Four young children who were learning English as a second language were observed during their participation in an English Language Development class in a school in the North Texas area. Demographic data and checklists were used to describe progress in expressive language and the key vocabulary approach to beginning literacy as adapted by Trietsch and Monk. Data from the interviews with the classroom teachers of the subjects and anecdotal records were used to describe the interaction of the subjects with other English-speaking children and adults. Comparisons were made between progress in writing the key vocabulary and progress in expressive language and between progress in writing the key vocabulary and the progress of interaction with other English-speaking children and adults. The subjects progressed in literacy in English as a second language while learning English as a second language.

This study aims to contribute uniquely to both the debate and the literature on diversity and difference within the college sector in Scotland. It investigated how migrant ESOL learners are supported within one large college in Glasgow, and adopted a qualitative approach underpinned by a previously under-used strand of Foucault’s theory of practices of the self to interpret the language and practices of both ESOL learners and their lecturers. It analysed how the college situates the migrant learners’ experience by examining the discourses of two focus groups of learners and staff, as well as seven individual members of staff and selected learners at both Intermediate and Advanced levels. The research found that both the learners and their lecturers have to negotiate quite different manifestations of power as they work towards their individual goals. The learners’ practices illustrate their sophistication as they assimilate behaviours and language which help to ease their progression through and beyond the college, while the lecturers work within the challenges of their role to enable, with evident care, the goals of the learners which are entangled with their own. The findings raise issues for practitioners working within the field of ESOL learning and teaching, specifically how to support students in negotiating the learning process, and the associated layers of power embedded within the practices of the college. The key beneficiaries of this study are the lecturers but, ultimately, the migrant ESOL learners and the potential is identified for Foucault’s framework of practices of the self to be used to support lecturers in developing more culturally sensitive practices.

M.Ed. (Psychology of Education) / As the South African education system is moving towards complete reorganisation and fundamental restructuring, teachers have been forced to take a look at the language being used in their now multilingual classrooms and also at their own teaching of language, as opposed to the teaching of school-based literature. Some teachers see this as a challenge, and with the attention now being paid in the school curriculum to the communicative use of English, are attempting to change their beliefs and conceptions about instruction, language and learning. For many teachers of English second language pupils, the answers lie in the whole language philosophy, as it stands for justice, democracy, and empowerment and against injustice and a stratified society. However, the whole language movement grew from an original focus on the reading, writing and learning processes of native speakers of English, and is only beginning to affect second language learners. The focus of this study is therefore on the implementation of whole language with English second language pupils, with the aim of improving the instruction and education of these learners as well as enhancing the support systems and training for whole language teachers. The whole language philosophy is it different way of thinking about teaching and learning, and thus teachers need to be continually encouraged to examine their own assumptions about learning and teaching. The theory framework for this study includes readings in the origins of whole language, the whole language belief system, English second language learning and connections between whole language and English second language pedagogy. The theoretical framework is constructed with the aim of supporting the construct and approaching the research question from different angles. The nature of the research question presupposes a monographic study as research format, which in tum directs the research to observations, an individual interview and document analysis. The discussion of the monographic study takes place against the background of the qualitative research paradigm. The teacher and Grade One English second language pupils of a Language Assistant Programme, characterised by whole language principles, are the target group of this study. The findings of the inquiry indicate that the whole language philosophy can be applied to English second language learners, but needs to be complemented with an understanding of second language acquisition and English second language teaching methods. It was also found that teachers need continual support in transforming the whole language philosophy into practice and in examining their own beliefs and assumptions about learning and instruction.

D. Litt. et Phil. / Evidence from several sociolinguistic studies suggests that second language speakers' pronunciation of their target language embodies several varieties of the target language pronunciation. These varieties have developed as a result of the particular social contexts of their language learning and language use. An acquaintance with the Tsongas who speak Afrikaans as a second language will confirm this suggestion- yet no in-depth study of any repute has been done among the Tsongas in this area. The only related study in this field was carried out by Nkatini (1978)...

M. Ed. (Inclusive Education) / Please refer to full text to view abstract

A thesis submitted to the Faculty of Education, in fulfillment of the requirements for the degree of Master of Education / This study explores the factors which influence the design and implementation of EAP content-based courses for second-language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Southern Africa. A set of key ,comprehensive factors which affect the success and effectiveness of EAP content based courses are identified. / Andrew Chakane 2018

A research report submitted in partial fulfilment of the requirements of the Degree of Master of Arts in English Education for the Faculty of Arts, University of the Witwatersrand, Johannesburg. December 1997 / This research explore whether a theoretical justification can be made for using video in teaching English as an additional language, as it looks at ways in which video can best be used in this context. [Abbreviated Abstract. Open document to view full version] / GR 2016

A Dissertation Submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg in partial fulfilment for the Degree of Master of Arts in Speech-Language Pathology. / This dissertation explores the role of the speech-language therapist in second language acquisition. The motivation for the study arose out of recent political changes in South Africa, which led to desegregated education, and the need for young children to cope with English as the medium of instruction from the start of their schooling. The aim was to determine whether language intervention provided by a speech-language therapist significantly improved the English proficiency of a group of black pre-school children. A pre-test, post-test, centrol group experimental design was employed. The comprehension and expression of English vocabulary and syntax of thirty, three to six year old subjects was assessed using a modified version of the Test of Auditory Comprehension of Language-Revised (Carrow, 3.988), a newly devised vocabulary measure, as well as crystal's (1982) Profile in Lexical Semantics, and the Language Assessment Remediation and Screening Procedure (crystal et aL, 1989). The results showed that the English proficiency of the group of children who received language intervention from a speech-language therapist, improved significantly more than that of the first control group, who received only additional input in English, and the second control group, who received no input beyond that provided through the regular pre-school programme. The positive results of this research can now be applied to the teaching of languages other than English, and the training of teachers who would like to improve their skills at facilitating language acquisition. / Andrew Chakane 2018

A thesis submitted to the Faculty of Education, in fulfillment of the requirements for the degree of Master of Education / This study explores the factors which influence the design and implementation of EAP content-based courses for second language learners at tertiary level. It draws upon international experience in this area, information from a case study of an adjunct EAP, content-based engineering course at the University of the Witwatersrand and the experience of other EAP practitioners in Soutllern Africa. A set of key, comprehensive factors which affect the success and effectiveness of EAP content-based courses are identified. / Andrew Chakane 2019

The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection