Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 210-219).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 210-219). Also available in print.

Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims and to contribute to second language education. This study was designed to fill several gaps in the second language acquisition (SLA) literature. First, the construct of mindfulness has not been explored in SLA as a mindset to engage students in learning. Second, the construct of interest has not been investigated in SLA in tandem with mindfulness. Lastly, mindfulness has never been employed with motivated or unmotivated high school students in the compulsory education system in Japan. The following research hypotheses and research question were investigated: (a) The treatment group receiving the mindful tasks will outperform the comparison group receiving normal foreign language instruction on vocabulary learning and reading comprehension measures; (b) The treatment group receiving mindful tasks would be more engaged, interested, and like English more than before. Increased interest will lead to improvements in language performance; and, (c) To what extent do mindful practices assist low-achieving proficiency high school students in enhancing their abilities? The participants were students attending a private high school in Japan. Both the treatment and comparison groups included 45 female and 34 male students, respectively, for a total of 79 participants. A Rasch analysis was utilized to confirm the validity and reliability of the mindfulness and interest questionnaires and to transform the raw scores into equal interval measures. MANOVA, ANOVA and Pearson correlation coefficient data were analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results indicated that mindfulness was not a significant influence on improved outcomes in language performance for the treatment group, although the descriptive statistics did show small gains in the hypothesized direction. The dependent variables included the mindfulness and interest questionnaires, as well as vocabulary and reading comprehension questions. The independent variable was the mindfulness tasks. The dependent variables were vocabulary and reading comprehension measures. The results of the MANOVA were the treatment effect was not significant, F(2,81) = .397, p < .67, η2 = .01. The results of the ANOVA were the treatment effect was not significant, F(1,82) = .82, p < .77, η2 =. 001. There was also no significant correlation between increased mindfulness and increased interest. Out of the six factors, all except for sensitivity to new contexts, showed negative relationships. The only positive relationship was not significant. Lastly, a one-way repeated measures ANOVA showed no improvement for the low-proficiency treatment group, ∧= .30, F(2,18) = 1.30, p < .30, η2 = .13, over time. The effect of mindfulness on improved language performance outcomes might have been influenced by the following: shallow levels of processing, lack of clear goals for the participants, unclear task design protocols, working memory issues and environmental restraints. A lack of correlation between increases in mindfulness and interest gains might have been attributable by the compulsory nature of the course, time constraints and the lack of perceived utility of the tasks by the part pants. Lastly, the reason for the lack of improvement for the low-achieving proficiency participants might not be an issue of proficiency, because both the low- and high-achieving participants of the treatment condition did not improve. Overall, these findings suggest that mindfulness is more nuanced and more complex than originally expected. / Teaching & Learning

The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed holistically and cross-linguistic strategies were documented that support the claims that the process of developing biliteracy is dynamic and singular. In addition, Spanish language arts classes were observed and teacher interviews were conducted in order to contextualize the emergent bilinguals’ writing process. A preference for English was documented during classroom observations as well as in the writing samples collected. Of the 16 emergent bilingual second graders, only four Spanish-dominant students chose to write in both languages. The teacher’s stated concerns over the Spanish proficiency of her English-dominant students led her to alter her instruction during Spanish language arts, deferring to English. The implications of this shift to English for the developing biliteracy of emergent bilinguals are discussed. / text

<p> This study seeks to examine and compare motivational orientations of French learners across different dimensions: cultural background (USA vs. Russia), educational modality and age (college students vs. private courses learners), gender, and time of studying foreign language. 613 American and Russian learners of French completed the questionnaire addressing 10 motivational factors to study French language. Despite differences in nationality, age, educational background and learning experience, all groups of participants produced nearly identical motivational rankings. The rankings are topped by the Travelling orientation, which seems to be universally appealing, followed by the orientations within the Idealistic motivational cluster (Aesthetic Factors, Culture, Knowledge, and Ideal Self). The Pragmatic motivational cluster (Instrumental orientation, which is sometimes coupled to Emigration and Friendship dimensions) is by far less important. This disposition is also confirmed by the qualitative data. With regard to specific orientations it has been found that US learners score consistently higher in Sociability motivation, whereas Russians score higher in the Peers&rsquo; Encouragement and Aesthetic categories. In regard to gender differences, this study shows that male students appear to be more personable, e.g. among American learners males consistently outscore females in the Friendship category. Referring to age differences, it was found that the overall level of motivation tends to decline with age.</p>

