The overt teaching of the Monitor, or conscious rule awareness, to native Spanish-speaking ESL students was examined to note possible benefits to the students' oral English production. Native Spanish-speaking students of English (the experimental group) were taught an awareness of their ability to self-correct their spoken English. They were then compared to another group of native Spanish-speaking ESL students (the control group) in four areas: Ilyin Oral Interview score, total words produced, errors produced, and interference errors produced. The results of the study lend support to the theory that overt Monitor teaching could be beneficial to native Spanish-speaking students of English. The experimental group showed a significant gain in Ilyin scores and a significant reduction in the number of errors produced.

The purpose of this study is to understand culture as a factor in the motivation of heritage speakers of Spanish to study Spanish at the college level in South Florida. 59 participants divided into three groups of heritage speakers of Spanish at Florida Atlantic University at Boca Raton participated in a questionnaire survey, for a combination of quantitative and qualitative analyses. Subjects were grouped according to the degree of involvement in Spanish-related activities at the college-level. The instrument was a combination of Likert-scale questions as well as open-ended questions aimed at clarifying or expanding on topics presented during the Likert-scale part of the questionnaire. The findings of this study indicate that most heritage speakers understood culture as a part of their identity. Students who were enrolled in Spanish classes were not just looking to expand their Spanish knowledge, but to re-connect and re-establish links with their cultural heritage. Finally, those who chose not to study Spanish cite as their most important reason a dislike for the Spanish language. The results revealed the following implications for the heritage speaker curriculum: the need to address the unique demographic make-up of Spanish heritage speakers in South Florida; the necessity for a consistent and reliable methodology for the identification of heritage speakers, and; the importance of instructors' sensitivity to regional and social dialect variation. / by Carolina M. Seiden. / Table of Contents lists pg. 258 as Vita, but that page is the last page of the bibliography. / University Library's copy lacks signatures of the Supervisory Committee. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Latino communities frequently face barriers in the midst of largely English speaking and mostly Anglo-American culture surrounding communities. These surrounding communities often may be somewhat resistant to adjusting to their changing populations. This case study is a linguistic needs assessment of a Latino community in a small city and neighboring town in the Northwest. Discussed are experiences, needs, and opinions of thirty Latina mother participants in regards to living in this community. Participants, all of whom were monolingual Spanish or limited English proficiency recent immigrants, were recruited through a social service agency serving low income Latinos. The study used observation, ethnographic-style notetaking, theme identification, and questionnaire development based on these themes, with short interviews. Seven themes were identified as central to participants' lives: general language issues, employment, housing, utility companies and social service agencies, medical care, child care and schools, and domestic violence. Implications are that more affordable housing, child care, and higher paying jobs would ameliorate the lives of these low-income Latino families. Also, more bilingual and culturally competent people are needed as property managers, employers, teachers, social service workers, and especially doctors, nurses, and medical receptionists for Latino families to have equal access and for the surrounding community to integrate with its changing population. Recommendations for English as a second language programs include development of curriculum relevant to Latina mothers' lives and teaching of linguistic strategies for living in the surrounding community. Concluding is a recommendation that studies with similar research questions be carried out in the surrounding community and in other Latino communities so, in comparing results, broader statements can be made about this population.

