This dissertation examines the effects of semantic and phonetic radicals on Chinese character decoding by high-intermediate level Chinese as a Foreign Language (CFL) learners. The results of the main study (discussed in Chapter #5) suggest that the CFL learners tested have a well-developed semantic pathway to recognition; however, their phonological pathway is not yet a reliable means of character identification. Semantic radicals that correctly pertain to character meaning facilitated reaction time in semantic categorization tasks (Experiment #1), while radicals that had no immediately interpretable relation to character meaning had a strong inhibitory effect. The relativeaccuracy of phonetic radicals (for predicting the whole-character's pronunciation) did not measurably improve homonym recognition (Experiment #2). Subjects were then tested to determine their default processing modes in Chinese character reading. In a lexical decision task (Experiment #3) wherein semantic radicals or phonological components were blurred to delay recognition, surprisingly, the subjects were significantly slower in identifying pseudo-characters when the phonological component was blurred, indicating that, despite having unreliable phonological pathways to character recognition, the subjects were still utilizing that strategy first. These results were mirrored in a sentence reading task (Experiment #4) wherein a single character had either a blurred semantic radical or phonological component. This tendency to use the less developed pathway is explained as a default means of attempting character recognition as a result of subjects gleaning orthographic information from the densely packed phonological component and as a result of L1 (English) interference predisposing subjects to phonological decoding strategies.Such a study on CFL learner reading processes is an important step towards ameliorating CFL teaching methodologies. For this reason, the author contrasts the data on CFL learners with data taken from similar experiments with native Chinese speakers (in Chapter #6) in order to demonstrate concrete differences in character reading processes which should affect teaching practices between the two groups. The authorconcludes the dissertation by making targeted recommendations for CFL pedagogical practices based upon the results of the study on the effect of character-internal features on reading patterns by non-native readers of Chinese (Chapter #8).

The purpose of this qualitative, ethnographic case study was to learn the nature of the discursive practices of English learners in playground peer cultures. Additionally, it sought to understand the relationship between these practices and ideology, gender, and school performance. Three questions guided this study: (1) what is the nature of the actual discursive practices of English learners in peer culture, playground interactions? (2) how do gender and ideology play a role in children's games? and (3) what is the relationship between these discursive practices and school performance?This inquiry was conducted over ten months at a school in Northern California where four English learner second graders were observed playing each day during their lunchtime recess. Data sources included audio and video taped observations and field notes, audio taped interviews, and artifact collection. Data analysis was ongoing, characterized by member-checking, peer review, and multiple codings.The findings of this study reflected the dynamic, sophisticated nature of discursive practices which were co-constructed in peer culture settings. These practices included the exploration and explanation of new games, uses of imitative and counter-imitative behaviors, performed rule talk, integrated displays of gesture, pitch and silences, and code-switching strategies. Students employed these for a variety of purposes, including the facilitation of alignment within groups, the manipulation of social organization, the orchestration of inclusion or exclusion, and the creation of positions of power.This research also proposed a working model within which the playground became a site for the interpretive reproduction of ideologies. Students at Westside demonstrated that they had appropriated adult ideologies in creative ways. They negotiated these in their peer cultures, and preserved and transformed adult culture.Finally, this study revealed that, based on the discursive practices observed on the playground, proficiency levels and instructional goals, as determined by the California English Language Development Test (CELDT) and the state English Language Development (ELD) standards were inaccurate and underestimated student ability. Policy reform reflecting greater awareness, both of the social nature of discourse, as well as the power of peer cultures, was recommended.

There is a well-documented evidence to confirm that the largest number of people living with the HI-virus is in Africa and especially in South Africa. The prospect of a significant breakthrough in treatment looks uncertain at present and for this reason the impact of HIV and AIDS in South Africa must be taken very seriously. In 1999 surveys estimated about 3,5 million people infected by HIV and 150 000 with AIDS. The figure was expected to rise to 5-7 million HIV-infected people over the next 5 years. Experts calculated that on average 1500 people get infected each day in South Africa! South Africa has one of the most rapidly spreading pandemics in the world. High school learners are a high-risk group. Prevention programmes are important to minimize the infection rate amongst adolescents and young adults. The researcher has therefore concentrated on the prevention of HIV/AIDS among learners at high school level in a rural area between the ages 16-18 years. A survey was undertaken with the purpose of preventing HIV/AIDS among learners from the Thejane Secondary school in a rural area in Thaba Nchu. The aim of this research was: 8 To evaluate the effectiveness of a group work programme for high school learners in the prevention of HIV/AIDS in a rural area. To reach this aim, a prevention programme was designed for these high school learners through which knowledge about the nature of HIV/AIDS as well as knowledge about values and attitudes were given to them. A small group of ten learners were chosen as the research group and ten learners as the control group. Group work as a method of social work was chosen to achieve the aim of the study. The group work programme was successfully presented in 9 sessions of one to one and a half hour each during school time. The programme was in particular suited, not only to improve the knowledge of the learners about the nature of HIV/AIDS, but also to broaden their insight with regard to the important role of a healthy lifestyle as well as the importance of being assertive. The programme was evaluated by measuring at two occasions. The results obtained by this evaluation showed that the group work programme brought about a significant difference in the knowledge, insight, attitudes and beliefs about HIV/AIDS as well as the important role of values. The single system design was used to measure the effect of the programme. The results of the measuring indicated that group work intervention was successful in implementing the desired change. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2005.

