Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains iv, 34 p. Includes bibliographical references (p. 13-17).

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 28, 2007) Includes bibliographical references.

Thesis advisor: Janet E. Helms / Researchers have argued that whether Latina/o students and other students of Color resist their negative educational experiences with feelings of hopelessness or consider them challenges to overcome, depends on whether they have developed a Social Justice Orientation (SJO) (Cammarota, 2004; Diemer, 2009; Watts, Griffith, & Abdul-Adil, 1999). SJO is the motivation to promote justice and equality among all in society. The purpose of the present study was to develop and test a longitudinal model of predictors and outcomes of SJO among Latina/o youths, the SJOLY model. The constructs investigated were (a) environmental factors (i.e., school relational and language climates), (b) personal skills (English proficiency and Spanish language background) and characteristics (SJO and agency), and (c) social (i.e., community engagement) and academic outcomes (school behavioral disengagement, grades, and school dropout). The study was conducted with a subsample of Latinas/os taken from the National Educational Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection until the 12th grade. The age range of the participants at Time 1 was 13 years to 16 years (M = 14.46, SD = .65), and 49.6% were girls. The SJOLY model was tested using structural equation modeling (SEM). Results indicated that school relational climate was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school via its impact on personal agency. In addition, school language climate and language skills predicted greater sense of personal agency, which in turn predicted higher grades and decreased likelihood of dropping out. Gender differences were observed, as more SJO was associated with higher levels of personal agency for girls, but not for boys. Higher levels of personal agency were associated with less likelihood of dropping out of schools for boys, but not for girls. Implications of the study results for education, counseling, and research are discussed. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

This diploma thesis deals with the involvement of the cross-curricular theme of media education in the Czech language teaching. The first part defines the basic concepts of media literacy and media education and describes their development and concepts in education. It also deals with the form of media education in curricular documents, especially in the framework educational programme, and the characteristics of the thematic areas of the cross-curricular theme of media education involved in this document. Subsequently, it deals with the possibilities of media education realization and with the use of textbooks and other methodological and teaching materials and projects. In the second part of the thesis, the school education programmes of three selected grammar schools are analysed, on the basis of data obtained by own qualitative research, by answers of respondents from semi-structured interviews and by specific teaching situations. The aim of the research part is to provide information on the implementation of media education and on the state of the relevant cross-curricular topic integration into teaching at selected grammar schools. The focus of concern is also whether the topics defined in the Framework Educational Programme for Grammar Schools are fulfilled in media education.

Doctor of Education / With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.

Doctor of Education / With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.

Thesis (M.A.)--Miami University, Dept. of English, 2003. / Title from first page of PDF document. Includes bibliographical references (p. 107-109).

Doctor of Philosophy / Curriculum and Instruction / Charles Heerman / This was a case study of two middle schools in New Mexico. Using organization for instruction (Marks and Louis, 1997) as a crux, the purpose of the building level study was to explore the elements of school leadership, instruction, and middle level program and to infer aspects of language policy. The needs threshold was based on the timeliness of reexamining linguistic diversity and on the importance of language concerns in education, principally as they related to ELLs and other linguistically diverse students. The problem stemmed from dynamic, culturally evolving changes in the environment of the two middle schools under study. Changes from economic factors, district leadership, immigration, and demographic shifts in the local area affected the two buildings’ capacity to effectively deliver educational and language services. The significance of the study maintained that school level language planning was rapidly becoming a competing theme in the process of education and required attention in light of important environmental and sociological factors. Metaphor was employed to help symbolize increasing complexities (e.g., array of special interests, human and individual diversity, etc.) found in context of the school with reference to organization, leadership, instruction, and program. Since the research was a case study, no hypotheses were formulated; instead a major research question and four sub questions were posed. A mixed method, multiple sources of information methodology was used in the collection and analysis of data. Twenty (N = 20) participants made up of building leaders (n = 4) and teachers (n = 16) were interviewed. Tables of student achievement scores were presented along with other demographic data. Although interviewees reported sensitivity to linguistic diversity, findings pointed to a lack of knowledge about language policy at all levels on the part of building leaders and teachers. Implications drawn described the important role language policy formation could play in educational structuring of middle school programs and instruction. A list of recommendations provided criteria to follow in making decisions about the feasibility of conducting school level language planning and made suggestions for further research. An extensive bibliography of relevant sources and transcripts of interviews were provided.