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Notre travail de thèse s’oriente vers l’analyse des caractéristiques et des conditions d’émergence et de développement de la dislocation à gauche (DG) et à droite (DD) en français, au sein des productions langagières chez des locuteurs hispanophones vivant en France (Lyon). S’inscrivant dans une perspective acquisitionnelle donc diachronique, peu explorée jusqu’à présent, notre recherche étudie le phénomène de la dislocation dans le cadre de différents types d’interactions entre locuteurs francophones et hispanophones et révèle ainsi ses caractéristiques formelles et fonctionnelles de même que les comportements des locuteurs dans l’agencement de l’asymétrie linguistique et culturelle. Ces aspects analytiques montrent que la dislocation apparaît progressivement dans le répertoire linguistique des alloglottes et manifeste une fréquence constante et une structure qui se diversifie au fil du temps. / In this study, we analyse development and occurrence characteristics of left and right dislocation in French, in language productions of Spanish speakers living in France (Lyon). By an acquisitional - and off course diachronical - approach, unexplored up to now, our research aims at studying dislocation’s formal and functional properties and speakers’ behaviours in their linguistic and cultural asymmetry regulation, within the framework of different kinds of interactions between native French speakers and native Spanish speakers. These analytic aspects show that left and right dislocation appears progressively in hispanophone speakers’ repertoire and displays a constant frequency and a diversified structure as time goes by.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-01T12:02:48Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_RafaelAlves-BC.pdf: 4054416 bytes, checksum: b14eecff58d266c6c5fcccdab9b7bb1b (MD5) / Made available in DSpace on 2016-08-01T12:02:48Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_RafaelAlves-BC.pdf: 4054416 bytes, checksum: b14eecff58d266c6c5fcccdab9b7bb1b (MD5) Previous issue date: 2016-02-25 / CNPq / Esta pesquisa investiga, sob a perspectiva das Teorias de Percepção da Fala em L2 (FLEGE, 1995; KUHL; IVERSON, 1995; BEST, 1995; BEST; TYLER, 2007) e da Teoria dos Sistemas Dinâmicos (LARSEN-FREEMAN, 1997; DE BOT; LOWER; VERSPOOR, 2007; ELLIS, 2008), os efeitos da instrução fonética explícita na produção dos fonemas fricativos sonoros labiodentais, alveolares e alveopalatais, /v,z,3/, e indícios de sua projeção na percepção do contraste de vozeamento entre suas homorgânicas surdas, /f,sj/, que formam pares mínimos em português, por hispanofalantes aprendizes de Português como Língua Estrangeira (PLE). Para tanto, analisamos duas turmas de PLE da Universidade Federal da Paraíba (UFPB) e da Universidade Federal de Pernambuco (UFPE), dos níveis de proficiência básico e avançado, que se encontravam em processo de imersão linguística. O protocolo de coleta de dados consistiu-se na leitura em voz alta de frases foneticamente balanceadas em que os fonemas / f,v,s,zj,3/ estivessem em posição de onset silábico inicial ou medial (CV) em três posições de tonicidade e de atonicidade diante, quando possível, das sete vogais orais do PB: [i,e,£,a,o,o,u]. Também utilizamos um Teste Auditivo-Perceptivo de múltipla escolha (Multiple Forced Choice), em que os informantes tiveram de assinalar uma das opções do par mínimo exposto a partir do estímulo auditivo recebido. O período de coleta de dados e a instrução fonética explícita ocorreram no período de 3 meses para apenas uma turma, a da UFPB, denominada Turma de Intervenção; a turma da UFPE foi a que não recebeu nenhum tipo de instrução, denominada Turma de Controle. Os dados coletados em ambas as turmas receberam tratamento acústico, através do programa Praat (BOERSMA; WEENINCK, 2006), que nos permitiu investigar as principais estratégias de pronúncia utilizadas pelos informantes nas três coletas de dados realizadas (Teste 1, Teste 2 e Teste 3). Os resultados mostraram, para a Turma de Intervenção, que mesmo em processo naturalístico (cf. ELLIS, 2008), altamente favorável à aprendizagem de L2, o informante tende a não perceber algumas características fonético-fonológicas presentes no input linguístico disponível e que o processo de aprendizagem de uma L2 é complexo, dinâmico e não linear, na medida em que os informantes oscilaram algumas vezes entre as formas “corretas”, que seriam aquelas produzidas por um nativo do PB, e entre os “erros gradientes” (ZIMMER; ALVES, 2011), que caracterizam gestos articulatórios próximos à L2. A mesma gradiência foi observada nos Testes Auditivo-Perceptivos, aplicados ao longo dos três testes. Contudo, os resultados mostraram que, em se comparando a TI e a TC, a instrução fonética explícita funciona como uma excelente ferramenta para o ensino de PLE na produção; indícios de sua projeção na percepção também foram constatados. / This research investigates, from the perspective of the L2 Speech Perception Theories (FLEGE, 1995; KUHL; IVERSON, 1995; BEST, 1995; BEST; TYLER, 2007) and the Dynamical Systems Theory (LARSEN-FREEMAN, 1997; DE BOT; LOWER; VERSPOOR, 2007; ELLIS, 2008) approaches, the effects of explicit phonetics instruction in the production of labiodental, alveolar and alveopalatal voiced fricatives, /v,z,3/, and its evidence on perception of the voicing contrast between the homorganic unvoiced /f,sj/, which forms minimal pairs in Portuguese, by Spanish leaners of Portuguese as Foreign Language (PFL). Thereby, we analyzed two groups of PFL at the UFPB and at the UFPE, in two kinds of proficiency levels (basic and advanced), which were at linguistic input process. The data collection protocol it was constituted by reading aloud phases phonetically balanced where the phonemes /f,v,s,zj,3/ were at the medial or initial syllabic onset (CV) in three stressed and unstressed positions against, when was possible, the seven oral Portuguese vowels: [i,e,£,a,o,o,u]. We used an Auditory Perception Test of multiple choices (Multiple Forced Choice), where the listeners had to point out, between the minimal pairs exposed, the hearing stimulus received. As well as the data collection period, the explicit phonetics instruction occurred in the period of three months just for one group, from the UFPB, named as Intervention Group; the UFPE group was the one that did not receive any phonetic instruction, named as Control Group. The data collected in both groups received an acoustic treatment, through the software Praat (BOERSMA; WEENINCK, 2006), allowing us to investigate the main pronouncing strategies used by learners at the three data collection conducted (Test 1, Teste 2 and Test 3). The results of Test 1 showed for both groups (Intervention Group and Control Group) that even in the naturalistic context (ELLIS, 2008) highly favorable to the L2 learning, the learners tends to not recognize some phonetics and phonologic characteristics being in the available linguistic input and that the learning process of the L2 seems to be complex, dynamic and nonlinear, because the learners sometimes oscillated between the correct forms, corresponding that one produced by a Brazilian native, and the called “gradient errors” (ZIMMER; ALVES, 2011), sharing articulatory gestures near to the L2. The same gradience was observed in the Auditory Perception Tests, applied along the three tests. However, the results showed that, comparing both Intervention and Control Groups, explicit phonetics instruction works as an excellent tool to the PFL teaching in the production; evidences in the perception also were found.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-24T17:27:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MINHA DISSERTAÇÃO FINAL.pdf: 1306146 bytes, checksum: 0155465b17037927181a8658ef430856 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-06-06T15:04:17Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MINHA DISSERTAÇÃO FINAL.pdf: 1306146 bytes, checksum: 0155465b17037927181a8658ef430856 (MD5) / Made available in DSpace on 2017-06-06T15:04:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MINHA DISSERTAÇÃO FINAL.pdf: 1306146 bytes, checksum: 0155465b17037927181a8658ef430856 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação de mestrado apresenta os resultados da pesquisa realizada sobre o ensino da representação do complemento verbal a falantes de espanhol, seja o objeto direto, seja o objeto indireto, fato linguístico variável na língua portuguesa do Brasil (PB). O trabalho consiste em uma análise de materiais didáticos de ensino de português para estrangeiros (PLE), com o intuito de verificar como são apresentados e ensinados os complementos verbais, nos referidos materiais, e averiguar se a variação linguística é contemplada no tratamento desse tema. A pesquisa se apoia nos preceitos da Sociolinguística. Segundo essa teoria, todas as línguas variam, portanto são heterogêneas. Entretanto, a heterogeneidade linguística não representa um caos, pois é possível sistematizar a variação. No âmbito da aplicação pedagógica de tais conceitos, encontramos respaldo na Sociolinguística Educacional, de Bortoni-Ricardo. A linguista preconiza um ensino de língua materna bidialetal, isto é, uma didática que parte do dialeto do aluno, sem preconceitos, para então ampliar sua competência linguística. A metodologia utilizada no desenvolvimento dessa pesquisa é qualitativa, de classificação bibliográfica. Foram analisados dez livros de ensino PLE, publicados ou editados a partir do ano 2000, a fim de verificar se os estudos linguísticos influenciaram a produção dos materiais, no concernente ao tratamento do tema da representação do complemento verbal. Constatamos que já se percebe certa evolução na elaboração da maioria dos livros analisados, que já tratam da variação linguística de alguma forma. Contudo, comprovamos que ainda se faz necessário dar importância a esse tema e não abordá-lo apenas em notas e advertências, sem o imprescindível esclarecimento do conceito de adequação linguística. Não basta apresentar as variantes, é necessário aprofundar a discussão sobre o tema, de