<p>The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo / s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo / s discussions and identify the quality of their different &ldquo / levels&rdquo / of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo / understanding of river pollution. The learners&rsquo / listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo / s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.</p>

Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in English. At present, the limited research surrounding adult ELL instruction does not fully investigate the literacies that learners make use of outside of the classroom in a Canadian context. Through the lens of the New Literacy Studies, this case study examines the variety of print-literacy practices that adult ELLs engage with inside and outside of the classroom, highlights the value of these literacy practices, and emphasizes the importance of connecting out-of-class literacy practices with those occurring in the classroom. Additionally, this study uses learner perspectives to describe out-of-class literacy practices and provides a platform for adult ELLs to discuss their in-class preferences. The findings indicate the necessity of acknowledging prior experiences of ELLs in the classroom and provide implications for in-class instruction and resettlement agencies.

This is an exploratory study, using quantitative and qualitative tools, studying younger adult students (aged 18 to 25) at a college in Ontario and proposes that younger adult notions of possible selves are strengthened through engaging with models for possible selves by conducting informational interviews with them. Research was conducted in the classroom and outside of the classroom (but on campus) using a methodological framework informed by the scholarship of teaching and learning. Anticipated outcomes include a further understanding of the researcher’s own practice in order to improve it, a further grounding of the researcher’s personal theory of practice, and useful data for other researchers interested in using possible selves as a lens to understand their teaching. The results of the study indicate that there are other issues and concerns related to notions of possible selves, including goal-setting and a sense of having choice and control over one’s fate. Implications for practice include recommendations that more opportunities and tools for the development of possible selves be offered to students and that these opportunities can be found in existing courses and programs. / Thesis (Master, Education) -- Queen's University, 2011-04-06 14:36:02.109

The public education system in Ontario, like many other education systems worldwide, is currently undergoing drastic changes effected by globalization. The globalization of education, which can be understood as “the worldwide discussions, processes, and institutions affecting local education practices and policies” (Spring, 2009, p. 1), has led to Ontario’s curriculum being used in over 20 schools located outside the province (Ontario Ministry of Education, 2011). Because these schools grant the Ontario Secondary School Diploma (OSSD), students must satisfy the same graduation requirements as those students who attend secondary school located in Ontario. A requirement for graduation includes the successful completion of the Ontario Secondary School Literacy Test (OSSLT), a large-scale assessment intended to measure literacy. English Language Learners (ELLs) have more difficulty passing the OSSLT than their peers who speak English as their first language (Doe, Cheng, Klinger, & Zheng, 2011; Fox & Cheng, 2007). This issue is of particular concern to educators and students at these schools. Because the majority of these schools are located in China, my study focuses on ELLs in one school in China which uses the Ontario curriculum. The purpose of my study is twofold: 1) to understand how Chinese English Language Learners perceive the news report on the OSSLT, and 2) to understand how issues of culturally embedded knowledge affect their ability to take the test (the OSSLT) successfully. I selected a qualitative research approach because the intent of this study was to understand the perspectives of Chinese ELLs. I conducted three focus groups with one class of ELLS in one secondary school in China. I also used observations and analysis of written artifacts to triangulate the collected data. The findings of this study revealed some challenges and perspectives on the OSSLT specific to Chinese ELLs. I conclude that the issue of cultural literacy is a key factor preventing Chinese ELLs from demonstrating their true level of literacy on the OSSLT. / Thesis (Master, Education) -- Queen's University, 2012-09-30 17:42:05.977

No description available.

<p>The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children&rsquo / s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children&rsquo / s discussions and identify the quality of their different &ldquo / levels&rdquo / of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners&rsquo / understanding of river pollution. The learners&rsquo / listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other&rsquo / s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.</p>

Adult English literacy learners (ELLs) are learners with limited or no formal schooling in their first language who are learning to read and write in English. At present, the limited research surrounding adult ELL instruction does not fully investigate the literacies that learners make use of outside of the classroom in a Canadian context. Through the lens of the New Literacy Studies, this case study examines the variety of print-literacy practices that adult ELLs engage with inside and outside of the classroom, highlights the value of these literacy practices, and emphasizes the importance of connecting out-of-class literacy practices with those occurring in the classroom. Additionally, this study uses learner perspectives to describe out-of-class literacy practices and provides a platform for adult ELLs to discuss their in-class preferences. The findings indicate the necessity of acknowledging prior experiences of ELLs in the classroom and provide implications for in-class instruction and resettlement agencies.