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Factor Analytic Study of Spatial Abilities in Second-Grade, English-Speaking Navajo and Non-Navajo ChildrenSullivan-Sakaeda, Laurie 01 May 1994 (has links)
This study was conducted to continue the investigation of apparent differences in cognitive ii abilities between Navajo Indian children and non-Navajo children. Subjects were 248 second-grade students, ranging from 7 to 9 years old. The Navajo sample lived in the Shiprock, New Mexico, area of the Navajo Indian Reservation, and the non-Navajo sample lived on the east side of Salt Lake City, Utah. Data were collected using six tests designed to measure spatial abilities in primary grade children. Results indicated that the non-Navajo children scored significantly higher on two individual tests and on the total test score under timed conditions, with no differences between groups when timing was not a factor. Two factors were identified for both groups. Factor loadings were different between the groups. As the scoring moved from timed to extended time, it changed for the nonNavajo children but remained the same for the Navajo group. Discriminate function analysis indicated a moderate ability to predict group membership using these tests. Gender differences were noted as well, with females scoring significantly lower than males on timed but not on extended time. Some race/gender interactions also were recorded. Suggestions were made that differences may be related to varying strategies used by not only different racial groups but by both genders as well. The within-group variability indicated a need for investigation of individual differences as well as group differences. Suggestions included using a greater number of instruments, an exploration of strategies, and using a examiner familiar to the students.
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The Living Arrangements of Older West Indian Migrant Women in the United StatesBaker, Peta-Anne Livingston January 2006 (has links)
No description available.
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A STUDY OF CULTURAL PARTICULARITY ON EDUCATION IN THE ENGLISH-SPEAKING CARIBBEANSKERVIN, HYACINTH MAE January 2003 (has links)
No description available.
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Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /Parry, Juliet M. January 2006 (has links)
Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Pat Moran Includes bibliographical references (leaves 90-91).
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Exploring an Monolingual English - Speaking Teacher's Perceptions of Classroom Interventions to Foster Hispanic English Language Learners' Primary LanguageHerques, Alexandra Joan 15 December 2007 (has links)
Although awareness of cultural diversity is slowly occurring, the need for multicultural curricula is increasing more each day as even more ethnically and linguistically diverse students enter into United States classrooms. The education of English Language Learners is a controversial topic due to people's mixed beliefs on the amount of English and primary language instruction needed to aid students' English language development. Due to the shortage of bilingual teachers many English Language Learners in the Unites States are learning English through the regular education classroom instructed by monolingual English-speaking teachers. This case study implemented qualitative research methods in order to extend understanding of how a monolingual English speaking teacher can strategically incorporate Hispanic English Language Learner's primary language into the classroom setting and the teacher's experiences throughout this process. This case study will introduce a monolingual English speaking teacher to interventions that can foster the use of Hispanic English Language Learners' primary language in the classroom setting. The findings of this study include the experiences the participating teacher encounters throughout the intervention process. These findings include: heightened awareness, challenges, changes to interventions and enjoyment.
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Barriers to reading English texts in schools of Rakwadu Circuit in Mopani District, Limpopo ProvinceModipane, Makgomo Christina January 2018 (has links)
Thesis (M.Ed.) -- University of Limpopo, 2018 / This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books.
The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading.
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English speaking migrant children in educational and cultural transition.Macdonald, Winifred L. January 1998 (has links)
The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++ / reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++ / policies for the children led to difficulties and to experiences of cultural dissonance for the families.
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NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomesCornish, Audrey, n/a January 1992 (has links)
The increasing number of non-English speaking background (NESB) students
(from both Australia and overseas) has led to concerns about the appropriateness
of English as a Second Language (ESL) courses at upper secondary level as a
preparation for tertiary study. These concerns have been voiced at both upper
secondary and tertiary levels. It appears that NESB students' English language
levels at Year 12 are a critical factor in determining whether or not they will
succeed at tertiary study. On the other hand, they at times achieve high levels of
competence in mainstream subject areas which are not reflected in their ESL
results. Several other factors may also affect NESB students' tertiary success
rates e.g. language and cultural background, and length of time in Australia. In
addition, the responses of tertiary institutions to such students and their needs
may be of importance.
This study surveys the backgrounds and success rates of NESB students from
an ACT secondary college who moved into tertiary study programs. It
investigates their results in their Year 12 Certificates and traces them through
three years of tertiary study. In doing so, the study identifies certain factors
which appear to impact upon the students' success rates.
Results obtained may prove beneficial to ESL service providers at upper
secondary level. Furthermore, tertiary institutions may find such an analysis
helpful in assisting them to develop appropriate approaches to meet the needs of
this particular group of students.
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A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth fundingNielson, Pam, n/a January 1988 (has links)
The study investigates the nature and extent of provision
of English as a Second Language (ESL) programs and
services for students of non-English speaking background
(NESB) in government school systems in the six Australian
states and two territories and the interrelationship of
state/territorial education authority provision and levels
of commonwealth funding. The study further examines
perceptions of state/territorial service providers of
where the onus of responsibility for ESL provision lies.
The study is limited to examination of ESL provision at
the school level in government education systems only and
does not address services for adult NESB learners or
provision in the non-government sector.
The study is set in the context of the impact of
commonwealth immigration policies on the nature of
Australia's multicultural society and on the evolution of
provision of appropriate programs and services for NESB
students in Australian government schools.
The major findings to emerge from this study which bear on
the issues identified in the literature and which are of
significance for the future of ESL service delivery are:
· the existence of overall commonality of definition of
NESB students and identification of such students for
ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial
systems which falls short of standard practice and
renders comparative measurement of perceived shortfalls
in provision difficult;
· variation in definition of intensive programs which
renders comparison of provision difficult;
· strong commonality in overall provision of both
programs and services across all schooling sectors,
with limited local variation in service delivery;
an increasing commitment in all systems to the
mainstreaming of ESL provision through language across
the curriculum programs aimed at complementing
specialist ESL provision by enabling mainstream
teachers to accept responsibility for the language
needs of NESB learners;
· variation in degrees of dependence on commonwealth
funding for provision of programs and services ranging
from almost total dependence on commonwealth funding in
two systems to significant local education authority
provision in four systems;
· commonality of opinion among local service providers of
the commonwealth's responsibility for some degree of
funding of ESL provision, but variations in perceptions
of the extent of the commonwealth's responsibility in
this area;
· commonality of experience of initial identification of
need at the local level, but dependence on commonwealth
intervention to approach adequate provision to meet
identified need;
· a degree of tension between on the one hand,
recognition of individual differences among systems and
the concomitant need, or desire, for state/territorial
autonomy in service delivery; and on the other hand,
recognition of commonality of purpose and provision and
the concomitant need for some standardisation of
practice in the interests of efficiency and
accountability of service delivery.
The study concludes with an examination of the
implications of these findings for policy for future ESL
service delivery.
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News broadcasts and problems for EFL learnersThao, Nguyen Dinh, n/a January 1991 (has links)
English is the language studied by the majority of students at the
Institute of International Relations in Vietnam. News broadcasts
are used as teaching material since, for instance, graduates will
need to monitor news broadcasts as part of their work. Students
constantly encounter difficulties in listening to the news
broadcasts on English-speaking radio. The purpose of this Study is
therefore to identify factors which may cause problems for
Vietnamese listeners to English news broadcasts. This Study
presents the findings from questionnaires related to radio
listening and the findings from an analysis of news extracts in
English and Vietnamese. In the conclusion to the study
implications for the teaching of radio broadcast listening in
Vietnam are discussed.
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