The purpose of the present study was to investigate whether developmental researchers were influenced in the laboratory by the characteristics of children who participate in their research. I hypothesized that experimenters, as social partners, would adapt their speaking and other behaviors to the child’s perceived temperamental profile and language proficiency. I specifically focused on whether experimenters would adhere to the experimental laboratory procedure of two elicited imitation tasks, Feed Bear and Make a Rattle, in an archival dataset. Participants included 61 primarily white 15-month-olds. Coders transcribed infant directed speech (IDS) and analyzed transcriptions for total words, words per sentence, and percentage of words with six or more letters. The present study revealed differential correlational findings across temperamental dimensions, experimenter IDS, and elicited imitation tasks. An investigation of this kind provides new information concerning procedural fidelity and how experimenters may be influenced by their child research participants.

This quantitative study explored the interplay among school culture, chronic absenteeism rates for English Learners (ELs), and overall English language proficiency (ELP) progress, as indicated by the WIDA ACCESS for ELLs 2.0 test, in suburban Virginia middle schools. Utilizing the Virginia Framework for Cultural Competency, which encompasses learning environment, pedagogy and practice, community engagement, and self-reflection, the research aimed to determine the relationships among these domains, school culture, and student outcomes. The overarching research question addressed the interaction between school culture, chronic absenteeism rates for ELs, and ELP progress. Supporting questions examined the connections between school culture and ELP progress, the four cultural competency domains and ELP progress, and school culture and chronic absenteeism rates for ELs. Data for school culture ratings were sourced from the Department of Criminal Justice Services' school climate survey. The information on chronic absenteeism rates for ELs and ELP progress came from the Virginia Department of Education School Quality Profile. Analyses employing single and multiple linear regressions were conducted on existing archival data to identify statistical significance and correlations. The study yielded seven significant findings, highlighted three implications for practice, and revealed one policy implication. The findings from this research could assist current and future school leaders in Virginia middle schools by pinpointing specific aspects of school culture that could potentially enhance chronic absenteeism rates and academic progress in ELs. Additionally, division leaders might use these insights to tailor professional development for middle school principals and other educational leaders, emphasizing the critical role of a positive school culture. Furthermore, this study could support broader research efforts asserting the impact of school culture on academic success among ELs, identifying vital cultural elements that influence student achievement irrespective of their absenteeism or academic progress rates. / Doctor of Education / Principals of Virginia middle schools are tasked with ensuring that all students feel welcome in their building, attend school regularly, and make adequate progress. This quantitative study explored the interplay among school culture, chronic absenteeism rates for English Learners (ELs), and overall English language proficiency (ELP) progress, as indicated by the WIDA ACCESS for ELLs 2.0 test, in suburban Virginia middle schools. Utilizing the Virginia Framework for Cultural Competency, which encompasses learning environment, pedagogy and practice, community engagement, and self-reflection, the research aimed to determine the relationships among these domains, school culture, and student outcomes. The overarching research question addressed the interaction between school culture, chronic absenteeism rates for ELs, and ELP progress. Supporting questions examined the connections between school culture and ELP progress, the four cultural competency domains and ELP progress, and school culture and chronic absenteeism rates for ELs. The study yielded seven significant findings, highlighted three implications for practice, and revealed one policy implication. The findings from this research could assist current and future school leaders in Virginia middle schools by pinpointing specific aspects of school culture that could potentially enhance chronic absenteeism rates and academic progress in ELs. Additionally, division leaders might use these insights to tailor professional development for middle school principals and other educational leaders, emphasizing the critical role of a positive school culture.

In today's globalized world, effective communication and cross-cultural collaboration are essentialfor success, particularly within multicultural teams. This thesis investigates the intricate interplaybetween language proficiency, cross-cultural adaptability, and team performance in the context ofmulticultural teams. Addressing gaps in understanding how language proficiency and crossculturaladaptability impact cross-cultural communication and team performance withinmultinational corporations in Sweden, this study utilizes structured surveys distributed amongemployees in Swedish multinational corporations with at least one year of work experience. Atotal of 117 employees participated in the initial survey distribution, with 103 valid responsesincluded in the final analysis. This study’s findings shed light on the nuanced influence of language proficiency and culturaladaptability on team performance in multicultural settings. While language proficiencydemonstrates a positive correlation with team performance (β=0.247), its impact appears lesspronounced when English, as a second language, becomes the common communication ground.Conversely, cultural adaptability exhibits a strong positive correlation with team performance(β=0.663), highlighting its critical role in navigating the complexities of diverse teams. Thesefindings suggest that in multicultural environments where a shared second language is used,fostering cultural adaptability may be particularly important for maximizing team performance. This research contributes to the understanding of language proficiency and cross-culturaladaptability within multicultural teams, offering insights for optimizing team dynamics andfostering collaboration in diverse work settings. By recognizing the complexities of languageproficiency and its interaction with team dynamics, organizations can enhance their effectivenessin a globalized business environment.

