This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabulary words in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabulary words in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in second language acquisition and psycholinguistic studies. A random sampling of four students was selected in their first year of Chinese study for qualitative analyses. Data were collected from demographic student surveys, reflection papers, interviews, observation and field notes, weekly diary of the students and Strategies Inventory for Language Learning (SILL). The conclusions from this study provide insight as to how students of this demographic approach the challenge of learning Chinese. From this study, a clear picture emerges that students use different strategies to learn Chinese. Some students respond better to sound while others are more visually based learners. However, in this study, students used combinations of audio, visual, and kinesthetic learning techniques. The tonality of spoken Chinese was one of the most difficult skills to master and this aspect of the language frustrated many students. This is a widely recognized problem with Chinese education. Nevertheless, students enjoyed the artistic nature of Chinese characters and for the most part enjoyed writing them. This element can be emphasized in Chinese instruction to motivate students and appeal to visual learners. Similarly, integrating instruction on Chinese culture into language classes made the Elementary Chinese curriculum more appealing to students. Using native Chinese speakers from the local community in the language curriculum, reinforced classroom instruction, made the instruction more relevant, and increased student interest. Encouraging students to attend Chinese cultural events in the community had many of the same positive benefits for students. The motivations for learning revealed in this study are very interesting and support earlier studies of Chinese learners. Personal and profession interests as well as a combination of both these factors were the most commonly cited reasons for learning Chinese. Maintaining proper motivation is a pivotal factor that determines the success of many elementary learners including the students in this study. When students lost their motivation, interest in the curriculum and learning declined as well. Teachers need to be aware of motivations and attempt to foster them in individual students in order to maximize the learning experience. / Ph. D.

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

<p>In our ever more international world, the English language plays an important role. This is</p><p>also reflected in its prominent position as a core subject in the Swedish school system. It is</p><p>therefore important that English teachers offer students an environment in which they have</p><p>the best possible opportunities to be successful in reaching the goals specified in the</p><p>syllabuses. One variable in a successful foreign language classroom is the teacher's usage</p><p>ofthe target language.</p><p>This study is about English teachers' views on the issue of target language usage in the</p><p>classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the</p><p>interviews show that the teachers are, more or less, in agreement that the target language</p><p>should be used all the time in the classroom. There are, however, occasions in which the</p><p>interviewed teachers do not work according to their own beliefs and methods and revert to</p><p>using Swedish. The main such occasions can briefly be said to be: explanation of grammar,</p><p>non-subject related "mentor's issues" and classroom management issues. In addition, this</p><p>study argues that the governing documents, previous research, as well as well-known</p><p>theories on the subject support a high usage of the target language by the teacher.</p>

In our ever more international world, the English language plays an important role. This is also reflected in its prominent position as a core subject in the Swedish school system. It is therefore important that English teachers offer students an environment in which they have the best possible opportunities to be successful in reaching the goals specified in the syllabuses. One variable in a successful foreign language classroom is the teacher's usage ofthe target language. This study is about English teachers' views on the issue of target language usage in the classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the interviews show that the teachers are, more or less, in agreement that the target language should be used all the time in the classroom. There are, however, occasions in which the interviewed teachers do not work according to their own beliefs and methods and revert to using Swedish. The main such occasions can briefly be said to be: explanation of grammar, non-subject related "mentor's issues" and classroom management issues. In addition, this study argues that the governing documents, previous research, as well as well-known theories on the subject support a high usage of the target language by the teacher.

No description available.

The use of children’s literature in the English as a Second language (ESL) classroom is a widely used teaching method. This study aims to find research relating to the incorporation of children’s literature in the lower elementary English as a secondlanguage classroom. The main questions are how children’s literature can be used in the classroom and what potential benefits it has. A systematic literature review was carried out and research from six studies was included. The included studies, analyzed in this thesis, involved children aged 6-9, who are learning a second language. The results reveal multiple benefits with the use of children’s literature in the lower elementary ESL classroom, such as vocabulary gains, improved speaking and listening skills, increased motivation and better pronunciation. The results also present a few suggestions on how to incorporate the literature in the classroom, where reading aloud to the students appears to be the most common practice. It also appears common to have post-reading sessions that include discussions about what has been read. / <p>Engelska</p>

The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.

<p> This mixed methods study examined the responses of four administrators and three English learner (EL) teachers in a rural Indiana school corporation to the mandates of the state's accountability system. In addition, the study investigated the performance of ELs from the participating school corporation on the state's standardized test, the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). The constant comparative method was used to analyze interview data, and descriptive statistics were generated to analyze four years of student test scores. Findings indicate that school corporation personnel have implemented a number of programmatic and instructional changes in response to the state's accountability system. Results from both the qualitative and quantitative analyses elucidate the level of English proficiency required for ELs to pass the ISTEP+. This study provides a starting point for reassessing Indiana's EL achievement objectives.</p>

This research investigated the possible correlation between English proficiency and academic success in Internal Auditing 1 of learners registered at the Vaal Triangle Technikon. Acquisition of a Second language was investigated with reference to Additive and Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive Academic Language Proficiency. Factors that influence the acquisition of a L2 were also discussed. Factors that influence learning through a Second language, problems experienced by learners learning through a Second language and the coping mechanisms they use were investigated. The specific language situation in South African education was explained starting with a short historical background of English in South African schools. General problems experienced at schools, language problems experienced at schools, the language proficiency of teachers and how they cope with the language problems were discussed. Language problems experienced by the learners and its effect on higher education were also investigated. A questionnaire was used to gather information regarding respondents' school history, First language, experiences with English as a subject at school, experiences of English as language of instruction, and their views on Internal Auditing 1 as a subject. Respondents' English proficiency was determined through three instruments, namely Grade 12 English Second language results, an English proficiency test and an English writing performance test. There is a discrepancy between tile respondents' own perception of their English proficiency and their English proficiency as reflected by their Grade 12 English Second language results, the proficiency test and the writing performance test. While respondents felt that their English proficiency is average or above average, the tests indicated that their English proficiency is very low. Despite the respondents' very tow levels of English proficiency they reported that they did not find the English used in different situations relating to Internal Auditing 1 difficult and no significant correlation could be determined between their English proficiency levels and their academic success in Internal Auditing 1. / Psychology of Education / M. Ed. (Psychology of Education)