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The transmission and internalization of values are the primary processes that occur during socialization. A recent approach integrates existing theories and research findings into a comprehensive model of socialization. According to the domains of socialization approach, there is no general principle governing socialization but rather it occurs in different domains of caregiver-child interactions. Grusec and Davidov (2010) outlined five socialization domains, which involve controlling children’s behaviour by external means (control domain), protecting children from harm and relieving their distress (protection domain), teaching children information or skills outside of the discipline or distress setting (guided-learning domain), managing children’s environment to increase desirable role models (group participation domain), and accommodating each other’s wishes (mutual reciprocity domain). Previous work demonstrated the utility of the domains of socialization approach for the study and understanding of value acquisition (Vinik, Johnston, Grusec, & Farrell, 2013). The present study expanded on this work by focusing on processes within the family. A modified narrative methodology was used to explore aspects of the value acquisition process. Autobiographical narratives of 294 emerging adults about a time they learned an important value from a caregiver were analyzed. The sample included participants from four ethnic backgrounds. Findings provided further support for the usefulness of the domains of socialization approach to the study of value development, as events recalled in narratives were categorized into all domains but reciprocity. Values learned in the control domain were most frequently reported but were associated with the lowest levels of internalization. The highest level of value internalization was found to occur in the group participation domain, drawing attention to the importance of observing the behaviour of others. Socialization domains were associated with particular types of lesson content. The guided learning and group participation domains were associated with more positive and less negative emotional valence compared to the other domains. In turn, absence of negative valence was significantly related to better confidence in accuracy of memory reported in narratives, indicative of quality of information processing and learning. Most effects were not moderated by demographic variables providing support to the universal applicability of the domains of socialization approach.

In this study, form-to-meaning mapping of the bilingual mental lexicon is investigated. Sixty native speakers of Arabic, divided into intermediate and advanced ESL groups, served as the participants of the study. They performed a semantic relatedness rating task of sixty high frequency semantically related English word pairs on a 6point scale. While thirty word pairs had the same translation (ST) word in Arabic, the other thirty had a different translation (DT) word. Fifteen of the word pairs in each of the two word pair categories were abstract, while the other fifteen were concrete nouns. The vast majority of these word pairs were synonyms. The results showed that there was a significant difference in the word pair ratings between the intermediate and advanced ESL groups. The intermediate group rated all word pairs higher than the advanced learners. Both groups, however, rated the ST word pairs higher than the DT word pairs. Nonetheless, the rating mean difference score between the ST and DT was significantly lower in the advanced group than it was in the intermediate group. In addition, both ESL groups rated the abstract word pairs higher than their concrete counterparts. Overall, the results support the claim that beginning ESL learners map their bilingual lexicon to Ll translation, and as they become advanced move toward mapping form-to-meaning directly. This is particularly evident in the higher rating of ST and the lower rating of DT as well as in the higher rating mean difference score between ST and DT in the intermediate group. / Department of English

Note: / Intensive English programs can be highly motivating for high-ability grade 6 students in Quebec.Following the progression of learning included in the Ministry of Education’s currentcurriculum, four in-class projects were created, focusing on cultural aspects and challenging,authentic tasks to increase students’ motivation and academic achievement. These inquiry-basedprojects emphasize students’ use of communication, collaboration, and problem-solving skillsand promote effective English Second Language learning among grade 6 students in IntensiveEnglish classes of Quebec.

This study examines the relationship between gesture and a deep understanding of a second language. The participants, including the researcher, are second-language educators who have experience drastic changes in levels of fluency after switching from traditional teaching methods, prioritizing grammar and thematic teaching, to the gesture approach. Data of this phenomenon is collected through a series of semi-structured interviews giving priority to narrative accounts of personal experiences. A phenomenological framework is employed to allow the dialogues to fuse and new understandings to emerge in the spaces in between. The findings are presented in an in-depth conversation between the participants and including well-known dynamic systems theorists to allow new insights and connections to develop. which are then creatively summarized and further explored in the final chapter through multi-lingual slam poetry. / Graduate

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