Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims and to contribute to second language education. This study was designed to fill several gaps in the second language acquisition (SLA) literature. First, the construct of mindfulness has not been explored in SLA as a mindset to engage students in learning. Second, the construct of interest has not been investigated in SLA in tandem with mindfulness. Lastly, mindfulness has never been employed with motivated or unmotivated high school students in the compulsory education system in Japan. The following research hypotheses and research question were investigated: (a) The treatment group receiving the mindful tasks will outperform the comparison group receiving normal foreign language instruction on vocabulary learning and reading comprehension measures; (b) The treatment group receiving mindful tasks would be more engaged, interested, and like English more than before. Increased interest will lead to improvements in language performance; and, (c) To what extent do mindful practices assist low-achieving proficiency high school students in enhancing their abilities? The participants were students attending a private high school in Japan. Both the treatment and comparison groups included 45 female and 34 male students, respectively, for a total of 79 participants. A Rasch analysis was utilized to confirm the validity and reliability of the mindfulness and interest questionnaires and to transform the raw scores into equal interval measures. MANOVA, ANOVA and Pearson correlation coefficient data were analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results indicated that mindfulness was not a significant influence on improved outcomes in language performance for the treatment group, although the descriptive statistics did show small gains in the hypothesized direction. The dependent variables included the mindfulness and interest questionnaires, as well as vocabulary and reading comprehension questions. The independent variable was the mindfulness tasks. The dependent variables were vocabulary and reading comprehension measures. The results of the MANOVA were the treatment effect was not significant, F(2,81) = .397, p < .67, η2 = .01. The results of the ANOVA were the treatment effect was not significant, F(1,82) = .82, p < .77, η2 =. 001. There was also no significant correlation between increased mindfulness and increased interest. Out of the six factors, all except for sensitivity to new contexts, showed negative relationships. The only positive relationship was not significant. Lastly, a one-way repeated measures ANOVA showed no improvement for the low-proficiency treatment group, ∧= .30, F(2,18) = 1.30, p < .30, η2 = .13, over time. The effect of mindfulness on improved language performance outcomes might have been influenced by the following: shallow levels of processing, lack of clear goals for the participants, unclear task design protocols, working memory issues and environmental restraints. A lack of correlation between increases in mindfulness and interest gains might have been attributable by the compulsory nature of the course, time constraints and the lack of perceived utility of the tasks by the part pants. Lastly, the reason for the lack of improvement for the low-achieving proficiency participants might not be an issue of proficiency, because both the low- and high-achieving participants of the treatment condition did not improve. Overall, these findings suggest that mindfulness is more nuanced and more complex than originally expected. / Teaching & Learning

<p>This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and Diagnostic Evaluation (GRADE), a previously validated vocabulary assessment with fourth and fifth grade students, was used to determine concurrent validity with two VLT subtests, the 2000 level and Academic Word Level. The two VLT subtests and GRADE vocabulary subtests were administered over one academic week near the end of the 2011-2012 school year. </p><p> Prior research has identified vocabulary knowledge and development as a key indicator in reading achievement. However, there is currently a lack of assessments able to identify students who are struggling with vocabulary development. The VLT is a well-established and researched vocabulary test which identifies levels of vocabulary knowledge, but it has been used exclusively with English language learners primarily at the university level. The study, therefore, expands on the current research base on the VLT with a new population to determine if the VLT is a valid vocabulary assessment for fourth and fifth grade students. </p>

This dissertation documents the work of two teacher collaborators who brought a focus on linguistic and cultural diversity into their literacy teaching even while teaching in English medium schools. The research was carried out during eighteen months utilizing collaborative case study methodology in conjunction with two teachers in highly multilingual and multicultural public elementary schools in the Greater Toronto Area (GTA). This study explores the pedagogical possibilities that are made available by teaching for transfer and highlights the resource that students’ linguistic diversity can be even when the instructional setting is monolingual. The dual language literacy pedagogies of the two teachers provide the basis for an analysis of the paths for knowledge construction and identity development that were made available for students through this work. I examine the role that teacher identity and societal influences play in enabling or constraining a redefinition of literacy for the increasingly globalized context of schools. The image of the child, of literacy and of bilingualism projected by the work of the two participating teachers shape the analysis of their identity and role definition as educators. By examining teaching practices that integrate students’ linguistic and cultural identities into the fabric of the literacy curriculum several themes are considered: (a) the role of teacher identity and choice in creating learning contexts that draw on students’ interests and prior knowledge, (b) the link between student engagement and a classroom ecology that values students’ identities and, (c) the different types of knowledge that are generated in the process of participating in the dual language literacy work. Results suggest that students were able to utilize their first language skills in the service of learning English. They also experienced a renewed motivation to extend their first language skills into the sphere of literacy as a result of its affirmation within the classroom. In the case of both first and second language development, students’ ability to engage cognitively and affectively in their literacy work was heightened by virtue of the integration of their language and culture into the curriculum.

