The Spanish subjunctive has been the focus of much SLA research, largely because it poses difficulties for learners of Spanish whose L1 is English (e.g., Collentine, 1993; Stokes & Krashen, 1990; Terrell et al., 1987). Investigating the same feature in heritage learners of Spanish can provide more information about their linguistic development and also has the potential to inform our knowledge of the acquisition of the subjunctive in traditional FL learners. The present study investigates whether heritage learners recognize grammatical and ungrammatical modal choice in volitional constructions. These constructions have been selected because this use of the subjunctive does not vary by a speaker's dialect or by belief about the idea being expressed. Furthermore, given that theories of language attrition posit that the structures that are acquired earliest are the last to be lost (e.g., De Bot & Weltens, 1991) and that Spanish monolingual children acquire the subjunctive in volitional constructions first (Blake, 1980; 1983), heritage learners who have experienced some language attrition may still have knowledge of this feature. To investigate the effect that language attrition or incomplete acquisition may have on this knowledge, I also compared the SHL learners in the sample who were early bilinguals in English (those born in the United States or who immigrated before age 6) with those who were late bilingual (those who immigrated between ages 6 and 13). Students enrolled in Spanish for Heritage Learners (SHL) and Spanish as a Foreign Language (SFL) courses at three universities in the Northeast completed grammaticality judgment (GJ) and editing tasks, which contained examples of correct and incorrect mood choices, as well as distracter items. The GJ task also required participants to explain their judgments. The results indicate that SHL learners outperform their SFL peers on recognizing correct mood selection. No significant differences were found between early and late bilinguals. SHL and SFL learners tended to correct utterances that they had rejected of judged neutrally but gave different types of reasons for accepting utterances. There were several similarities between early and late bilinguals in terms of their reasons for their judgments of utterances.

This study investigates the type of errors made by middle school heritage learners in written German. The errors are classified into four categories: consonant errors, capitalization errors, vowel errors, and deletions. The study finds that compared to previous research regarding German first-grader spelling, these middle school students produce significantly more errors when writing in German. There are four participants, three female and one male, ranging in age from 10-14, all of whom are enrolled in a Saturday school enrichment class and have been identified as heritage learners prior to class placement. The results indicate a need for more intensive and targeted spelling instruction and a portion of the paper is dedicated to teaching implications. / text

Today's classrooms have a significant diversity of learners who are expected to engage in similar academic activities and meet common standards of academic competency irrespective of their individual differences. As a result, for many students, school is a challenging endeavor that elicits emotional responses ranging from low self-efficacy to frustration, stress and anxiety. Research has shown that factors such as students' motivation and teachers' beliefs are important influencers of classroom achievement. These factors determine students' persistence towards their academic goals as well as the standards teachers set. This report reviews the literature on major constructs of motivation and teacher beliefs specifically with different learners, that is second language learners and students with learning disabilities. A proposal of a synthesis model is offered, with the primary objective of depicting the influence of teacher beliefs and student motivation on learning process and performance outcomes among different learners. / text

The purpose of this study was twofold: to find out how teachers of English as an Additional Language (EAL) conceived curriculum, teaching and learning and to examine how professional learning and development (PLD) might impact on changes in the teachers’ thinking and approaches. The research was spurred by my own involvement in the revision of the national New Zealand Curriculum (NZC) and interest in the contested nature of curriculum related to English language learning. EAL teachers face challenges addressing the cross-Learning Area positioning of EAL and, at the same time, are afforded significant autonomy. PLD is needed to support teachers to make curriculum decisions that support English language learners’ (ELLs) to develop competency in English language with urgency. This is because ELLs need to manage the English language demands as they engage in the complex learning that is articulated in the NZC, along with their peers. I adopted an action research methodology to explore both how EAL teachers conceived curriculum and how PLD about EAL teaching and learning might impact on shifts in teachers’ understanding. I was a practitioner-researcher as I carried out PLD for two teachers over a period of six months. Those teacher-participants were teachers of EAL from different secondary schools with different professional contexts. Teaching-as-inquiry was the predominant approach of the PLD. This approach was consistent with my action research. The PLD comprised of a range of interruptions to teachers’ everyday work that assisted them to explore their own practice. The research drew on records of these interruptions to provide evidence of changes in teacher-participants’ thinking. The recorded conversations were captured through semi-structured interviews, video-stimulated recall and ‘learning conversations’. This qualitative data was analysed in one cycle which explored teachers’ thinking and actions about EAL curriculum. A second cycle focused my recorded reflections about my practice and on the impact of particular forms of PLD facilitation on shifts in the teachers’ thinking and actions. I created a review of literature for each cycle. This recursive process allowed me to reflect on my role as a PLD facilitator in action. Several themes emerged as the cycles were drawn together to examine how PLD impacted on shifts in teachers’ understanding of curriculum for EAL. One theme that emerged was the value of a culture of inquiry, where my action research was linked with the participants’ teaching-as-inquiry cycles. Another theme related to how PLD could influence teachers’ reconceptualising of curriculum for teaching multilingual English language learners. A third theme was how my PLD facilitation could impact on effective teaching and learning for Pasifika learners. Findings can be drawn from my study for both teacher practice and for PLD facilitation. This research adds to New Zealand research about teaching ELLs, and Pasifika students in particular. It shows how giving attention to both students’ home language strengths and academic English language learning needs can change the way teachers see pathways and work towards improved outcomes for students. The value of inquiry for teachers was confirmed in this action research, as a useful approach for bring about change in teachers’ thinking and approaches to teaching. The PLD interruption process, which included analysis of rich information about students, challenging conversations and the maintenance of respectful relationships was confirmed as an effective combination for engaging teachers in shifting their foci. Self-reflections on my PLD facilitation role, using an inquiry approach, assessed through adult learning principles, provided a useful stocktake which I would recommend for other PLD facilitators.

The objective of this research was to investigate the perceptions and experiences of educators and Grade 6 and 7 learners on the effectiveness of school rules at public primary schools within the Fezile Dabi school district. Chapter Two of this dissertation focused on the specific identification of what effective school rules comprise of, as perceived by the academic community. In order to provide the reader with an overview of the nature of effective school rules, this chapter was divided into providing a short historical reflection on discipline, looking at the nature of discipline, developing a South African framework for legal school rules and taking note of international and foreign law relevant to the topic of this dissertation. The researcher then discussed the outlines of the research design used to collect, edit and analyse the data in Chapter Three. The chapter included the research paradigm, and the difference between research designs was highlighted to motivate the choice for the research design. The research design chosen for this study was a quantitative design. The researcher also indicated that she used a pilot study while conducting the empirical research of this dissertation. It was followed by the data collection method and the data collection strategies were discussed. Reliability and validity were dealt with and the guarantees thereof included. The chapter negotiated ethical considerations and ended with a discussion of foreseen research challenges. The data were extrapolated from questionnaires. This study was conducted at 6 primary schools in the smaller Metsimaholo district. Learner participants (n = 421), as well as educator participants (n = 54), were selected to answer the same/similar questions on the effectiveness and experiences concerning school rules so as to enable comparisons of learners and educators’ perceptions of learner misconduct. The data were analysed and interpreted. Learner responses were used to determine the factor analysis, after which the same factors were applied for educators. The empirical study led to the following findings: • According to this study, it appears that educators with more experience than the average educator do not necessarily have command of content on the contemporary approach to dealing with learner discipline, which may contribute to learner misconduct. • According to the responses of participants, it seems that the role players are not aware of their influence on one another in terms of learner misconduct. *Educators are not aware of the influence of gang activities on learners. *Educators are not aware of the high prevalence of abuse within their school communities. *Learners are not aware of the educators’ concerns for the influence of family structures and divorces. *Educators feel that they are not respected by parents. • Learners acknowledge that they have less control over and input into the drawing up of school rules, than educators are willing to admit. • Some learners indicate that educators turn to illegal forms of punishment in a desperate attempt to maintain discipline. / MEd, North-West University, Vaal Triangle Campus, 2012

