While there are many studies of NS-NNS negotiation, there are few studies that have examined and compared negotiation and communication strategy use that occurs in unelicited interactions in the study abroad classroom and host family environment Through analysis of NS-NNS negotiations from video and audio-taped interactions, this study of five learners of Japanese studying abroad answers the following research questions: 1) How does negotiation and communication strategy use differ in the study abroad classroom and host family setting? 2) What are the implications of these differences for second language acquisition in terms of comprehensible input, modified output, and focus on form? Thus, the present study contributes to the already existing literature on study abroad, negotiation, and communication strategies. Moreover, it shows how NNS participation in the process of negotiation including exposure to and possible uptake of information about the target language is conveyed through negotiation and how this process differs between the classroom and host family setting. *N5-NNS (native speaker- non-native speaker) / Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 526-540). / Mode of access: World Wide Web. / Also available by subscription via World Wide Web / x, 540 leaves, bound 29 cm

This research explores dynamics around Aboriginal language learning and use in Vancouver, British Columbia. With many different First Nations and Aboriginal languages represented in the city, urban Aboriginal language revitalization is complex and challenging. Sixteen research participants talked with me about competing priorities for urban Aboriginal individuals and families, the linguistic diversity of the British Columbia First Nations, and how demographic urbanization of Aboriginal peoples intersects with movements of language revitalization. The resulting analysis highlights some emerging language ideologies connected to urban Aboriginal language use and learning. Language ideologies have been defined as “the cultural system of ideas about social and linguistic relationships, together with their loading of moral and political interests” (Irvine, cited in Kroskrity 2000:5). By identifying some commonalities in research participants’ attitudes around Aboriginal languages in the city, I argue that ‘placing language’ and ‘finding a place for language’ are critical issues for looking at Aboriginal language use and learning in Vancouver. By ‘placing language’, I mean that participants stressed the locality of Aboriginal languages, drawing important connections between land and language. Many honoured local languages by stating that their use and preservation should be top priorities in urban-specific language revitalization initiatives. They also recognized that other Native languages are represented in the city and could be fostered by collaboration with home communities, including reserve language programs. By ‘finding a place for language’, I mean taking time and making effort toward language learning and use in the fast-paced urban environment. Determining a place and a time for language in daily life or during events is crucial for language revitalization efforts in the city. This thesis specifies some suggestions for finding a place for language, highlighting different ideas shared by participants about public school language education, community centres as places for language learning, and use of local languages in service organizations and educational institutions and in the public sphere.

Doctor of Education / With the heightened profile of language learning in a global community, language education is exploring a new model of intercultural language learning. The goal of intercultural language learning is to produce language users equipped with explicit skills in understanding connections and differences between their own culture and the culture of the target language. The research literature suggests that language learners’ resulting intercultural competence will encompass a range of characteristics. There have been few empirical studies, however, to provide illustration of intercultural competence, in order to assist teachers’ understanding of desired outcomes and student development. This case study investigates the characteristics of intercultural competence in young language learners in one Australian primary school. The learners have been engaged in an immersion language program for up to eight years, in one of three languages: French, German or Japanese. The study also investigates the behaviours and understandings in their language teachers which may facilitate the development of learners’ intercultural competence. It explores in summary what may be the nature of intercultural competence in the case study language learners. The study is relevant to research of both intercultural language learning and of immersion language classrooms. Using a case study design, the study incorporates qualitative data in the form of student focus group interviews, teacher interviews, and classroom observations. Data were collected at the case study school, in Sydney, Australia, over a school semester, and involved 49 Year 6 students and four teachers. Results of the study suggest a number of indicators of the case study students’ development in intercultural competence – that is, through understanding of language culture and identity. The student is and sees him or herself as a purposeful interactive communicator. The student understands the target language itself to be the vehicle of the target culture, and often displays metalinguistic curiosity and skills. Some students are able to critically reflect on their (multiple) linguistic and cultural memberships, and to negotiate their identity as a non-native language user. The study found that teachers provide a model of interculturality to their students. The teachers’ interculturality is enacted in their relationships and pedagogical choices, in their design of experiential learning tasks, and their facilitation of linguistic and cultural connections for their students. The study also found that the nature of the immersion language classroom itself facilitates intercultural competence in students. The study provides a case study illustration of intercultural competence in language learners which is relevant to research in intercultural language learning, immersion pedagogy and the emerging related pedagogy of content-based language learning.

The study aims to contribute to a debate on the benefits of exposing children to early second language acquisition and maintenance of their mother tongue in early childhood settings. The study uses a qualitative interpretative approach, using a case-study method. Quantitative and qualitative methods were used, and data collected were thematically analyzed.

Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Sponsor: Leland Jacobs. Dissertation Committee: Edwin Ziegfeld. Includes bibliographical references.

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1991. / Bibliogr.: f. 87-88. Document électronique également accessible en format PDF. CaQCU

Mémoire (M.Ed.)-- Université du Québec à Chicoutimi, 1994. / Document électronique également accessible en format PDF. CaQCU

Based on the author's thesis (doctoral)--Universität Innsbruck. / Includes bibliographical references (p. 551-568). Also issued in print.

Based on the author's Thesis (doctoral)--Universität Innsbruck. / Includes bibliographical references (p. 551-568).

Thesis (M. Ed.)--University of Hong Kong, 1984. / Includes bibliographical references.