本研究探究了香港某所國際學校中漢語作為第二語言學習者的中文交際意願。研究對象主要是香港某英基國際學校的170名漢語學習者；主要採用定量的研究方法，通過研究者的課堂觀課和學生的“自我報告”（Self-report）來搜集數據，通過五個量表（背景變量量表、心理變量量表和課堂內外漢語交際意願量表）來實現研究；研究的內容包括學生們課堂內、外漢語交際意願的總體水平以及可能存在的差異，並總結前人研究發現，在新的研究背景下對一些可能存在影響關係的背景變量（年齡、性別、漢語水平、學習漢語的社會支持、母語、性格、對待學習漢語的態度）和心理變量（學習漢語時的焦慮、動機、自我覺察的交際能力）進行數據分析并驗證假設，通過SPSS19.0來付諸實現；最終就如何提高學生的課堂內、外漢語交際意願提出教學建議。 本次研究的主要研究發現有：（1）該國際學校漢語學習者的總體漢語交際意願水平偏低，介於“較低交際意願”和“中度交際意願”之間，而且課內漢語交際意願略高於課外漢語交際意願。（2）總體來看，男生和女生之間不存在漢語交際意願上的顯著差異，但在課內，女生比男生更容易不懂就問、更關注語言知識的細節；男生比女生更願意作為發言代表來公開表達自己觀點；在課外，男生比女生更願意在校園裡與陌生人說漢語，更願意和朋友們或者陌生人上網用漢語交流。（3）預科項目（DP）和中學項目（MYP）的學生群體間不存在漢語交際意願的顯著差異。但在課堂上，DP學生比MYP的學生更願意進行公開性的漢語表達，更願意深入探討相關問題，更願意進行一些總結概括能力較強的發言。（4）DP年級學生的漢語水平和交際意願呈顯著正相關，即漢語水平高越高，課內、課外和總體的漢語交際意願越高,漢語水平越低，課內、課外和總體的漢語交際意願越低。（5）在用漢語進行“主動性發言”上的意願，漢語水平高的群體明顯高於漢語水平低的群體，說明高水平漢語學習者更願意掌握交際的主動權。（6）學習漢語社會支持較多的群體表現出明顯更高的漢語交際意願，呈顯著正相關。（7）以廣東話作為母語的學生比以英語作為母語的學生具有更高的漢語交際意願，這種差異性在課堂外比課堂內體現得更為明顯。（8）性格較外向的學生比性格較內向的學生具有更高的課內漢語交際意願。（9）喜歡學漢語的學生比不喜歡學漢語的學生具有更高的課內、課外和總體漢語交際意願。（10）總體來看，學生學習漢語的動機和自我覺察的漢語交際能力都偏高，且兩者與課內、課外和總體漢語交際意願均呈十分顯著正相關，其中動機與課外方面相關性略大，而自我覺察的交際能力與課內方面相關性略大。學生的總體焦慮水平偏低，與課內、課外和總體交際意願均呈十分顯著負相關，與課內方面相關性略大課外方面。無論是課內還是課外漢語交際意願，“自我覺察的交際能力”對漢語交際意願來說是預測性最強的心理變量。 This research investigated Chinese as second language (CSL) learner’s willingness to communicate (WTC) both inside and outside classroom in one of international schools, Hong Kong. The research objects are 170 Chinese Language B learners from an English School Foundation (ESF) international school. The main methodology adopted here was quantitative method. Classroom observations by researcher and self-reports by students were firstly done to collect background data, and then five scales were employed to do the main investigation, including a WTC Inside–the-classroom Scales (WTCIS), a WTC Outside-the-classroom Scale (WTCOS), a Language Anxiety Scale (LAS), a Motivation Scale (MS) and a Self-perceived Communicative Competence Scale (SCCS). The research objectives were to explore the general situation of CSL learners’ WTC, and the specific characteristics as well as possible differences of their WTC inside and outside the classroom; then to further examine the possible affecting variables from both background and psychological perspectives including gender, age, Chinese language proficiency, mother tongue, social support, personality and attitudes towards learning Chinese, which were regarded as background variables, and language anxiety, motivation and self-perceived communicative competence, which were regarded as psychological variables. After that, data was processed and analyzed by SPSS 19.0 for hypothesis verification. Finally, pedagogical implications on how to improve CSL learners’ WTC both inside and outside classroom were generalized from the study. 　　The major findings showed that: (1) the general WTC of CSL learners from this school were slightly on the low side, between the Lower and Middle level, and the WTC inside the classroom was comparatively higher than outside of classroom. (2) On overall WTC, there was no significant difference between male and female students. But inside the classroom, girls were more likely to ask questions and pay more attention on language details than boys, while boy were more active to be the presenters and voice out in public. Outside the classroom, boys were more willing to communicate with strangers or chat online with friends in Chinese. (3) No significant WTC difference was found between Diploma Program (DP) and Middle Years Program (MYP), but DP CSL learners showed more willingness to make public speech, to be more of an inquirer in problems, and to do more generalization in speaking. (4) Among DP group, significant positive correlation was found between language proficiency and WTC, suggesting that the more proficient CSL learners showed higher WTC, and vice versa. (5) The more proficient group were more willing to speak Chinese voluntarily than the less proficient ones, implying that the more competent language learners are more likely to the take the initiative in communication. (6) CSL learners with more social supports to learn Chinese showed higher WTC, and a significant positive correlation was found here. (7) Students with Cantonese as mother tongue had higher WTC than their English as mothertougue counterparts, and this difference was more obviously outside of classroom. (8) Extroverted students showed significantly higher WTC inside of the classroom than the introverted. (9) Students who liked learning Chinese demonstrated higher WTC than those who didn’t. (10) Students’ motivation to learn Chinese and their SPCC were both on the high side, and both correlated positively on WTC, with motivation correlated more closely on outside WTC while SPCC more on inside WTC. Students showed slight lower anxiety level in speaking Chinese. Anxiety had significant negative correlation with WTC, and it mattered more inside than outside of classroom. No matter for WTC inside or outside, SPCC was the most predictive variable among the three. / published_or_final_version / Education / Master / Master of Education