This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)

This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)

Language proficiency in the language of learning and teaching (LOLT) is essential for academic success. In South Africa and elsewhere, many secondary school learners lack the required academic proficiency in English, the language of learning and teaching. The English language proficiency of Xitsonga speaking Grade 7 learners was evaluated in order to suggest ways in which these learners could be helped to maximise academic success. The author investigated theories of first and second language acquisition by means of a literature study and presented an overview of language policy in South African schooling before and after 1994. A sample of Grade 7 Xitsonga speaking learners was selected from three secondary schools in the Tshwane metropolitan area, Gauteng Province. Language proficiency levels were determined by means of the Human Sciences Research Council's Standardised English Reading and Writing Proficiency Tests. These tests were also translated into Xitsonga and administered to the learners. The tests were administered a month apart in each of the schools. The tests revealed that: * there is a significant correlation between the learner's performance in the reading and writing performance test for both languages * the learners' reading and oral skills in both languages correlate * irrespective of the level of language proficiency, most learners performed poorly in their reading skills, such as, recognising inferences related to tone, punctuation, different types of discourse as well as the prevailing atmosphere. The greatest weaknesses were in learners': * failure to understand instructions, which meant that their responses to task demands were inadequate * inappropriate use of tone register and spelling errors * incorrect use of punctuation and verb tenses. The analysis of the learner's performance in both English and Xitsonga showed that these learners were generally not capable of handling the requirements of the Grade 7 curriculum. It was recommended that the learners be guided to make optimal use of existing facilities, such as, libraries. This could enhance the learners' language development. Using learners' L1 as a medium of instruction for cognitively demanding texts and intensive in-service and pre-service training for language teachers are also recommended. / Educational Foundations / D.Ed. (Comparative Education)

The purpose of this research was to develop and test a three-section cloze test of English proficiency and to norm it for use as a means of level placement. The study sample consisted of ESL students at Brookhaven Community College and the Intensive English Language Institute of North Texas State University, as well as a group of native speakers. Four types of statistical analysis were used: analysis of variance, Pearson product-moment correlations, a t-Test, and a multiple comparison procedure, the Scheffé test. The cloze test was sensitive to significant differences between every level at both schools. Subsequently it was normed to a four-level system and score ranges for each level were suggested.

Student Number : 8801261D - MA research report - School of Human and Community Development - Faculty of Humanities / The ability to achieve academic success is dependent on the acquisition of academic language proficiency, basic to which is the ability to decode and comprehend relevant academic content, with limited contextual support. Research indicates that English Second Language (ESL) learners at primary and tertiary educational institutions in South Africa lack the skills necessary for academic success. This study investigated firstly, the relationship between academic achievement of Grade 8 learners and their decoding and spelling ability and secondly, the impact of a peer mentoring paired reading programme on reading and spelling skills of Grade 8 ESL learners. Results confirm a strong positive relationship between reading and spelling skills of learners and their academic achievement and suggests that the lack of reading skills is not confined to second language English learners only. The reading programme had a significant impact on the on the decoding skills of ESL learners and a small nonsignificant impact on spelling and comprehension skills.

Philosophiae Doctor - PhD (Linguistics, Language and Communication) / At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.

With the number of Asian immigrants continually increasing in New Zealand society, Asian immigrant businesses have been appearing more rapidly in New Zealand, particularly in Auckland. The primary purpose of this study is to enquire into why a certain Asian immigrant group become business people after migrating to Auckland, New Zealand. In addition, it investigates the level of their business activity and the level of happiness with their new life in New Zealand. This study examines the growing phenomenon of Asian immigrants, and the entrepreneurship rate of ethnic groups through existing statistics. The study focuses on Korean immigrants. Twenty self-employed Koreans who are running a business in Auckland participated in the study. They were invited to talk about why they became self-employed business people and related matters about their business activity. The study found that Korean immigrants chose self-employment as a means of getting a job. They gave up seeking mainstream employment opportunities due to the language barrier and their inability to cope with a new society and new system. Other fundamental factors in their decision to become entrepreneurs were that firstly, they were willing to invest a considerable amount of their own money and secondly, they preferred to participate in the workforce rather than to depend on the New Zealand welfare system. Based on the information acquired through the research, the study reported that the recently increased numbers of Asian businesses are partly attributable to New Zealand business immigration policy which introduced a new business category – Long Term Business Visa (LTBV). The findings from this research pointed to commitment that immigrant businesses contribute to the New Zealand economy and New Zealand society as taxpayers and potential employers.