Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Cummins.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 41-52).

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 172-197).

Thesis (M.A.)--Carleton University, 1999. / Also available in electronic format on the Internet.

Thesis (M.A.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 103-104). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

The issues and factors which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, a program for training Kwakwaka'wakw people to teach in the Native language programs of their communities, are described and discussed. The study focuses on the five courses oriented toward teaching methods and the development of teaching materials for the local Native language programs. The over-all purpose of the study is to gain understandings of the factors and issues in Native language teacher education. The specific goals are: 1. To gain an understanding of the factors and influences which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, from the perspectives of the students and the instructors. 2. To describe the "planned instructional program" designed for the Kwak'wala Teacher Training Project, and to describe the changes that occurred in the process of developing and implementing the planned courses. Included in this is an exploration of the underlying assumptions made by the instructors in planning the program. 3. To provide a description of the process by which the KTTP program developed, and to map the parameters of the program. 4. To gain insights into: a) the characteristics of the Native students and their learning needs, b) the concerns and issues facing Native people involved in learning to become better teachers of the Kwak'wala language, c) the concerns and issues professionals working in language teachers. facing the KTTP with non-Native Native Data for the study was collected from a number of different sources. These included observations and field notes recorded during the period the program operated, a variety of documents pertaining to the program, and interviews conducted with a representative number of students from the program. A two-part curriculum-design model, proposed by Jarvis (1982), was used as a checklist for exploring various elements of both the planned instructional program and the broader context, as well as the relationship between them, and to help focus the study which showed a wide range of factors and influences affecting the program from both the broader social context in which it occurred, and from within the program itself. This included insights gained by the instructors, regarding the students perception of teaching and learning in a school setting and their orientation toward learning and teaching. Changes occurred in the program, the students, and the instructors understandings as KTTP progressed. A number of cultural value orientations held by the students, which influenced the development of the instructional program, and appear to have significance for future teacher training programs were identified and described. The findings of this study suggest that instructors and others involved in the setting up and teaching of Native language teachers can facilitate the process of Native language teacher education by: 1. working with Native teachers to explore their underlying assumptions about what constitutes teaching and learning in a school setting, 2. designing Native teacher training education programs which facilitate Native social interaction patterns, recognize the learning preferences of Native students, and seek to discover the students' cultural value orientations, 3. emphasizing the relationship of language and culture, and the importance of recognizing that language and culture are interrelated, 4. recognizing and valuing the knowledge and experiences of Native people, and 'the need for them to be involved in the decision-making process by sharing in the processes of planning and assessing the program as it progresses. The approach taken in KTTP to Native language teaching emphasized the interrelatedness of language and culture. It was not expository in nature or verbalistic in its orientation, but was activity-based and experiential. The use of social and cultural activities actually occurring in the community provided the basis for developing materials for the Native language program, and for teaching-learning activities. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

With this study, the aim is to investigate the attitudes towards the quechua language among young Peruvian people. This study has been conducted with 30 young informants in the capital region of Lima. The informants are primarily university students and young workers between the ages 20-35.The study is divided into two parts, the first one contains five general questions to establish the gender, age, place of birth, native tongue and if some of the informants have quechua speaking relatives. In the second part, the informants give their opinion in a questionnaire containing 10 positive and 10 negative items about linguistic attitudes towards the quechua speaking community. At the end of the questionnaire, there is also an additional question where the respondents were free to comment in their own words.The results of the survey show that in most cases, the 30 respondents have a positive attitude towards quechua. In the aspect of integration in the education and work environments, they consider it of cultural importance for the country, contradicting the general perception that associates quechua with poverty and ignorance.

No description available.