Thesis advisor: Marilyn Cochran-Smith / In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A§4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical policy analysis, conducted as a frame analysis, exposes that legally sanctioned racism and linguicism are institutionalized and codified through Massachusetts state policy. Additionally, Massachusetts state policy consistently and strongly promotes four common majoritarian stories regarding the education of secondary bilingual learners and their teachers: there is no story about race, difference is deficit, meritocracy is appropriate, and English is all that matters. The longitudinal case study demonstrates the power of these majoritarian stories in classroom practice and how they limit the opportunities of bilingual learners and their teachers while also perpetuating institutionalized racism and linguicism. Taken together, the two analyses that make up this dissertation reveal a problematic system deeply affected by majoritarian stories that obscure the role white privilege and white normativity play in perpetuating issues of inequity for secondary bilingual learners and teachers. This dissertation argues that in order to disrupt institutionalized racism and linguicism, these stories must be consistently, proactively, and powerfully challenged across all levels of policy and practice. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This qualitative study explored the potential for decolonizing the secondary English Language Arts classroom. An interdisciplinary approach was used to explore contemporary theories of literary criticism relevant to the study of Aboriginal literature, including an approach through colonial and post-colonial discourse and the growing body of theory and criticism written by North American Aboriginals; to incorporate literary theory and pedagogical knowledge of content into the development of Aboriginal literature units FOR secondary school classrooms; and to incorporate these new interpretive and pedagogical understandings into the practices of two secondary English teachers using North American Aboriginal literature in their classrooms.<p>A document was prepared that explored the interpretive potentials of postcolonial and Aboriginal literary theories and given to the two participating teachers who were able to use this information to develop instructional units for their literature classes. Action research framed the approach used to implement, revise, and evaluate the units of study in the two grade twelve classrooms. <p>The participating teachers found that the critical lenses enabled them to approach Aboriginal literature with more confidence and insight. They also found that their classroom use of Aboriginal literature disclosed the misconceptions their students held concerning Aboriginal peoples. The teachers were frustrated by the systemic racism evident in their classrooms. They were also frustrated by the resistance shown by their teaching peers toward incorporating Aboriginal literature and anti-racist methodologies into their instruction.<p>The findings of this study suggest that more exposure to critical literary theories and minority literatures in the context of teachers pre-service and in-service education may help to decolonize Canadian classrooms.

