University of Macau / Faculty of Arts and Humanities. / Department of Portuguese

University of Macau / Faculty of Arts and Humanities. / Department of Portuguese

University of Macau / Faculty of Arts and Humanities. / Department of Portuguese

何文勝 = A comparative study on Chinese language teaching materials for junior ... / 稿本(影印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (Ying yin ben) / Includes bibliographical references (leaves 1-23 (3rd group)). / He Wensheng = A comparative study on Chinese language teaching materials for junior ... / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1-17 / Chapter 第一節 --- 引言 --- p.1 / Chapter 第二節 --- 研究動就及目的 --- p.1-4 / Chapter 第三節 --- 研究範圍 --- p.4-7 / Chapter 第四節 --- 研究方法 --- p.7-14 / Chapter 第五節 --- 研究限制 --- p.15 / 註釋 --- p.16-17 / Chapter 第二章 --- 語文教學的基本認識 --- p.18-50 / Chapter 第一節 --- 中國語文科名稱的發展 --- p.18-25 / Chapter 第二節 --- 中國語文的性質 --- p.25-31 / Chapter 第三節 --- 清末至1949年以前中國語文科教材的發展 --- p.32-46 / 註釋 --- p.47-50 / Chapter 第三章 --- 中港初級中學中國語文科教材比較的理論根據 --- p.51-112 / Chapter 第一節 --- 教材的定義及特質 --- p.51-56 / Chapter 第二節 --- 教材的選擇原則 --- p.56-61 / Chapter 第三節 --- 分析中國語文科教材的理論根據 --- p.61-98 / Chapter 甲 --- 選材標準 / Chapter 乙 --- 質的配置：文體比例 / Chapter 丙 --- 量的配置：文白比例、篇數、字數 / Chapter 第四節 --- 分析教材的原則 --- p.99-102 / Chapter 第五節 --- 比較教材的原則 --- p.103-106 / 註釋 --- p.107-112 / Chapter 第四章 --- 1949年至1988年中國初級中學中國語文科教材比較 --- p.113-250 / Chapter 第一節 --- 初級中學語文科教材發展概況 --- p.113-125 / Chapter 第二節 --- 四個語文教學大綱的選擇標準 --- p.126-138 / Chapter 第三節 --- 四個語文教學大綱的教材篇目內容及質量的配置 --- p.139-194 / Chapter 第四節 --- 四個教材篇目比較 --- p.195-248 / Chapter 甲 --- 63年與80年、86年、88年教材篇目比較 / Chapter 乙 --- 80年與86年、88年及86年與88年教材篇目比較 / 註釋 --- p.249-250 / Chapter 第五章 --- 1949年至1990年香港初級中學中國中國語文科教材比較 --- p.251-443 / Chapter 第一節 --- 語文科教材的發展概況 --- p.252-256 / Chapter 第二節 --- 語文科課程綱要的選材標準 --- p.257-261 / Chapter 第三節 --- 六個教材篇目內容及質的配置 --- p.262-345 / Chapter 第四節 --- 六個教材篇目比較 --- p.346-441 / Chapter 甲 --- 中中、英中教材篇目比較 / Chapter 乙 --- 中中、英中與78年教材篇目比較 / Chapter 丙 --- 78年、90年教材篇目比較 / 註釋 --- p.442-443 / Chapter 第六章 --- 中港初級中學中國語文科教材比較 --- p.444-531 / Chapter 第一節 --- 過去的教材篇目比較 --- p.445-501 / Chapter 甲 --- 五、六十年代教材篇目比較 / Chapter 乙 --- 七、八十年代教材篇目比較 / Chapter 第二節 --- 現行的教材篇目比較 --- p.502-517 / Chapter 第三節 --- 將來的教材篇目比較 --- p.518-531 / Chapter 第七章 --- 結論及建議 --- p.532-547 / 附參考書目 --- p.附1－附23 / 主要參考書目 --- p.附1-附7 / 第一章參考書目 --- p.附8 / 第二章參考書目 --- p.附9-附11 / 第三章參考書目 --- p.附12-附15 / 第四章參考書目 --- p.附16-附18 / 第五章參考書目 --- p.附19-附23 / 附教材篇目分析及比較項目附表索引 --- p.附24-附26

Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who are English language learners (ELLs) with access to postsecondary education. Researchers have noted that English as a second language (ESL) courses have been the primary form of support provided by institutions to foster the college persistence and success of ELLs. Nevertheless, despite their importance, little is known about the extent to which participants who engage in postsecondary ESL programs are likely to succeed in college. Therefore, the purpose of this study is to analyze quantitative administrative data and use qualitative data to examine how ELLs seeking postsecondary education acquire the knowledge, skills, and abilities they need to be successful in college programs. It does so by exploring the role of two ESL pathways at a Large Urban Community College System (LUCCS): (1) the English Language Immersion Program (ELIP) and (2) the traditional ESL sequence. In the quantitative phase of the study, I use a propensity score matching approach together with a large administrative dataset to examine the effects of ESL pathways on ELLs college English enrollment and performance, credit accumulation, and college progression and degree outcomes. I find no evidence that participation in ELIP versus traditional ESL leads to significant impacts on college English enrollment and performance within three and five years. I also find consistent evidence that students who participate in ELIP versus traditional ESL earn fewer college level credits, but they also earn significantly fewer equated credits over three and five years--suggesting they spend less time on remedial coursework. Results also indicate that ELIP participants are more likely to persist and less likely to drop out, but there is no effect on graduation and/or transfer within three and five years. Finally, results indicate that males, younger students (age 23 and younger), and foreign-born, U.S. educated (generation 1.5) students experience less negative impacts on college credits and more positive impacts on several of the longer term outcomes. Next, qualitative methods were used to help explain the quantitative results. In particular, interviews and focus groups were conducted to explore with program instructors, staff, and students' their perceptions of their engagement in ELIP and traditional ESL and its respective role in students' success in college programs. Findings suggest that null impacts on college English enrollment and performance could be explained by the finding that both ESL pathways emphasize the acquisition similar skills and employ parallel instructional approaches to help students acquire these skills. Findings also suggest that negative impacts on college credit completion may be due to the programs' respective college enrollment experience. The structure and length of the traditional ESL sequence helps explain negative results for equated credits. Differences in persistence and drop out as well as differences for subgroups are found to be partially explained by the activities and interactions that are fostered by a high intensity program. This study provides suggestive evidence that the ESL pathway taken by degree-seeking students at LUCCS has important implications for their college outcomes. It also suggests that there exist heterogeneous impacts by gender, age, and immigrant status. ESL program staff and college administrators can use these findings to explore strategies that will better support ELL student success.

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