The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the modelling of calculus word problems, and to develop, implement and evaluate a teaching package that encouraged the use of multiple representations as a means of improving conceptual understanding. The achievement of these goals was sought by means of the development, implementation and evaluation of a number of calculus extended tasks that encouraged the use of multiple representations. These activities facilitated the compilation of a menu of approaches to the solution of mathematical problems, while the longitudinal nature of the study allowed for the monitoring of student changes in their preferred approach. A traditional calculus curriculum was used for the study, but the instructional emphasis was based more on students' understanding of concepts in a classroom environment utilising a constructivist approach rather than on their memorising computational techniques. Reading, writing, and discussion were emphasised m small group settings to develop language skills and to foster an appreciation of the alternative solution strategies of individual students. / The study was conducted at an International College north of Perth in Western Australia, and the majority of students in the sample were from Non-English-Speaking-Backgrounds (NESB). A range of methods was used to collect qualitative and quantitative data in order to increase the credibility of the research. These methods included audio recordings of structured task-based interviews with each of the four students in the sample; teacher analysis of student worksheets; my classroom observations; the analysis of alternative student conceptions on assessment tasks obtained through post-test interviews, and my personal reflections. Quality controls were employed to ensure the credibility of the data collected. As classroom teacher and principal researcher, it was possible for me to treat each of the four students involved as an individual case study. Descriptive questionnaires were used in order to gain information regarding the course and the use of graphics calculators. The results are applicable to ESL introductory calculus students only, and the nature of the sample implies a number of study limitations detailed in Chapter Five. There was extensive evidence of the benefits of the use of a multi-representational mode and evidence also of the benefits of encouraging the use of a diversity of modes of classroom instruction. Outcomes of the study were qualified by the difficulties ESL students face in coordinating conflicting information and interpreting the language demands of problem presentation. It is expected that this study will assist m extending the knowledge and understanding of the learning difficulties faced by ESL students in the am of pre-university calculus. / Results of this study suggest that instructional material has an important influence on ESL students’ use and management of multiple representations. However, there are often limitations to the influence of the material due to student preferences, mathematical ability and firmly held beliefs as well as on the amount of detail presented in a problem Secondly, small group learning environments based on a constructivist approach were found to influence student ability to model calculus word problems in a positive manner, provided there is teacher support to overcome cognitive obstacles. Finally, it was established that an effective teaching package could be developed to assist ESL students in calculus learning. The teaching package's evaluation highlighted the need for matching language use in problem presentation with the current mathematical language register of each student.

Thesis (Ed. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 101-107). Also available on the World Wide Web.

No description available.

This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both English and Spanish by Heritage Language Learners of Spanish (HLLS). The subjects of the quantitative part of the study were 24 participants who were from six high schools with a large number of minority students. These high schools were located in Tucson and Nogales, Arizona. The participants in the qualitative part of the study were six case study students, chosen from the whole group. The participants were enrolled in the 2006 annual 3-week Professional Language Development Program (PLDP), held in July at the University of Arizona. The PLDP's additive teaching translation and interpretation model engaged the participants in learning by not only the novelty of practicing real-life, challenging exercises in class, using their unique cultural and linguistic skills, but also by the dynamic collaborative learning environment. The improvement in the participants' academic language proficiency was assessed through individual interviews of six case study participants, their high school teachers, and the two PLDP instructors.The use of translation and interpretation to improve the HLLS's academic English (and Spanish) stands in stark contrast to the subtractive teaching English-as-a-Second-Language model that promotes English fluency at the expense of the heritage language. The study, therefore, expands research on minority HLL's cultural capital that is not utilized in American education, where limiting the use of bilingual education for English language learners is the norm. The success of the program was demonstrated by the students' newfound appreciation for their heritage language and culture, academic learning, motivation for higher education, and statistically significant gains in Cognitive Academic Language Proficiency (CALP; Cummins, 2000).

