This investigation is concerned with the oral and written discourse performance of underachieving urban Native Indian secondary students. Primary data was collected during eight interactive talk-write sessions conducted individually with eight case study subjects. Within an ABAB design, two narrative and two academic topics were alternated. Oral discourse performance followed written discourse performance during each of the two (composing and revision) sessions conducted for each topic. Supplementary data includes: observations of classroom writing behaviors, interviews, analysis of students' record files, and standardized reading and writing assessments. The four male and four female subjects are from varying Native Indian cultural backgrounds but share common histories of family instability. Only one subject could read and write at skill levels expected of like-aged mainstream students. The writing processes and products of these subjects were similar to those of other unskilled (Basic) writers. They were overly concerned with surface errors and little concerned with overall conceptualization. Despite difficulties with writing, and contrary to established language theory developed from research with non-Native populations, these subjects were more at ease with written performance than oral performance. Further, their writing difficulties appeared to be more related to the demands of academic discourse than writing skills per se. They were more at ease with written narrative than any other combination of mode and genre. While previous research has seldom distinguished clearly between mode and genre of discourse, the findings of this investigation suggest that each of these factors may have differing effects for individuals and varying sub-groups. Findings also suggest that structural comparisons of oral and written modes of discourse may reflect differing linguistic demands of genre as much as mode. The interactive talk-write sessions were found to be an effective means for data collection. These sessions also revealed direction for improving methods of academic instruction. The subjects appeared to develop a better understanding of the purpose of academic discourse as they were helped to generate knowledge, theorize about this knowledge and shape their arguments. All subjects indicated that they would feel more confident about participating in academic discussions after thinking about the discussion topic through such a talk-write process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This paper compares English as a second language (ESL) and foreign language (FL) teachers' and students' perspectives regarding target language (TL) and first language (L1) use in the respective classrooms. Teachers and students were given questionnaires asking their opinions of a rule that restricts students' L1 use. Questionnaires were administered to 46 ESL students, 43 FL students, 14 ESL teachers, and 15 FL teachers in Texas secondary public schools. Results were analyzed using SPSS and R. Results demonstrated an almost statistical difference between perspectives of ESL and FL students regarding TL and L1 use, while teacher results demonstrated no statistical difference between the groups. Students had a more positive perspective of the rule than teachers.

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Indigenous languages in Canada are critically at risk of extinction. Many Indigenous communities are working hard to save their languages through various methods. One method proven to be largely successful in other parts of the world is early childhood heritage language immersion programming, which is commonly known as a 'language nest' program. However, this method is sparsely employed in B.C. and Canada as a method of language retention and revitalization. Using qualitative research methodologies involving observations and interviews this study included key community members in two Indigenous communities which have developed 'language nest' programs. The goal of the observations and interviews was to identity factors contributing to successes and challenges in initiating and maintaining 'language nest' programs. The findings of the study indicate that the 'language nest' model is adaptable to the First Nations context in Canada. The findings combined with a literature review yielded practical recommendations for other communities and possibilities for future action.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2015. / This study explores reading comprehension in rural and urban schools. The study was conducted against the background that it takes five to seven years for second language (L2) learners to become proficient in the English language. Generally, learners in rural schools use the mother tongue as the language of schooling. English is introduced only as a medium of instruction at Grade Four, although this is not often implemented or applied. By contrast, in urban schools the medium of instruction is English from as early as Grade R. As a result of this discrepancy in practice, learners in urban and rural schools have different experiences. This study was conducted to gain more insight into the reading comprehension and reading preferences of learners in both rural and urban schools, especially since there is a mismatch between the language policy on paper and the language realities on the ground. Descriptive statistics and analysis of variance was used to measure differences, determine mean scores and analyse tendencies of preferences. The total mean score for reading comprehension obtained by learners from Grade Four Rural (GFR) was 1.48, whereas the mean score for Grade Four Urban (GFU) was 1.92. From these scores, it is evident that the learners from GFR gave comparatively more wrong answers than their counterparts from GFU. Similarly, the results from the Grade Seven learners showed that there was a significant difference in mean scores (or performance) between Grade Seven Rural (GSR) and Grade Seven Urban (GSU) since the mean score for GSR was 1.37, while that for GSU was 2.24. The English language was preferred by the majority of the learners. The results of the study show that learners lack adequate proficiency in English second language to enable them to use it solely and effectively as a medium of instruction and learning. In addition, a low reading comprehension performance was noted, with the majority of the participants scoring below 50%. Recommendations are provided to improve the reading comprehension and performance of the learners.