<p> There were dual purposes of this exploratory, case study. The first purpose was to investigate and describe the teaching strategies of six Head Start teachers within one program in Oregon whose dual language learners had shown gains of at least three levels in receptive and expressive English language development, as determined by their assessment ratings in Teaching Strategies GOLD Assessment System. The second purpose was to identify what, if any, professional development strategies and resources have been beneficial to those teachers in promoting English language development for children who are dual language learners. </p><p> This qualitative study utilized three data collection methods: interviews, observations and review of artifacts. The one-on-one interviews with the purposive sample of teachers occurred during the first phase. The interview questions were designed to learn about teaching strategies utilized by Head Start teachers to promote English language development for children who are dual language learners as well as teachers' relevant professional development resources and opportunities. During the second phase of the study, the <i>Classroom Assessment of Supports for Emergent Bilingual Acquisition</i> (CASEBA) instrument was used to conduct classroom observations in each of the six teachers' classrooms. Furthermore, a review of relevant artifacts was conducted during the observations. </p><p> Seven conclusions emerged from the study. First, home language support in the classrooms contributed to English language development. Second, teachers' use of pictures, gestures and other visual cues promoted children's comprehension of English. Third, culturally responsive curriculum was not necessary for promoting enhanced language outcomes. Fourth, a supportive social/emotional environment in the classroom contributed to progress in expressive language development. Next, singing songs with gestures and high quality teachers' talk in English also contributed to expressive language development. Lastly, professional development, formal and informal, is beneficial and needed for preschool teachers. </p><p> Five recommendations emerged from the study. Policy recommendations are for college teacher preparation programs to require coursework pertaining to dual language learning and for programs to actively recruit bilingual teachers. Practice recommendations are for programs to implement a Planned Language Approach, set up peer mentoring and training opportunities, and for teachers to plan individual and small group read alouds. </p>

<p> The purpose of this study is to describe the relationship between acculturation and Arabic language skills in Arab American youth in a community center setting. Seventy Arabic speaking students at the age of 13 through 17 in a Midwestern state were selected on a non-random sampling basis to participate in this study. Three main measures were used to collect data: (1) Student Demographic Survey, (2) student acculturation scale and (3) the Victorian Certificate of Education (VCE Exam).</p><p> Descriptive analyses were used to summarize, classify and simplify the data collected from the two surveys. Inferential analyses, on the other hand, were used to investigate two research hypotheses of this study. Two statistical tests were used: Pearson product moment correlations were used to determine if the level of acculturation was related to the students' language proficiency in Arabic. A multiple linear regression analysis was used to determine if acculturation could be used to predict Arabic proficiency after controlling for age, gender, years of school in the United States and years of formal education in Arabic. The demographic variables were entered first in the multiple linear regression analysis to remove their effects on Arabic language proficiency. There were non-significant relationships between the variables. Explanations were provided regarding why the research hypotheses were not supported. Potential future research is also examined.</p>

<p> Over the last decade, many Christian high schools in the United States have been adapting to an exponential increase of Chinese international students. Chinese families have shown increased interest and ability to send their teenage students to American high schools. Public high schools can only host an international student for a year, but private high schools can enroll the students multiple years. There have been few educational research studies for private high schools to refer to if they wanted to read research that would directly aid them in creating supports for their increasing amount of Chinese international students. This study&rsquo;s purpose was to explore what school supports Chinese international secondary students attending Christian high schools in the United States perceived to be effective. Three Christian high schools in California participated, with a total of 23 Chinese international students completing a questionnaire in which they rated existing schools supports and answered open-ended questions. The students showed overall satisfaction with existing schools supports, while also having many ideas for improvement. The students rated the following supports most highly: opportunities to be in service projects, the performing arts, the opportunity to learn about the Bible in club meetings and camps, teachers providing help for international students, and connection with international student alumni. Students voiced that they strongly desired help building stronger connections with local students, more academic support, and more culturally appropriate food.</p><p>