<p> The 21st century perception of students and stakeholders (parents, teachers, administrators, and support staff, etc.) within the realm of world language study in a Midwestern, suburban school district varied sometime subtly and sometimes greatly. No particular study had been done to indicate what inspired students to enroll in world language, other than conjecture from students and stakeholders. To discover the true perception of students and stakeholders within this particular school district, a case study was conducted. A survey was crafted utilizing a tool that focused on language perception with relation to motivation, learning process, relevance, progress, and relationships. Each population researched, both student stakeholder and other stakeholders, took this survey to discover their perception of world language study. From those who took the survey, individuals volunteered to participate in interviews from which the questions were constructed from the same categories that organized the survey: motivation, learning process, relevance, progress, and relationships. The surveys and interviews both narrowed the understanding of how the student stakeholder and other stakeholders perceive world language study, by comparing student responses to those of the stakeholders and seeing their positive and negative correlations. The two different populations agreed that learning a language was difficult and understood the effort it took to achieve proficiency, but valued the then-current system&rsquo;s grading or credit versus actual skill achieved. Ultimately, one&rsquo;s self-perceived ability to achieve within language determined the value attached to the process and the role language would play in their lives.</p>

<p> The current recommendation by The American Council on the Teaching of Foreign Languages (ACTFL) is that communication in the target language should comprise at least 90% of instructional time in the second language classroom (ACTFL, 2012). This constructivist mixedmethod study contributes to the literature on the oral skills of practicing high school teachers and the oral skills training they receive in teacher preparation programs. Data for the study were collected in two phases, from nine face-to-face interviews, and from electronic survey respondents. Surveys were sent out to two hundred four teachers and responses were received from sixty-eight. </p><p> Identified themes that emerged from interview participants&rsquo; experiences were: 1) use of target language vs. English in class, 2) challenges target language teaching presented for teachers, and 3) teachers&rsquo; responses to these challenges. A twenty-one question electronic survey was created based upon these themes and sent out state-wide to high school Spanish teachers. </p><p> In a significant finding, while participants indicated an overall feeling of being sufficiently proficient in their own oral skills and supporting use of the target language as much as possible in classroom activities, slightly more than one-half of teachers surveyed reported they were not adequately prepared to teach in a Standards-based curriculum which emphasizes the use of target language. Findings also indicated that consideration should be given to providing additional professional development opportunities regarding knowledge of and implementation of the Standards, as well as creation of further opportunities for target language maintenance for currently practicing teachers and additional opportunities for pre-service teachers in their university programs to improve their oral proficiency. In addition, this study revealed that, in this state, the taking and passing of the Oral Proficiency Interview or not needing to do so did not significantly impact the amount of target language used in class by teachers or student. Regarding length of teaching career and use of Spanish in class, this study showed a higher use of the target language by both teachers newer to the profession and those more senior teachers with less Spanish use in class reported by teachers who had been teaching between six and ten years. </p><p> Suggestions for future research were offered such as expanding studies to include middle school and elementary school levels, conducting similar studies with teachers of other languages than Spanish, and investigating other state&rsquo;s teachers&rsquo; perspectives. Further data could provide more in-depth insights if the amounts of target language spoken for the various purposes were broken out into percentages by each level of language taught by instructors.</p><p>