This study is a mixed-methods analysis of writing processes and the reading and language experiences of d/Deaf and hearing participants. The sample consisted of three groups of 15 adults each, identified as either high-achieving d/Deaf readers, high-achieving hearing readers, or struggling d/Deaf readers. The purpose of this study is to identify factors related to writing achievement and to explore themes that emerge within an asset-based/anti-deficit, d/Deaf bilingualism/Deaf Gain theoretical framework. Five quantitative measures are used in the study: a reading comprehension assessment, a background questionnaire, a handwriting speed test, a phonological skills assessment, and a writing assessment measuring the cognitive, linguistic, and conventional components. Scores from the writing assessment are correlated with demographic statistics and other assessments to identify factors of writing achievement. Similarities and differences among groups of participants are tested with MANOVAs to identify mean differences in scores according to hearing status (d/Deaf/hearing) and reading achievement level (high-achieving/struggling). Qualitative data were gathered by collecting, reviewing, coding, and identifying overarching themes in the interview transcripts within an asset-based/anti-deficit, d/Deaf Bilingualism/Deaf Gain theoretical framework. The findings show that high-achieving d/Deaf participants performed at levels similar to those attained by high-achieving hearing participants, and that for all participants, reading comprehension, phonological skills, handwriting speed, and personal factors were related to writing achievement. Similarities and differences in reading and writing ability were also found. Access to language and explicit instructional approaches emerged as overarching themes in writing effectively.

Esta investigación respecto a la adquisición de aspecto es una de las pocas realizadas en un programa de inmersión. / En este trabajo se presentan los resultados de un estudio realizado con el fin de investigar la adquisición del aspecto verbal por estudiantes de inmersión de noveno grado. El análisis se basó en narrativas de ficción y personales. En una primera etapa, no sólo los participantes escribieron dos narrativas, una de ficción y otra personal, sino también llevaron a cabo una narrativa personal oral. Posteriormente, completaron dos narrativas (una personal y otra de ficción), eligiendo entre el pretérito y el imperfecto. El estudio muestra que los alumnos tienen un alto grado de exactitud en el uso del pretérito y del imperfecto, a la vez que descubre que el marcador por defecto pudiera ser el imperfecto tanto en narrativas de ficción como personales.

This qualitative exploratory study sought to understand highly educated Iraqi and Syrian refugees’ perceptions of their learning experiences during economic integration in Luxembourg. This research sought to elucidate how these new migrants learned to integrate in a country with a long tradition of migration but little exposure to Arabic-speaking groups. Further, it sought to explore participants’ experiences of what knowledge, skills, and practices they required, how these were learned, what facilitators and inhibitors they faced, and the impact of identity and religion.In-depth, semi-structured interviews were conducted with 20 refugee participants who had arrived in Luxembourg since 2015 and from 10 professionals working in refugee integration programs. Additional data were collected from critical incident questionnaires and document analysis. Several key findings emerged from interviews. First, participants reported high professional status prior to their forced migration and gratitude toward Luxembourg for its support, despite their many challenges. Second, participants identified linguistic skills, market-relevant experience, Western qualifications, and adaptability as essential for integration, which (apart from academic qualifications) were learned informally. Third, timely professional exposure was a facilitator to integration, while Luxembourg’s multilingualism, job market, work regulations, and discrimination were inhibitors. Fourth, participants reported stigma and invisibility around their refugee identity. Their religious beliefs did not influence their economic integration. This research draws four main conclusions. First, migrants navigated the impact of wars which disrupted their lives alongside an uncertain present, fraught challenges and mixed feelings. Second, while linguistic skills, relevant academic qualifications, and adaptability were important, there exists tension between the non-formal learning refugee integration ecosystem failing to account for the informal learning that new migrants required. Third, while timely professional exposure facilitates economic integration, Luxembourg’s ‘equal-for-all’ (but pragmatically restrictive) frameworks and multilingualism delay new migrants’ integration. Fourth, there is little shared understanding among stakeholders on the impact of identity and religion in economic integration. The recommendations of this study are to (1) champion timely access of migrants to the job market through intensive language training and professional exposure; (2) assess fairness of employment frameworks for non-majority groups; and (3) reflect on an inclusive, fair, and diverse national adult education strategy.