In the field of second language acquisition, there are few studies focusing on Chinese English-as-an-additional-language (EAL) graduate students’ communication strategy use, strategy use across different disciplines, and the relationships between communication strategy use and learners’ speaking performance. To fill the gap identified in the literature reviewed, this study examined the communication strategies used by 11 Chinese EAL graduate students from the Departments of Electrical Engineering and Education in the completion of two informal debate tasks with a questionnaire adapted from Nakatani’s (2006) Oral Communication Strategy Inventory and two post-task communication strategy recall questionnaires. Results from the study indicate that participants used eight categories of communication strategies, with fluency-oriented strategies the most frequently used strategy category and translation the least frequently used strategy category. Advanced English-language proficiency level learners used more social affective, message reduction and alteration, and negotiation of meaning strategies than learners at high-intermediate proficiency levels, to a degree that was statistically significant. No significant difference was identified in the overall communication strategy use but in one instance of individual strategy use (i.e., clarifying stance) across two disciplines. Significantly positive relationships were identified among certain categories of communication strategies (i.e., social affective, negotiation of meaning, accuracy-oriented strategies, and message reduction and alteration strategies), individual strategies (i.e., turn yielding, exemplifying, clarifying meaning, correcting others, referring to notes for accuracy/fluency, message reduction and alteration), and participants’ speaking performance. In addition, the retrospective results from the post-task strategy recall questionnaires suggest that participants in this study are not fully aware of their communication strategy use. The findings in this study can inform language practitioners’ of communication strategies used by Chinese graduate students majoring in Electrical Engineering and Education. Implications and future research directions are discussed in light of the findings derived from the present study that can further contribute to research about EAL learners’ communication strategies used at the graduate level. / Graduate / 0290 / cihangzh@uvic.ca

According to the National Curriculum Statement (NCS) of South Africa cognitive development is a prominent matter which should already commence at pre-school teaching and learning. The NCS envisages learners who will develop to maturity, take their place in society and solve problems by means of critical and creative thinking. Accordingly, teachers are challenged to create teaching and learning environments that stimulate and encourage intellectual openness. This study was undertaken in an attempt to determine to which extent thinking skills in the Foundation Phase, with specific reference to Grade 3 learners, are developed. The study also sought to establish the potential of a self developed, curriculum-based co-operative teaching-learning intervention programme for the development and/or improvement of the thinking skills of Grade 3 learners. The nature of cognitive development, the importance of co-operative learning for cognitive development and the thinking skills that Grade 3 learners should possess, were researched by means of a literature study. A quasiexperimental study followed, using a sequential mixed-method research design. By means of a pre-test the cognitive development levels of two experimental groups, namely experimental group A and experimental group B, comprising thirty learners each, were determined. Thereafter, both groups were exposed to a co-operative teaching-learning intervention programme on a rotational basis to determine the impact of the cooperative teaching-learning intervention programme on the thinking skills of the learners. Data was collected by means of testing and semi-structured interviews with the class teachers of the experimental groups A and B prior to and after the completion of the intervention, focus-group interviews with the learners after the intervention and observation during the implementation of the intervention. Based on the results, it appeared that in accordance with the vision of the NCS, trouble is being taken with the development of the thinking skills of the Foundation Phase learners who took part in the study, and that co-operative learning possesses the latent potential to further develop and promote thinking skills. / Thesis (Ph.D. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.