This arts-based, qualitative investigation focused on high school English teachers of students with learning dis/abilities (Baglieri & Knopf, 2004) who used visual arts integration (Eisner, 2002) to find out how teachers experience using visual arts in English and what their experiences mean (Zoss & White, 2011) in order to understand why certain experiences stood out for the teachers as being important. I framed the study theoretically with complexity theories of teaching and learning (Davis, Sumara, & Luce-Kapler, 2008), while combining aspects of sociocultural theory (Smagorinsky, 2001; Vygotsky, 1978; Wertsch, 1991), cognitive pluralism (John-Steiner, 1997) and Dewey’s notion of experience (1934/1980). The teacher participants were three high school English teachers employed at an independent school for students with learning dis/abilities. A/r/tography (Irwin & Springgay, 2008; Springgay, Irwin, & Kind, 2005, 2008) influenced my methodology in that I created visual art to theorize the data and my experiences conducting the study. I collected data during spring and summer 2011. Data sources included participant observation and field notes (Dewalt & Dewalt, 2002), photography (Coover, 2004; Harper 2000, 2002), teachers’ visual texts (La Jevic & Springgay, 2008), artifacts (Prior, 2003), and interviews (Smagorinsky, 2008; Smagorinsky & Coppock, 1994). I used qualitative methods of coding analysis (Charmaz, 2006; Ezzy, 2002; Saldaña, 2009) and visual analysis (Riessman, 2008; Rose, 2001), as well as arts-based methods for educational research (Cahnmann-Taylor & Siegesmund, 2008). This study fills a gap in empirical research in both English education and special education by examining English teachers integrating art in classes for students with dis/abilities. Furthermore, understanding how teachers experience visual arts integration can inform methods courses for teaching secondary English educators.

This qualitative study explored the potential for decolonizing the secondary English Language Arts classroom. An interdisciplinary approach was used to explore contemporary theories of literary criticism relevant to the study of Aboriginal literature, including an approach through colonial and post-colonial discourse and the growing body of theory and criticism written by North American Aboriginals; to incorporate literary theory and pedagogical knowledge of content into the development of Aboriginal literature units FOR secondary school classrooms; and to incorporate these new interpretive and pedagogical understandings into the practices of two secondary English teachers using North American Aboriginal literature in their classrooms.<p>A document was prepared that explored the interpretive potentials of postcolonial and Aboriginal literary theories and given to the two participating teachers who were able to use this information to develop instructional units for their literature classes. Action research framed the approach used to implement, revise, and evaluate the units of study in the two grade twelve classrooms. <p>The participating teachers found that the critical lenses enabled them to approach Aboriginal literature with more confidence and insight. They also found that their classroom use of Aboriginal literature disclosed the misconceptions their students held concerning Aboriginal peoples. The teachers were frustrated by the systemic racism evident in their classrooms. They were also frustrated by the resistance shown by their teaching peers toward incorporating Aboriginal literature and anti-racist methodologies into their instruction.<p>The findings of this study suggest that more exposure to critical literary theories and minority literatures in the context of teachers pre-service and in-service education may help to decolonize Canadian classrooms.

Mythology is a consistent part of the high school English language arts school curriculum dating back well beyond the last forty years. High school English teachers‘ beliefs about mythology, student engagement, and educational policy demonstrate the rationale and dynamic of this longevity. This study explores the development and elements of myth, asserting the importance of approaching myth through critical cultural studies generally, and in high school English arts classrooms specifically. Drawing upon a variety of cultural sources (i.e. sacred narrative, children‘s television, cable news television, literature, movies, music, and the internet); theorists (from Levi-Strauss‘s structuralism through the post-structuralism of Barthes, Anzuldua, and Maya Derrin); and methodologies (content analysis of murals, news excerpts, teacher footage on video literary analysis, and autoethnography) this study presents a critical cultural studies exploration of myth and myth studies. After deconstructing and applying Levi-Strauss‘ notion of Bricolage to a wide variety of contexts, I conclude that myth is based in all sorts of individual and collective human movement. And this movement gives rise to myth which can be characterized as political, spiritual inter-textual, performative and hybrid. I further conclude that a critical cultural studies approach to myth attends to student engagement, anticipates 21st century learning frameworks, and offers possible consideration of interfaith education in schools.

