While many high school English instructors in the United States teach world literature in translation, few of them explicitly present the literature as translated. High school English students would benefit from learning more about the linguistic origins of the world literature they read. This awareness would increase student understanding of the source culture and benefit their language skills. Various translation theorists have suggested methods to teach translational awareness, but few have offered advice on the type of translation to select. In my research, I examined the question of whether students would derive more cultural knowledge, and specifically language-related knowledge, by reading domesticated or foreignized translations. To explore this question, I created two different English translations of the same French literary texts and presented them to several classes of U.S. American high school students. One translation (Version A) was intended to be a domesticated version and the other (Version B) was deliberately foreignized. Classes read two versions of either Anna Gavalda’s short story “Happy Meal” or of a selection from Joseph Zobel’s novel La Rue Cases-Nègres. Following the reading, they completed a series of multiple-choice and free-response questions. Responses to the readings indicated that students found the foreignized translations more “sophisticated” but did not consistently demonstrate a greater cultural understanding as a result. The results failed to prove one translation method more effective than the other, but they did suggest limitations to Lawrence Venuti’s foreignization approach.

The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing students' vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.

Es el propósito de este studio presenter y evaluar el fruto de las observaciones y entrevistas realizadas durante el verano de 1969 en San Salvador sobre la enseňanza de inglés en el Centro El Savador-Estados Unidos. También es el propósito de este studio ofrecer una pequeňa contribución en el campo del inglés como Segundo idioma y tal vez estimular una investigación más amplia acerca de la enseňanza del inglés en la América Latina.

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.

臺灣華德福教育乃四一○教育改革浪潮之一環，宜蘭慈心華德福首先發展為K-12之完全學校，具指標意義。本研究為具自傳性、反思取徑之課程行動研究，帶有民族誌色彩。研究目的在以華語文課程為範疇，敘說慈心華德福中小學課程實踐暨轉化歷程，呈現華德福學校語文課程與教學，構思課程系統圖像，探究教師圖像與學校圖像。 　　本研究採參與觀察法、訪談法、文獻分析與自我研究法，由學校工作小組既有資料與研究我的反思書寫，採擷同仁觀點，形成「公開知識」、「我觀點」與「他者觀點」之理解視角。藉由實踐者即研究者的立場，研究者透過「敘說」交織兩條軸線，其一，基於行動研究之經驗基礎，本研究為「教學我」之教學敘說反思與華德福教育之「課程理解」與「課程轉化」；其二，本研究為個案研究，場域為「研究我」服務之慈心華德福學校，聚焦「人智學」（Anthroposophy）啟迪下之華語文課程發展與實踐，及其中浮現之課程系統圖像。 　　研究發現﹕華德福語文課程於小學主要表現為口述故事、肢體與韻律活動、藝術活動等，以之進行教與學；中學著重語文的功能、現實性與規則，亦注重傳記、歷史故事與青少年發展之關係；高中階段與各門知識形成綜合文化學習與自我探究。就主課程而言，人智學啟迪之華語文課程系統圖像：「夢境」（一至五年級：童話、神話）、「真實」（六至八年級：文法：形式之現實；歷史：內容之現實）、「詩與思」（九至十二年級：詩的歷史理解、詩與哲學）。就學習者，透過主體與世界之互動，可開採出「旅程」隱喻：在世界中尋求自我；由自我走向世界。十二年一貫統整課程實為學習者的「永恆樂園」，各個主課程都是一面世界之窗，個體之小宇宙與意識進化史之大宇宙呼應，可理解為「天人合一」，整體課程由小學至高中呈U型對映浮現學習者「聖盃」圖像；研究者推導華德福之語文觀，「人」不同於其他物種，「個人自成一類」，導出人必發展屬己的獨一無二之語言。教師由個人學習旅程之「英雄」，變衍為課堂中捨身之「基督」或「佛陀」；語文教師探索外在與內面世界，為透過創作分享眾生的「吟遊詩人」。慈心學校課程演化之經驗可以「西遊記」為隱喻。慈心學校發展由美感團體朝向求真團體。 研究結果有助於理解人智學如何形塑華德福課程與教學踐行。研究顯示，統整課程之理解為教學統整重要基礎，教育實踐的究竟思考引領教師成長並為課程理解基礎。社群互動與共好的文化氛圍為課程發展基礎。華德福華語文課程在地轉化應持續關注教育本質、自我認同與對華語文之理解的內在辯證。 / Waldorf education in Taiwan is one of the influence and result of the 410 Education Reform (四一０教改). Ci-Xin Waldorf School in Yilan is the first to develop into a K-12 complete school system, which is a significant achievement. This study is an ethnography-like action research combining also autobiographical and reflective approach. The purpose of this study is to narrate the process and practice of curriculum delivery and transformation in Ci-Xin, to demonstrate the reality of language lessons and teaching in Waldorf School, to construct a systematic structure of language curriculum, and finally to study the ideal picture of being a teacher and of a school. 　　The methods that are applied in this study include participative observation, interview, documentation analysis, and reflection on personal experiences. With data from working groups in Ci-Xin School, my own reflective writings, and the opinions contributed by my colleagues, there are three points of views formed, which are "public knowledge", "my viewpoints" and "others' viewpoints". As the researcher is also a practitioner, two themes are formed through "narration". Firstly, based on action research, the study consists of the researcher’s narrative reflection of his own teaching and of the understanding and internalization of Waldorf curriculum. Secondly, as the thesis is essentially a case study of CiXin Waldorf School where the researcher works at, it concentrates on the Chinese language curriculum development and practice under Anthroposophy ideas and the emerging picture of curriculum system. 　　The conclusions are as following. Under Waldorf pedagogical ideas, language teaching and learning in primary school focus on oral stories, movements, rhythmic activities, and artistic exercises. In middle school, the emphasis is on the functionality, actuality, and rules of language. The relationship between biographies, historical stories and adolescence development is another importance. In high school, Chinese language courses together with other subjects and knowledges are integrated and synthesized into wide-ranged cultural learning and self-exploration experience. In terms of main lesson in Chinese language area, "Dream" is the main them for grades 1 to 5 to allow the children to immerse themselves in abundant fairy tales and myths. "Reality" is the focus for grades 6 to 8. Pupils at this stage learn a lot of grammar which represents the forms of the reality, and history which is the content of the reality. For grades 9 to 12, “Poetry and Thought” is the major learning in which the young people have a glance at the history of poems and of poetry and philosophy. As to learners’ experience, through the interaction between the subject and the world, they may grasp the metaphor of "journey", that is, to seek their own egos in the world and to explore the world through stepping out of themselves. The 12-year curriculum is the ''eternal paradise'' for learners. Each main lesson is ''a window to the world''. The inner world (microcosms) of each individuals and the universe of consciousness evolution are interweaving, which can be understood as "the unity of man and nature". The whole curriculum from primary to high school forms a picture of U-shape which reflects the "holy grail" experience of the learners. The concept of language teaching in Waldorf education as deduced from the research is that "Humans" are different from other species; "Each individual is a separate category" and therefore will develop his or her own unique language. A teacher originally is the "hero" in his or her own journey of learning and then transforms him/herself into "Christ" or "Buddha" who gives out him/herself in the class. A language teacher explores the outer and inner worlds and becomes a "bard" through sharing his or her creation on the way. The story of “Monkey King” can be a metaphor to demonstrate the evolution of language curriculum in Ci-Xin Waldorf school. This school is developed from an aesthetic community towards a community of truth seeking. 　　The result of this research helps to clarify how Anthroposophy shapes the curriculum and teaching practice in Waldorf education. It shows that the overall understanding of Waldorf curriculum forms the grounded foundation of teaching integration. And the philosophical thinking towards the nature of education guides the teachers’ self-development and understanding of the curriculum. Healthy community interaction and cultural atmosphere towards ''common good'' are the pillars of curriculum development. To support the contextualization of Chinese language courses in Waldorf education, we shall relentlessly pay attention to the intrinsic dialectic in the thinking about the nature of education, the formation of self-identity, and the understanding of chinese language.

Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL teachers’ perceived English proficiency, self-efficacy beliefs and teaching practices. The quantitative study surveyed 217 in-service primary EFL teachers. The descriptive results showed that: (1) EFL teachers varied in perceived English proficiency in terms of age, years of teaching experience and college major; (2) age and teaching experience did while college major didn’t make a difference for EFL teachers’ self-efficacy beliefs; (3) the surveyed EFL teachers, in general, had a greater preference to communication-oriented language teaching (COLT) than form-oriented language teaching (FOLT). The results from the correlational statistics showed that: (1) perceived English proficiency (PEP), on the whole, had a significant predictive effect on self-efficacy beliefs (SEB). It was striking that among the four skills (listening, speaking, reading, and writing) of English language, speaking had the most significant predictive effect on self-efficacy beliefs; (2) EFL teachers’ self-efficacy beliefs (SEB) had a predictive effect on COLT practices whereas not on FOLT practices; (3) The mediation model of showing the causal impacts of PEP (through SEB) on COLT was tested. i.e. Chinese primary EFL teachers’ self-efficacy beliefs played a complete mediating role between perceived English proficiency and communication-oriented language teaching. The findings of the present study added on the compelling evidence that self-efficacy beliefs matter in the realm of primary EFL teaching in China. In light of these findings, implications were generated to primary EFL teacher education and in-service EFL teacher training programs, such as courses related to improving English proficiency, especially speaking skills, should be offered for non-English major EFL teachers; training courses related to improving self-efficacy beliefs, especially on classroom management strategies, and the recommended communicative-oriented language teaching practices should be offered to pre-service and inexperienced in-service EFL teachers.

This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.