Global ETD Search

1	A comparison evaluation of the preLAS 2000 English and the Pre-IPT-Oral English, Second Edition for use with preschool children Siders, Jennifer J. January 2003 (has links) (PDF) Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
2	When bilingual students speak and interact : a cultural historical activity / Mayo Molina, Silvia, January 2010 (has links) Thesis (Ed.D.) -- Central Connecticut State University, 2010. / Thesis advisor: Sheldon T. Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 228-237). Also available via the World Wide Web.
3	Promoting academic success for limited English proficient students Laib, Nicole A. January 2007 (has links) (PDF) Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 160-168).
4	The dilemma of the language-minority stud Unknown Date (has links) If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2013. Discourse analysis Language and education Language and languages -- Variation Linguistic minorities -- Education Multilingualism Sociolinguistics
5	Pre-Service Teachers' Attitudes Toward Language Diversity Leek, Patricia A. 08 1900 (has links) This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation. Language and education -- United States. Student teachers -- Attitudes. language diversity Language Attitudes of Teachers Scale interdisciplinary studies
6	A study of the impact of California Proposition 227 on the identification and placement of English language learners in special education programs and services in California public schools Rezvani, Geeta 01 January 2002 (has links) This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227. Special education California Education Bilingual California Education
7	Coordinated compliance review: Guidebook for the English language learner coordinator Bonzer, Dilma Cordeiro 01 January 2005 (has links) The author has designed a guidebook to accompany the State of California Department of Education's Coordinated Compliance Review Manual. The purpose of the guidebook is to provide English language learners' (ELL) coordinators the information needed to facilitate and achieve compliance with the State of California's rules, regulations and policies that will insure that ELL students' needs are being addressed and met. The design and method of the project are discussed. Education Bilingual California Handbooks manuals etc Educational evaluation California manuals etc Educational accountability California Education California Finance Teachers Training of Education Bilingual Study and teaching Education Bilingual Education Bilingual Study and teaching Education Finance Educational accountability Educational evaluation Teachers Training of.
8	Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiency Chetty, Balaraj Vengetsamy 11 1900 (has links) The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics) Disadvantaged pupils Medium of instruction Mother tongue English second language Non English speaking background Learning problems Teaching problems Limited English proficiency Language across the curriculum Multicultural schools 371.97 Second language acquisition Multicultural education -- South Africa Education
9	Some didactic implications of the admission of black pupils to the Indian primary schools in Phoenix with special reference to language proficiency Chetty, Balaraj Vengetsamy 11 1900 (has links) The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics) Disadvantaged pupils Medium of instruction Mother tongue English second language Non English speaking background Learning problems Teaching problems Limited English proficiency Language across the curriculum Multicultural schools 371.97 Second language acquisition Multicultural education -- South Africa Education
10	The policy implications of the No Child Left Behind Act for English language learners Arroyo de Romano, Jacqueline Elena 01 January 2004 (has links) The purpose of this study was to present and analyze the political implications and the effects of the No Child Left Behind Act and its effects on English language learners. No Child Left Behind Act of 2001

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