No description available.

This study examines English language teaching practices at a public secondary school in Korea. The study documents teaching practices and participation and interaction in class, within the context of the National Curriculum for English Education. Classroom practices, the Curriculum and the textbook used by the teacher are analysed from the perspective of language as a meaning-making resource and language learning as learning how to mean. An ethnographic research approach to data collection and analysis has been employed. Classes were video-recorded and transcribed in order to describe English language use. This took place in two stages. In the first stage the teacher’s normal English lessons based on a textbook were documented. In the second, intervention stage, the teacher and researcher planned and implemented text-based lessons with the same class. The analysis of the Curriculum, the textbook and English use in normal classes reveals a theory of language and language teaching based on learning traditional grammar and memorization of words and phrases. The intervention lessons offered alternative opportunities for students to share meanings in English. The evidence from this study has provided insights into the social practices and discourses in an English as a foreign language secondary school class. The analysis shows discourse changes depending on the type of texts used. The use of authentic texts offered students opportunities for making meanings in context. This has implications for teaching English in Korea, particularly given the National Curriculum’s aim to develop communication skills in English. The study proposes further research into the application of text-based and content-based teaching to develop learners’ meaning-making in English. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317189 / Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

abstract: This dissertation investigates the impact reading Young Adult Literature (YAL) has on students' empathetic responses as well as their capacity to take action regarding a social justice issue chosen by the student. Drawing on data from a 10th grade honors classroom at a Title 1 school in the Southwest, this ethnographic case study investigates how students use YAL to formulate knowledge construction, empathetic responses, action plans and personal healing. Data for this research includes ethnographic fieldnotes, semi-structured participant interviews, daily journals and a focus group interview. Throughout this study, the teacher and researcher worked together to develop a flexible curriculum that implemented YAL and social activist ideas, such as investigation into action plans and discussion surrounding ways to make change. Results demonstrate that students who had some prior experience with an issue, coupled with identification with a helper character from the novel were more inclined to attempt to take tangible, victim-focused action, whereas students with no prior experience with an issue or those who identified overtly with the victim in the novel were likely to create action plans that spread awareness for others who were unaware of the complexities of the issue. Additionally, the students who had little exposure to the social justice issue they chose demonstrated a level of productive discomfort and a shift in the way they perceived the complexities of the issue. The importance of YAL in the students' social and emotional growth, coupled with an opportunity to create civically minded citizens signals the growing importance of this type of literature in a socially minded world. / Dissertation/Thesis / Doctoral Dissertation English 2017

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose of this study was to determine what social factors influenced ninth-grade students asked to participate in dramatic oral reading activities in the context of their high school English classroom. Participatory action research was completed in cooperation with a classroom teacher and his student teacher. A grounded theory design advised the transcription, coding, and data analysis of the study. In 2006, the National Endowment for the Arts and the Poetry Foundation formed Poetry Out Loud, a National Recitation Contest where high school students around the country recited poetry in a contest form. This study used materials and some curriculum from Poetry Out Loud, but rather than memorizing and reciting the poems, the students were asked to perform dramatic oral readings of them. This focus on reading stemmed, in part, from studies completed by Rasinski (2005) claiming ninth-grade students still lacked fluency in their reading in addition to work in the areas of Automaticity (LaBerge & Samuels, 1974) and Prosody (Schreiber, 1991). These students participated in six weeks of activities designed to build skill in dramatic oral reading. Field notes were taken throughout the project. Performances were recorded using video and audio devices, student interviews were recorded and transcribed, and teacher interviews were recorded and transcribed. Data revealed fourteen categories during the open coding stage that contributed, through axial coding, to three different themes: family versus dysfunctional family, positive performance conditions versus adverse performance conditions, and literate identity versus anti-literate identity. These three themes and each respective antithesis were progressively contingent on each other when laid out in a lateral manner with the results of the project being that students either developed a literate identity when the conditions were in place or developed a decidedly anti-literate identity. This theory, grounded entirely in data collected during the study, provided an understanding of the social context at play in this classroom. This study provided qualitative insight necessary for continuing to explore dramatic oral reading fluency at the high school level by revealing the importance of community in asking students to perform in front of their peers, a potentially socially jeopardizing situation.