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The purpose of this investigation was to compare conversational repair strategies of hearing and deaf/hearing-impaired children in response to a partner's indication of communication breakdown. Experimental subjects were eight profoundly deaf children, ages 4 years to 7 years, 6 months, who used total communication. Control subjects were eight hearing children, matched by age and sex to experimental subjects. Each subject was videotaped while individually engaged in two language sample elicitation activities, a structured and an informal communication situation. During the conversation in each experimental condition, the investigator initiated ten stacked clarification request sequences consisting of three neutral queries ("Huh?," "What?," and "I don't understand.") per sequence. The sequences were inserted on alternating items about which the subject spoke, and/or when the subject produced an intelligible utterance of sufficient complexity that a clarification request had validity. The videotaped language samples of the clarification request/repair response sequences were transcribed verbatim. Clarification repairs were coded as repetition, revision, addition, cue, discussion, and inappropriate responses. Variations in the use of total communication by the experimental subjects, and the use of pointing, or other mode variations, by the control subjects were also coded. Frequencies and percentages of occurrence were derived for each request type in each repair category and for each language condition. Chi-square analyses were used to determine the relationships between the variables. Results indicated that while all subjects were aware of the obligatory nature of the clarification requests, experimental and control subjects employed different types of repair strategies. Revision repairs were the most common type of responses, however, deaf/hearing-impaired subjects were twice as likely to revise their utterances while hearing subjects were as likely to repeat as they were to revise their utterances. In addition, hearing subjects were three times more likely to provide cue repair responses as their experimental counterparts. Differences in conversational repair strategies were also evident as the queries in the clarification request sequences progressed. No significant differences were noted within groups when communication conditions were compared. Communication mode variations appeared to have little influence on the coding of repair strategies.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 190-192).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 190-192). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1991.

Thesis (M.A.)--University of Hong Kong, 1991. / Also available in print.

<p> The demographic composition of the American classroom reflects the diversity of society as a whole. The cultural, language, and ethnic diversity of students is often celebrated, but it also presents challenges for educators responsible for providing instruction for the students. The purpose of this study is to explore the ways in which some educators have prepared to address language diversity and the strategies and techniques they have used to create equitable learning environments for English Language Learners (ELLs). </p><p> A comparative case study was conducted to gain insight into the characteristics of an equitable environment for ELLs and the practices school principals, English as a Second Language (ESOL) teachers, and regular education teachers use to foster and create equitable learning environment. Data were collected through individual interviews and document reviews of the School Improvement Plan (SIP) and the Title I plan of each school site. Analysis of data resulted in four premises. Characteristics of equitable environments for ELLs create a sense of belonging for students and their families and increase engagement. Equitable environments offer professional respect and support for teachers and include respect for student and family learning opportunities. Outcomes for ELL student improve when deliberate strategies to provide access to resources and the curriculum are in place. Ultimately, equitable environments empower ELL students, their families, and educators to fully participate in the teaching and learning process and support the improvement of outcomes for all students. </p>

<p>This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students? educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student?s lived experiences. The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students? perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.