<p> <b>Purpose.</b> The purpose of this study was to understand and, using an assets lens, systematically describe the essence of the experiences of long-term English learners when acquiring proficiency in English. </p><p> <b>Methodology.</b> A phenomenological design was used to explore the experiences of long-term English learners when acquiring proficiency in English. The researcher interviewed a purposeful sampling of 5 adults who identified themselves to be long-term English learners as students. Patton&rsquo;s (2002) steps in phenomenological analysis including epoche, phenomenological reduction, bracketing, textural portrayal, and structural synthesis were used to analyze the data. Lincoln and Guba&rsquo;s (1985) process for validity and reliability were utilized to establish alternative constructs of credibility, transferability, dependability, and confirmability. Findings. Fifteen formulated meanings were constructed from the significant statements, and 5 themes emerged. The 5 themes were explained and supported with the significant statements from the interviews. Finally, the essence of the experiences of long-term English learners when acquiring proficiency in English was described. </p><p> <b>Conclusions.</b> The results of the study support the key themes associated with critical developmental assets that impacted the acquisition of English of LTELs. The key themes included family communication preferences and challenges, parental involvement in helping youth succeed in school, experiencing high expectations, developing achievement motivation, and engaging in learning. The findings of this phenomenological study offer districts support to implement programs that empower parents how to become effective advocates in their children&rsquo;s education. </p><p> <b>Recommendations.</b> This study was conducted with adults who identified themselves as LTELs. Further phenomenological research could be conducted to research the types and levels of parental involvement and the effects parental involvement has on the assets of achievement motivation and learning engagement. Additionally, a study could identify if Hispanic parents view their parental responsibilities and participation in the schooling of their children differently from mainstream America. Finally, future research could survey the developmental assets of ELs in middle school. As students become reclassified in middle school, research would identify the combination of assets in those students reclassified as compared with students who did not meet reclassification criteria within the same year.</p>

Thesis (Ph.D.)--Boston University / This study traces the decline of classical languages in secondary and higher education. It investigates the factors that contributed to the rise and fall of modern foreign languages in the curriculum of American schools. Particular attention is focused upon two time periods, 1870-1915, and circa 1960-1972. Specifically, the study examines the rationale advanced for the inclusion of modern foreign languages into the regular program of studies; the impact of economic, professional, and social forces upon the decline of the classical languages; the confrontation and conflict between the modern foreign languages and the classical languages; and the parallels between the situation faced by the classical languages during the period 1870-1915, and the one confronting the modern languages today. Characteristics of American education during the, colonial period are traced, and the impact of classical education in the colonies is delineated. Methods, texts, teacher preparation and community influence are discussed. In addition, language curricula from the end of the colonial era to 1870 and factors contributing to assaults upon the classical languages are outlined. The confrontation between the proponents of the classics and the modern foreign languages is treated in greater detail, and the appearance of modern foreign languages during 1870-1895 is traced. The crisis confronting classical education during the 1895-1905 period is studied in depth; the decline of Latin and the essential demise of Greek and innovations in classical education are considered. Factors impeding and contributing to the rise of modern foreign languages are analyzed. General socio-cultural influence affecting the status of classical education are examined. Finally, the similarity between the situation confronting classical languages or an earlier period and that faced by modern languages today are discussed with particular attention directed to the parallels between the two periods and implications for the future place or languages in the curriculum.

<p> Although it is assumed that students who study abroad will return with improved oral proficiency, a review of research findings revealed that oral gains are not guaranteed for all. The literature review addressed the need to investigate the quality of study abroad (SA) programs as it relates to fostering students&rsquo; oral proficiency. This study investigated the ways in which an SA program in Ecuador fostered undergraduate students&rsquo; oral proficiency through interviews and documentary research. Data analysis of interviews with the program&rsquo;s staff and documents revealed that the program facilitated oral proficiency through Spanish classes, the Oral Proficiency Interview (OPI)-preparation class, native speaker interaction, intentionality, and outings. A survey capturing students&rsquo; perceptions of the program indicated that students found the OPI-preparation class to be the most helpful and outings to be the least helpful in their oral proficiency development. Overall, students reported that they found the program to be quite effective in helping them improve orally and that they were satisfied with their progress. Finally, a comparison of pre- and post-OPIc results revealed that all students had gained one proficiency level at the conclusion of the program. The present study provides implications for SA programs and higher education institutions for assisting students with their oral proficiency development while abroad. It also gives recommendations for future research of proficiency-based SA programs.</p>