The purpose of my examination work was to show the need for support for students with another mother-tongue than Swedish, so that these students would be able to get through mathematics tuition better. To achieve this purpose, I chose to start from the perspective that presented itself at interviews with two class teachers and two mother-tongue supervisors. I also chose to use the qualitative research interview as study method, as I tried to understand those informing me in a thorough and in-depth way. In my study I have had a sociocultural perspective as starting point where the conceptions teaching, language and communication, support and individualizing are central for the development of knowledge.  The questions for my study during this process were as follows:  What difficulties, according to the teachers interviewed can occur for second language students in mathematics?  What ways and methods of working do the teachers chosen give priority to, so that   the second language students` results in mathematics will improve?  The results from my interviews show that the difficulties with mathematics for second anguage students can be perceived as being dependent on a combination of reasons, where amongst other things language plays a central part. Difficulties can even arise when the students have other mathematical abilities from their own home environment. Another result shows that even the class teachers are of the opinion that there are difficulties to individualize the teaching in schools with large classes. This can possibly be interpreted that those large classes in the schools can be seen as the reason for the inadequate study results in mathematics, where the students are unable to understand sufficiently suited lessons. These difficulties do not arise for the mother tongue teachers as they sit with each student individually. From these results we see that even the class teachers and mother tongue tutors have different ways and methods of working with mathematic tuition to be able to improve the results in mathematics for second language students. The result of the study shows that all teachers are of the opinion that language is a tool, thus enabling the student to succeed in mathematics. However, there is disagreement between the class teachers and mother tongue tutors, as to whether it is the student’s knowledge of Swedish or their mother tongue that could best help them in their understanding of mathematics. The study also shows that the class teachers believe that it is important that the students are allowed to sit in groups with other students and interact. However, the mother tongue tutors believe that the communication between student and tutor is the most important as they sit with each student individually and believe that the students will develop better in this way. The result of the study also shows that all teachers believe that support and motivation is required for the students to develop. The class teachers also believe that even laboratory material is excellent support for students with difficulties and should be used in teaching. However, the mother tongue tutors believe that laboratory material is good support but say that it is better to work abstractly with mathematics. From the results I am able to see, that the class teachers and mother tongue tutors give priority to different ways and methods of working with mathematics to strengthen second language students.

Thesis (MA--Applied Language Studies)--AUT University, 2009. / Includes bibliographical references. Also held in print (ix, 112 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 428.0076 BAI)

The purpose of this study was to establish a crosswalk between the Test of English as a Foreign Language (TOEFL iBT® ) and four ACTFL Assessments to help examinees and institutions of higher education (IHE) to better understand the correspondences between TOEFL iBT scores and examinees’ functional proficiency, i.e., their ability to use functional English in real-world academic and social situations.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 64-70).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 64-70). Also available in print.

The aim of this study is to investigate the factors ethnicity and social class and how this affects the language development of elementary school students. To be able to fulfill our purpose with this study, we have selected one question to be answered. The following question is: "How can teachers contribute to language development teaching for students with different ethnicities and social classes in the society?". Our information was gathered from two databases with scientific articles accessible for us students in Malmo University. We have used databases Eric ProQuest and ERIC EBSCO. The searching was done in English for a successful finding of relevant sources and a literature search in survey has been done in the Malmo University's library and well-known researchers. The result, conclusion and discussion has shown that second language students in a low social class have poorer conditions and opportunities for improved language development compared to students in a high social class background. This study also shows that these students have a tendency to lack Swedish language knowledge due to low social class in the family background. The result, conclusion and discussion mostly shows that teachers have a hard time to meet second language students of different social class backgrounds in the best way for their language development. Research in the result chapter shows that social class and ethnicity should be taken into account by teachers in their pedagogical planning. In the socially oriented subjects, teachers should higlight the two factors and neutralize them in the teaching. From this, teachers should keep in mind that the two factors can affect students' language development and hence apply this complexity to the didactic question "who?". To prevent differences in the classroom, can genre pedagogy be a solution to include all pupils to encourage language development, regardless of social or ethnic background in the classroom.