critical thinking skills. South Africa has II official languages in terms of Act 108 of the Constitution (Department of Education, I997). In the Further Education and Training phase, learners have to take two of the 11 official languages as their core majors and other languages can be taken as electives (Department of Education, 2005:11). Since parents have the right to choose their child's language of learning and teaching and are not bound by law to choose their mother-tongue, English is mainly chosen as it is seen as the language of educational and economic empowerment (De Klerk, 1995:28). However, it is emphasised by Schroeder (2004:383) and Woolfolk (2004: 179) that mother-tongue education is by far preferable. Weideman and Van Rensburg (2006:157) are of the opinion that it is better to be taught and be academically successful in one's mother tongue before choosing another language of learning and teaching. De Klerk (1995:50) asserts that a lack of language proficiency in the language of learning and teaching is a main reason for low academic performance. One of the main aims of education is to gain as much information as possible. However, information is gained through communication and communication through a language (De Bono, 1969:9). If, however, the individual is not able to understand the language with all its nuances, certain information is missed. And as information is missed, it is thrown away. A person cannot think about something he does not understand (Strydom & Du Plessis, 2000: 129). Critical thinking is necessary for every day decision making. No matter what one's circumstances, a person with good thinking skills will be more successful in life. Poor thinking causes frustration, a waste of time, ineffective use of energy and pain (Paul & Elder, 2002: xiii). A critical thinker will be able to apply the knowledge he/she has learnt in real life situations. Vygotsky (McGregor, 2007: I 0) asked the question: "Does language mirror thought or thought language or both?" In educational psychology it is generally accepted that language and thinking are interwoven (Donald, et a!., 2005 :219). The descriptive research method was used. For the purpose of this study, 10 Grade 11 learners from the ACE system were conveniently sampled. These learners included six English Mother Tongue (EMT) learners and four English Second Language (ESL) learners. For the empirical research the ELSA test was used for language proficiency and the Watson Glaser Critical Thinking Appraisal Test for testing critical thinking skills. Descriptive statistics were employed to interpret the results since the sample was too small for correlations and inferences. Generally the language proficiency of the EMT learners was on a Grade level 10. The language proficiency of the ESL learners was generally also on a Grade level I 0, which is acceptable for ESL learners. Critical thinking skills such as evaluation and interpretation were overall adequately developed. However, most of the learners performed poorly with inferences. Although statistical correlations could not be made, because of the small sample, with 8 of the learners it appears as if there was a link between language proficiency and critical thinking skills. These 8 learners' language proficiency and critical thinking results were either equally good or equally poor. / Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.

The purpose of this study was to investigate the language proficiency and critical thinking abilities of Grade 11 learners in the ACE system. This would aid to direct learners in the FET phase to enhance their critical thinking skills and language proficiency. ACE is referred to as the Accelerated Christian Education or School of Tomorrow. Accelerated Christian Education is the trade name of School of Tomorrow. The School of Tomorrow program is individualised and non-graded. It allows each learner to work on his performance and achievement level which can differ from learning area to learning area (School of Tomorrow, 1995:29). Language proficiency is of utmost importance when it comes to cognitive development within the classroom, the curriculum or life in general, especially when a learner has to learn his subjects in another language of learning and teaching (Donald, Lazarus, & Lolwana, 2005:73). According to Cummins (in McKay, 2007:2) each learner should be taught in his mother-tongue to a threshold level of proficiency in order to transfer the knowledge to the other language and ensure positive cognitive growth. If a learner is not proficient in the Language of Learning and Teaching (LOLT) his academic achievement will be poor as well as his critical thinking skills. South Africa has II official languages in terms of Act 108 of the Constitution (Department of Education, I997). In the Further Education and Training phase, learners have to take two of the 11 official languages as their core majors and other languages can be taken as electives (Department of Education, 2005:11). Since parents have the right to choose their child's language of learning and teaching and are not bound by law to choose their mother-tongue, English is mainly chosen as it is seen as the language of educational and economic empowerment (De Klerk, 1995:28). However, it is emphasised by Schroeder (2004:383) and Woolfolk (2004: 179) that mother-tongue education is by far preferable. Weideman and Van Rensburg (2006:157) are of the opinion that it is better to be taught and be academically successful in one's mother tongue before choosing another language of learning and teaching. De Klerk (1995:50) asserts that a lack of language proficiency in the language of learning and teaching is a main reason for low academic performance. One of the main aims of education is to gain as much information as possible. However, information is gained through communication and communication through a language (De Bono, 1969:9). If, however, the individual is not able to understand the language with all its nuances, certain information is missed. And as information is missed, it is thrown away. A person cannot think about something he does not understand (Strydom & Du Plessis, 2000: 129). Critical thinking is necessary for every day decision making. No matter what one's circumstances, a person with good thinking skills will be more successful in life. Poor thinking causes frustration, a waste of time, ineffective use of energy and pain (Paul & Elder, 2002: xiii). A critical thinker will be able to apply the knowledge he/she has learnt in real life situations. Vygotsky (McGregor, 2007: I 0) asked the question: "Does language mirror thought or thought language or both?" In educational psychology it is generally accepted that language and thinking are interwoven (Donald, et a!., 2005 :219). The descriptive research method was used. For the purpose of this study, 10 Grade 11 learners from the ACE system were conveniently sampled. These learners included six English Mother Tongue (EMT) learners and four English Second Language (ESL) learners. For the empirical research the ELSA test was used for language proficiency and the Watson Glaser Critical Thinking Appraisal Test for testing critical thinking skills. Descriptive statistics were employed to interpret the results since the sample was too small for correlations and inferences. Generally the language proficiency of the EMT learners was on a Grade level 10. The language proficiency of the ESL learners was generally also on a Grade level I 0, which is acceptable for ESL learners. Critical thinking skills such as evaluation and interpretation were overall adequately developed. However, most of the learners performed poorly with inferences. Although statistical correlations could not be made, because of the small sample, with 8 of the learners it appears as if there was a link between language proficiency and critical thinking skills. These 8 learners' language proficiency and critical thinking results were either equally good or equally poor. / Thesis (M.Ed. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.