Translanguaging has been breaking ground with ideas that learners’ already mastered languages and the target language should coexist to support and scaffold each other's development, instead of the historically preeminent idea that has been to separate the school language and the target language. The curriculum for Swedish schools does not give any guidelines on how to address this contradiction in research. This degree project aims to examine how English teachers in Sweden perceive the use of translanguaging in their teaching of grades 4-6 (ages 9-12). Also, how they possibly prepare for and implement this in their lessons. The study was conducted through an online questionnaire with a total of 24 participants, with quantitative and qualitative type questions. In addition to the questionnaire, qualitative email interviews were conducted with a total of three participants. The collected data show that the majority of the participating teachers have a positive view of translanguaging. Despite some teachers being against it and believing that target language should be used as much as possible, the school language was still used by all participants to scaffold the learners. Though translanguaging is a relatively new, not very well-known concept, it is being regularly used although not always consciously.Our hope is for this study to generate more research to further define the concept of translanguaging and what effect it has on learners.

En ce début de XXIème siècle, toutes les sociétés multilingues et multiculturelles, soit pratiquement tous les pays du monde, sont concernées par la politique linguistique scolaire. La gestion des langues de scolarisation, en particulier, est devenue l’affaire de tous les États soucieux (ou contraints) d’assurer le vivre-ensemble et de contribuer au développement humain, social, économique tout en ménageant des identités culturelles labiles et plurielles. Le XXème siècle a été celui de l’organisation des sociétés en unités étatiques sur fond d’utopie démocratique. Il a été celui d’une métamorphose du paysage politique avec l’apparition des organismes supranationaux et le réveil de la société civile. Dans un contexte global qui semble vouloir en finir avec la malédiction de Babel, nous tentons de problématiser la dimension concrète de la fabrique des politiques linguistiques scolaires. Nous soutenons dans ce travail qu’une politique linguistique scolaire est le résultat de l’interaction complexe entre une multitude d’acteurs au poids variable. En nous intéressant au cas mexicain et plus spécifiquement à celui de l’État du Jalisco, nous nous proposons d’interroger la fabrique de la politique d’éducation bilingue interculturelle mexicaine comme un espace de négociations au carrefour des recommandations globales, des choix étatiques et des revendications des populations indigènes.Cette thèse est une réflexion théorique et pragmatique sur la fabrique des politiques linguistiques scolaires. Elle est entièrement tournée vers l’objectif de prendre en considération la complexité inhérente à la conception des politiques linguistiques scolaires dans un monde glocalisé. / At this start of the XXIst century, all multilingual and multicultural societies, that is to say almost all countries in the world, are concerned with school language policies. In particular, schooling language management is a shared concern by all states involved in (or obliged to) ensure the living together and to contribute to the human, social and economic development while maintaining cultural identities both labile and plural. During the XXth century societies organised themselves into state units with a democratic utopia in the background. It was a century where the political scene got transformed with the appearance of supranational organizations and the reawakening of the civil society.In a global context that seems “to want” to finish with the Babel’s curse, we try to analyse the practical dimensions of schooling language policies’ construction.In this work we support that school language policies are the results of a complex interaction between numerous actors with variable power of action.With our focus on the Mexican case and more specifically on the case of the State of Jalisco, we try to analyse the construction of the intercultural and bilingual education policy - considering it as a space for negotiations at the crossroad between global recommendations, State choices and the expectations of the native populations.This thesis is a theoretical and pragmatic reflection on the “making” of schooling language policies. It is completely turned to the objective to take into consideration the inherent complexity in the conception of the school language policies in a glocalized world. / En esos principios del siglo XXI, cualquier sociedad multilingüe y multicultural, es decir casi todos los países del mundo, se debe de enfocar en una política lingüística escolar. El manejo de los idiomas de escolarización, en especial, se convirtió en un asunto central para todos los Estados preocupados (o forzados) por asegurar la convivencia y contribuir al desarrollo humano, social y económico, respetando a la vez identidades culturales cambiantes y plurales. El siglo XX vio las sociedades organizarse en entidades estatales en medio de una utopía democrática. Asimismo, vio el profundo cambio del paisaje político con la aparición de organismos supranacionales y el despertar de la sociedad civil. Dentro de un contexto global que parece querer ponerle fin a la maldición de Babel, tratamos aquí de plantear la creación / fabricación de las políticas lingüísticas escolares. En contra de cierta tradición en la investigación sobre política y planificación lingüística que se esmera en analizar una política a través de un análisis estático, sostenemos en el presente trabajo la idea que una política lingüística escolar es el resultado de una compleja interacción entre una multitud de actores de importancia variable. Enfocándonos en el caso mexicano, y en especial en el Estado de Jalisco, nos proponemos cuestionar la creación de la política lingüística escolar en México - política de educación bilingüe intercultural - como un espacio de negociaciones entre las recomendaciones globales, las elecciones de los estados, y las reivindicaciones de los pueblos indigenas. La presente tesis es una reflexión teórica y a la vez pragmática sobre la creación de las políticas lingüísticas escolares. Tiene como objetivo fundamental tomar en consideración la complejidad inherente a la concepción de esas políticas en un mundo glocalizado.