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Becoming bilingual : exploring language and literacy learning through the lens of narrative.Taniguchi, Sumiko January 2009 (has links)
In this thesis, I investigate the nature of change that two adult language learners/users have experienced in learning to become bilingual through the mediation of autobiographical narrative writing. The major purposes of the thesis are to identify the nature of change that adult language learners/users have experienced in learning and using plural languages through the mediation of autobiographical writing in L2, and to examine the usefulness of narrative inquiry as a complementary research approach to understand the complexity of language and literacy learning from the learner‘s perspectives. To this end the following research questions have been posed. 1. What can learners‘ stories tell about the long-term processes of language and literacy learning? 2. What role can written autobiographical narrative play in processes of language learning? 3. What is the potential contribution of narrative inquiry to research in the field of language and literacy learning? In addressing these questions, I have drawn on socio-cultural and narrative theory to undertake a longitudinal study of two language learners/users – Satoko, a young Chinese-Japanese woman, and myself. Thus, the study comprises Satoko‘s biographical study and my own autobiographical study, in which I am simultaneously the subject and the object of inquiry. I have analysed how processes of becoming bilingual for both of us were represented in autobiographical narratives, and, in turn, how the act of writing autobiographical narratives mediated ways in which we learned to become bilingual. By utilising narrative inquiry, I have attempted to broaden the locus of research into language and literacy learning from language development to learner development. A feature of the research design implemented in the thesis is its layered approach to narrative construction and analysis. This approach has enabled me to provide detailed insights into the complex interrelationships between linguistic and non-linguistic dimensions of language learning. In particular it has enabled me to highlight the multifaceted nature of learners‘ change and the significance of affect, social relations, and transformation of identities as learners work between two languages. It has also enabled me to address ways in which learners‘ engagement with written narrative impacted both their linguistic and non-linguistic development. Outcomes from the research suggest that complex processes of language and literacy learning can be profitably examined through the notion of becoming bilingual, which entails continuous translation across languages – hence the use of the term becoming bilingual in the title of this thesis.
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Reworking the soil: early literacy intervention policies and the community participation of all learners /Wiebe, Ruth Falk. January 2005 (has links)
Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.
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The effectiveness of the Dove Evolution film as a one-shot media literacy treatmentWheeler, Daniel Aaron. January 2009 (has links)
Thesis (Ed.D.)--University of Central Florida, 2009. / Error in paging: p. [105] is misnumbered 1. Advisers: Cynthia J. Hutchinson, E. Lea Witta. Includes bibliographical references (p. 90-102).
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Literacy of the other making relations to language /Mishra Tarc, Aparna. January 2007 (has links)
Thesis (Ph. D.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 187-200). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004 & res_dat=xri:pqdiss & rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation & rft_dat=xri:pqdiss:NR29637.
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A study to determine if incoming students to the University of Wisconsin-Stout possess the required basic computer application knowledge and skills to begin studies effectively at the University of Wisconsin-StoutStreff, Robert James. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Field problem. Includes bibliographical references.
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Der Beitrag der "Armee des Wissens" zur Veränderung der sozio-kulturellen Situation im Iran eine Untersuchung zur Erfassung der Effecktivität des Einsatzes von Soldaten der Armee des Wissens bei der Bekämpfung des Analphabetentums und der sozialen Misstände der ländlichen Bevölkerung Irans /Sepandassa, Esmail. January 1979 (has links)
Thesis--Hamburg. / Vita. Includes bibliographical references (p. 203-208).
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Literacy in Tajikistan /Rahmonova, Tojiniso. January 2009 (has links)
Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 73-80 ).
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A comprehensive evaluation of the four blocks literacy model as a balanced literacy program in the Princeton School DistrictKramer, Traci K. January 2000 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.
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Basic computer literacy skills expected of students by instructors at Wisconsin Indianhead Technical CollegePennings, Robert D. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Industrial employer's perceptions about technological literacy as an employability skill for new employees in Marathon County WisconsinGlynn, John M. January 2003 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.
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