acordo com a necessidade do corpo discente. Com relação especificamente ao preenchimento do complemento verbal, essa pesquisa comprovou que ainda há um predomínio de uma visão normativa, pois a grande maioria só menciona a variante padrão (clíticos), deixando de lado a variante mais utilizada pelos brasileiros (objeto nulo), embora quase todos os materiais se proponham a ensinar língua falada / This master’s degree thesis presents the results of the research, conducted on the teaching of the verbal complement representation to Spanish speakers, as either direct object or indirect object, a variable linguistic fact in the Brazilian Portuguese (BP) language. The study consists of an analysis of Portuguese as Foreign Language (PFL) educational materials, aimed at verifying how verbal complements are presented and taught, in said materials, and investigating if linguistic variation is contemplated and addressed in this topic. The study is based on the precepts of Sociolinguistics. According to this theory, all languages vary, therefore they are heterogeneous. However, linguistic heterogeneity does not represent chaos, as it is possible to systematize variation. Regarding the educational application of such concepts, we find support in the Educational Sociolinguistics, of Bortoni-Ricardo. The linguist advocates a two-way maternal language teaching, that is, a didactic that starts from the student's dialect, without prejudice, and then broadens their linguistic competence. The methodology used in the development of this study is qualitative, of literature classification. Ten PFL (Portuguese as a Foreign Language) teaching books were analyzed. These books have been published or edited from the year 2000, in order to verify if the linguistic studies influenced the production of materials, regarding the treatment of the verbal complement representation topic. We can see that some progress has already been made in the elaboration of most of the analyzed books, which already deal with linguistic variation in some way. However, we have shown that it is still necessary to give importance to this issue and not only address it in notes and warnings, without the indispensable clarification of the concept of linguistic adequacy. It is not enough to present the variants, it is necessary to deepen the discussion on the subject, according to the need of the student body. With respect to the completion of the verbal complement, this research proved that there is still a predominance of a normative view, since the great majority only mentions the standard variant (clitics), leaving aside the most used variant for Brazilians (null object), although almost all materials are aimed to teach spoken language

This dissertation provides research and data based on a study of cross-age tutoring and its effects on English language proficiency and English reading achievement of English language learners. The subjects for the study included native Spanish-speakers enrolled in third-grade bilingual classrooms in four elementary schools. The research study focused on the implementation of Reading Together™, a cross-age tutoring program published by The Learning Together Company. The 30-session tutoring program is designed to help English-speaking students progress from decoding words to reading with fluency and comprehension through older students tutoring younger students in a one-to-one setting. This highly structured program is used to provide supplemental instruction to second and/or third-grade students. This study utilized a quantitative approach to compare the results of English language learners who participated in the Reading Together cross-age tutoring program and English language learners who did not participate in the program. A quasi-experimental design was used in the research study. In this design, the treatment group and the control group were selected using specific criteria. Both groups took a pretest and posttest, but only the treatment group received the intervention. The study also determined if there was a relationship between initial language levels and reading gains. The study concluded the following: 1. Cross-age tutoring might possibly be an effective instructional strategy to assist English language learners in improving their oral language proficiency in English. 2. Even though third-grade participants in the cross-age tutoring program did not demonstrate significantly different reading levels from students not participating in the program, cross-age tutoring may still be an instructional strategy to be used with English language learners to assist them in second language reading. 3. Students' initial English oral language proficiency level does correlate to the students' English reading level.

The purpose of the study was to determine what methods and techniques seem to be the best in helping the beginning Latin-American child to understand the written and oral English as taught by our schools today and to what extent these methods and techniques meed democratic and psychological criteria governing such a program.