This study aims to study how teachers of English, in years 7-9 focus on various language skills in their lessons. To do this it is necessary to answer several questions. The first question is what language skills are the most important, according to research and steering documents. The second question is what language skills the teachers see as the most important and whether these are the same skills that they focus their teaching on. The third question is what reason the teachers have to focus on certain language skills. The fourth question is what methods the teachers use to teach these language skills. These questions are answered through theories of English foreign language teaching, especially the communicative approach. Previous research shows that all skills are important for English language proficiency. However, the results from the interviews show that the teachers tend to focus on reading, writing and to a lesser extent listening. This is according to the teachers because it is the skills that the students are least proficient in. Furthermore, there are several methods presented that explain how certain language skills may be taught. The language skills studied are reading, writing, speaking and listening. The results have been reached through semi-structured qualitative interviews with teachers working at a single school. The teachers’ answers, together with the theoretical background, have given several results. A result that emerged in this study was that there is a dissonance between what language skills teachers consider the most important and what language skills they teach in their classrooms.

While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching. On the one hand, beliefs and assumptions underlying teachers’ approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants’ perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning.

While much research has been conducted on the cognitive and methodological aspects of language pedagogy, there has been little research on the other essential aspects of teaching and learning, such as teacher presence. The aim of this doctoral research study was to discover, describe and document the various ways in which holistic education is operationalized in the Canadian post-secondary language teaching-learning context. Using French as a second language (FSL) instruction as a concrete example, the study was further aimed at developing a comprehensive understanding of what teachers do to facilitate holistic engagement in learning a second, foreign or additional language in the post-secondary classroom and beyond. Particular attention was paid to the various holistic interconnections and relationships involved in language teaching and the ways in which these helped to foster a spirit of inclusiveness, balance and connectedness in the language teaching-learning environment. This qualitative research inquiry utilized a blend of narrative and case study methodologies, and included a variety of data sources such as face-to-face (individual and focus group) interviews, classroom observations, and surveys. The research has been primarily informed by a core group of participants comprising of six FSL university instructors as well as a peripheral group of five other language instructors from both the college and university contexts. Students of the core participant group also lent their voices to this endeavor, thus providing a rich understanding of how they perceive their experiences of post-secondary language teaching. On the one hand, beliefs and assumptions underlying teachers’ approaches as well as the methods and strategies that they employ, constituted an important aspect of the investigation. However, on the other hand, significant emphasis was placed on the participants’ perspectives on teaching presence and how they seek to engage the whole student -- body, mind and spirit. The findings highlight the centrality of teaching presence as a fundamental element for maintaining flow and connectedness within and beyond the classroom. Implications include rethinking the relevance of teaching presence in the post-secondary language classroom and its potential for enhancing the teaching and learning experience, fostering positive emotions, building relationships and encouraging lifelong learning.

<p>Migrant families have long been victims of their unusual lifestyle. High poverty conditions combined with constant mobility in search for agricultural work have contributed to their challenging lifestyle. As a result, Latino migrant students are among the least likely to graduate from high school and pursue a college degree. However, in spite of such challenges faced by Latino migrant families, a small percentage of Latino migrant students graduate from high school and enroll in an institution of higher learning. The purpose of this research was to identify strategies employed by Latino migrant parents to assist their children in graduating from high school and enrolling in an institution of higher education. The study specifically focused on the role Latino migrant parents play in supporting and guiding their children into higher education. The following three questions guided this study: (a) How is parent involvement perceived and defined by Latino migrant parents of students enrolled in higher education?; (b) What barriers and support systems were present that impeded or supported their children's pursuit of higher education?; and, (c) What educational strategies are present in migrant families that have children in higher education? </p><p> Guided by a critical race theorist approach, individual interviews and focus group interviews. five themes emerged from the findings: (a) Success as Defined by Migrant Families; (b) Reinforcing the Value of Hard Work: (c) Notable Barriers and Obstacles in the Latino Migrant Community; (d) Strategies to Succeed Academically; and (e) The Impact of the Migrant Education Program. </p><p> One important and notable limitation of the study was the sample size. It is possible that a larger size would have resulted in more divergent findings and would have yielded broader recommendations. Furthermore, it is probable that only utilizing interviews as the primary information source has limited the findings. </p>