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A Phenomenological Study of the International Student Experience at an American CollegeExposito, Julie Anderson 17 February 2016 (has links)
<p>This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students? educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student?s lived experiences.
The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students? perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.
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Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion ProgramSalgado, Herlinda Arlene Galve 27 July 2016 (has links)
<p> Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to impact the understanding of academic concepts. </p><p> This study explores teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievement and educational growth in a Spanish language immersion program. Ultimately, the study aimed to identify processes that educational leaders could incorporate into instructional models to improve as many Hispanic students’ experiences and outcomes as possible. Research questions explored include: 1) What are teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievements in a Spanish language immersion program? 2) What are the trends, such as social, behavioral, and cultural, that teachers perceive about the academic growth of U.S.-born ELL Hispanic students in a Spanish language immersion program? and 3) What do teachers perceive to be the processes that educators can incorporate in the Spanish language immersion program to improve the academic achievement of U.S.-born ELL Hispanic students? </p><p> A semi-structured interview and focus groups were used to approach the participating teachers (n=10) from one elementary school, identified as the pseudonym a Midwestern Spanish Language Immersion Program (MSLIP), that provides 80% of instruction in Spanish and about 20% in English for ELLs. Data analyzed for this study included secondary sources composed of information such as standardized test scores, behavior incident reports, attendance, age, parents’ ethnicity and school background, and years of schooling at MSLIP. </p><p> Major findings from this study showed that teachers at MSLIP perceive that U.S.-born ELL Hispanic students benefit from learning academics in their home language as students had better comprehension of content. However, MSLIP teachers recognized that having a 50/50 bilingual immersion model would facilitate a balanced program to succeed academically in the United States. Recommendations for further research includes among others: developing strategies to overcome the educational trends to perform in the subject content in both languages, English and Spanish; and research how the “deficit perspective” is affecting the teachers’ practices in urban settings since this is a distractor for teachers improving their professional practices.</p>
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Sheila P. Desai performing language and identities| Adult immigrant students and the creation of a playMcgovern, Kathleen R. 15 July 2016 (has links)
<p> This thesis presents findings from a yearlong study of a classroom of adult immigrants studying English as a Second Language (ESL) in the U.S., who collaboratively created and performed plays based on their life experiences. This research is rooted in poststructuralist theories of identity in second language learning (e.g., Norton, 2000; 2013), a view of language pedagogy as a form of liberation (Freire, 1970), and the notion that theater can be used by non-actors to critically engage with issues of relevance to the community (Boal, 1979). The teacher-researcher of the class used ethnographic investigation informed by autoethnography and action research to examine: 1) how students perceived theater as affecting their language development, and 2) how individual students’ identity development was affected by participation in the class. Data included interviews, field notes, audiovisual recordings, artifacts, and journal entries. Relevant literature in the fields of immigration, second language acquisition, and drama in language teaching is reviewed and discussed. The process of engaging students in playwriting and performing is detailed in the findings section along with a discussion of the nature of theater in the second language classroom. The data analysis exhibits that creating a play had many positive effects on students’ affective dimensions, second language development, classroom dynamics, and investment in the course, as well as some negative effects including anxiety amongst students at the prospect of performing in English and instances of interpersonal tensions. Classroom implications of the study include the recommendation that teachers frame theater explicitly in a positive light and make expectations of students clear from the beginning of the course.</p>
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The acquisition of modal auxiliaries in English as a foreign language : the case of Moroccan learnersMelouk, Mohammed January 1989 (has links)
No description available.
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Achievement, washback, and proficiency in school leaving examination : a case of innovation in the Ethiopian settingGebeyehou, Djenie Leta January 1990 (has links)
No description available.
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Repair work : attending to talk adequacy on one-to-one EFL classroom talkIles, Zara Louise January 1998 (has links)
No description available.
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The acquisition and development of basic relational concepts in second language learnersArnold, Norah January 1992 (has links)
No description available.
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Verbal discourse events in a bilingual formal setting : instructional procedures in ESL classrooms in Kenyan secondary schoolsGathumbi, Agnes M. W. January 1995 (has links)
No description available.
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The metalinguistic awareness of Hong Kong secondary school teachers of EnglishAndrews, Stephen James January 2000 (has links)
No description available.
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Imaginative challenge and discourse strategies in task-based language learningRobinson, Mark January 1997 (has links)
No description available.
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