According to the National Curriculum Statement (NCS) of South Africa cognitive development is a prominent matter which should already commence at pre-school teaching and learning. The NCS envisages learners who will develop to maturity, take their place in society and solve problems by means of critical and creative thinking. Accordingly, teachers are challenged to create teaching and learning environments that stimulate and encourage intellectual openness. This study was undertaken in an attempt to determine to which extent thinking skills in the Foundation Phase, with specific reference to Grade 3 learners, are developed. The study also sought to establish the potential of a self developed, curriculum-based co-operative teaching-learning intervention programme for the development and/or improvement of the thinking skills of Grade 3 learners. The nature of cognitive development, the importance of co-operative learning for cognitive development and the thinking skills that Grade 3 learners should possess, were researched by means of a literature study. A quasiexperimental study followed, using a sequential mixed-method research design. By means of a pre-test the cognitive development levels of two experimental groups, namely experimental group A and experimental group B, comprising thirty learners each, were determined. Thereafter, both groups were exposed to a co-operative teaching-learning intervention programme on a rotational basis to determine the impact of the cooperative teaching-learning intervention programme on the thinking skills of the learners. Data was collected by means of testing and semi-structured interviews with the class teachers of the experimental groups A and B prior to and after the completion of the intervention, focus-group interviews with the learners after the intervention and observation during the implementation of the intervention. Based on the results, it appeared that in accordance with the vision of the NCS, trouble is being taken with the development of the thinking skills of the Foundation Phase learners who took part in the study, and that co-operative learning possesses the latent potential to further develop and promote thinking skills. / Thesis (Ph.D. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.

For a distinct portion of Canadian youth, completing a high school diploma with their same-age peers is not a reality. Fortunately, opportunities exist for these individuals to later return to educational institutions to continue their formal education, thereby increasing their job prospects, wages, and quality of life. Barriers faced by these so-called “non-traditional” learners are examined through the data gathered from an anonymous survey and from focus group interviews with students who currently attend a college in western Canada. The purpose of this thesis is to illuminate the experiences and beliefs of “non-traditional” students, including how they were able to enrol in post-secondary education without a high school diploma, what barriers they actually did, or continue to, face, and what strategies and supports have been, or would be, most helpful to them as they navigate the many challenges and transitions to find their path on their educational journey. / Graduate

In the field of second language acquisition, there are few studies focusing on Chinese English-as-an-additional-language (EAL) graduate students’ communication strategy use, strategy use across different disciplines, and the relationships between communication strategy use and learners’ speaking performance. To fill the gap identified in the literature reviewed, this study examined the communication strategies used by 11 Chinese EAL graduate students from the Departments of Electrical Engineering and Education in the completion of two informal debate tasks with a questionnaire adapted from Nakatani’s (2006) Oral Communication Strategy Inventory and two post-task communication strategy recall questionnaires. Results from the study indicate that participants used eight categories of communication strategies, with fluency-oriented strategies the most frequently used strategy category and translation the least frequently used strategy category. Advanced English-language proficiency level learners used more social affective, message reduction and alteration, and negotiation of meaning strategies than learners at high-intermediate proficiency levels, to a degree that was statistically significant. No significant difference was identified in the overall communication strategy use but in one instance of individual strategy use (i.e., clarifying stance) across two disciplines. Significantly positive relationships were identified among certain categories of communication strategies (i.e., social affective, negotiation of meaning, accuracy-oriented strategies, and message reduction and alteration strategies), individual strategies (i.e., turn yielding, exemplifying, clarifying meaning, correcting others, referring to notes for accuracy/fluency, message reduction and alteration), and participants’ speaking performance. In addition, the retrospective results from the post-task strategy recall questionnaires suggest that participants in this study are not fully aware of their communication strategy use. The findings in this study can inform language practitioners’ of communication strategies used by Chinese graduate students majoring in Electrical Engineering and Education. Implications and future research directions are discussed in light of the findings derived from the present study that can further contribute to research about EAL learners’ communication strategies used at the graduate level. / Graduate / 0290 / cihangzh@uvic.ca