Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 114-122).

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Audio cassette comprises oral interviews for the project. Bibliography: leaves 65-69.

Thesis (Ph. D.)--University of Wyoming, 2005. / Includes bibliographical references (leaves 168-179).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 114-122). Also available in print.

The study is based on Lev Vygotskijs and John Dewey's learning theory. Such is “the zone for immediate development” and “learning by doing”. Purpose: The study's purpose was to examine how four teachers´ work with bilingual children's language development in a preschool and in a preschool class. These questions will be answered in my study: 1). which view of bilingualism have been the educators? 2). which language development approach has been the educators of preschool/ preschool class have chosen to promote the bilingual children's language development in the Swedish language? 3). what similarities and differences, I find the teachers' way of working with bilingual children? Method: To investigate and answer the purpose of this study was therefore qualitative approach through interviews are used. Results: The results show that both teachers in a preschool and preschool class are working with language development in order to encourage bilingual children's language development. Conclusions: The conclusions are to be able to speak several languages is an asset. Teachers should encourage bilingual children to speak their native language. To encourage bilingual children's language development using a variety of language development methods in the form of music, singing, rhymes and chants. Reading many books and to retell.

<p> The purpose of this project was to locate a potential funding source and write a grant proposal for a program designed to prepare Latino immigrant youth for high school graduation and college readiness through education, mentoring, and parental involvement. The proposed program was designed to be implemented at Estancia High School located in Costa Mesa, California. The program will provide students and their families with an opportunity to gain knowledge and skills needed to navigate high school and postsecondary education. This will be accomplished through participation in educational workshops, mentoring sessions, college tours, and financial aid advising. If funded, the program will address many of the educational needs of Latino immigrant students who often encounter multiple barriers that may put them at greater risk for truancy, school dropout, low-wage jobs, and risky behaviors. Actual submission for funding was not required for successful completion of this project.</p>

Thesis (M. Ed.)--University of Hong Kong, 2007. / Includes bibliographical references (leaf 73-77) Also available in print.

Thesis (M. Sc.)--University of Hong Kong, 2003. / Also available in print.

Sverige är sedan decennier tillbaka ett flerspråkigt land och flerspråkighet är en naturlig del av dagens samhälle. Minst en femtedel av alla elever i skolan har ett annat modersmål än svenska. För lärare blir det mer aktuellt att bedriva språkutvecklande undervisning som ger eleverna förutsättningar att utveckla både språk och ämneskunskaper. Syftet med studien är att undersöka hur lärare i åk 4–6 beskriver hur de arbetar språkutvecklande inom ämnet svenska med flerspråkiga elever. Studien utgår från det sociokulturella perspektivet och grundar sig i semistrukturerade intervjuer. Resultatet visar att lärarna arbetar språkutvecklande hela skoldagen och de poängterar hur viktigt det är att arbeta språkutvecklande för elevernas språk- och kunskapsutveckling. Modellering och EPA- modellen är två konkreta och effektiva arbetssätt som lärarna använder i undervisningen. Dock framkom det att lärarna oftast inte reflekterar över sitt arbetssätt då det sker per automatik och att elevernas modersmål inte används som en resurs i klassrummet. / For decades, Sweden has been a multilingual country and multiligualism is a natural part of today’s society. At least one fifth of all pupils in the school have a different mother tongue than Swedish. For teachers, it will be more relevant to conduct language development teaching which gives students the conditions to develop both language and subject knowledge. The purpose of this study is to investigate how teachers in elementary school describe their language development methods with multilingual pupils in the Swedish subject. The study is based on the sociocultural perspective as well as semistructured interviews. The result shows that the teachers work on language development throughout the school day and they point out how important it is to work on language development for students’ language and knowledge development. Modelling and the EPA- model are two concrete and effective working methods that are used by the teachers. However, it emerges that the teachers usually do not reflect on their way of working as it happens automatically and that the students mother tongue is not used as a resource in the classroom.

La présente étude a comme objectif d’analyser l’intégration linguistique des immigrants au marché du travail au Québec et les facteurs qui y sont associés. Nous le réalisons en examinant la place du français dans les pratiques linguistiques de la main-d’œuvre immigrée au travail. Nous constatons qu’au Québec, en 2007, environ la moitié des immigrants travaillent uniquement ou généralement en français, un quart a régulièrement recours à cette langue dans le cadre de son travail, alors que l’autre quart l’utilise occasionnellement ou ne l’utilise jamais au travail. Nos analyses permettent également d’estimer les effets bruts et nets des nombreux facteurs de l’usage du français au travail par les immigrants. Nous montrons que ce sont les facteurs linguistiques de l’entreprise, de l’entourage et du répondant lui-même qui se manifestent comme des déterminants importants de la langue de travail de celui-ci. Parmi les caractéristiques de l’entreprise, c’est la langue de sa haute direction qui, à travers des politiques d’embauche et des politiques internes, détermine en partie les pratiques linguistiques des travailleurs. La composition linguistique de l’entourage de l’immigrant au travail qui comprend son supérieur immédiat et ses collègues a, elle aussi, un impact important sur la langue employée au travail par celui-ci. Plus cet entourage est composé des personnes de langue maternelle française, plus le travailleur immigré utilisera cette langue au travail. Parmi les caractéristiques individuelles du répondant, sa langue d’études et ses compétences linguistiques ressortent. Les immigrants ayant une bonne connaissance du français l’emploient plus au travail que ceux en ayant une faible connaissance. En revanche, la connaissance de l’anglais a un impact négatif sur l’usage du français au travail. Selon nos analyses, parmi les facteurs non linguistiques qui sont associés significativement à la langue de travail des immigrants, il y a la localisation géographique de l’entreprise, l’origine des travailleurs immigrés, leur profession et l’âge à leur arrivée au Québec. / This research aims to analyse the linguistic integration of Quebec’s immigrants to the labour market and the factors related to it. We have chosen to examine the usage of French by immigrants in the workplace. In 2007, about half of Quebec’s immigrants worked only or most of the time in French, a quarter of them used it regularly, and another quarter spoke it rarely or never while working. Our analyses allow us also to estimate the gross and net effects of various factors concerning the usage of French by immigrants in the workplace. We show that a company’s linguistic dimension, the environment and the personal characteristic of oneself all have a major input on the choice of the work language. As far as the company is concerned, the language use by its managers has a direct effect on hiring policies and work procedures and thus determines in part the language spoken by its employees in the workplace. The linguistic composition of an immigrant’s social network at work, including his immediate superior and his colleagues, also have an impact on the language he will use. Consequently, the more francophone that he is in touch with at work and the more chances he has of speaking French. The personal characteristics of immigrants have to do with the language one has made his study in and one’s personal knowledge. The immigrants who already have a good knowledge of French will be more incline to use it at work than those who only know the basics. On the contrary, those who can speak good English will tend to use less French at work. Other non-linguistic factors also influenced the language used at the workplace. They are: the geographical location of the enterprise, the origin of the immigrants, their profession, and their age at the arrival in Québec.