Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 64-67). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 109-111). Also available in print.

Thesis (MEd)--University of Melbourne, Graduate School of Education, 2009. / Typescript. Includes bibliographical references (p. 90-95)

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

<p> Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual&rsquo;s PLN provides unanticipated benefits when sharing publicly online.</p>

<p> This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.</p><p>

<p> Understanding mathematics is an essential part of everyday life and can range from simple tasks such as using basic math skills to more complex tasks. Success in mathematics is a requirement for success in today&rsquo;s modern world. A gap in developing mathematical skills can create complications and interfere with job opportunities. Another basic essential for success in society is reading. There are important problems associated with students who cannot read successfully, such as higher dropout rates. Studies have shown that learning a foreign language during elementary school increases a child&rsquo;s ability to develop cognitive skills, and research has shown that proper development of cognitive skills improves a student&rsquo;s ability to read and perform mathematical skills successfully. Research studies involving dual-language/two-way immersion schools suggest that students at these schools obtain higher scores on achievement tests in both mathematics and reading. This study is a meta-analysis of studies involving dual-language/two-way immersion schools in an effort to confirm the hypotheses that (1) there are differences in student performance when comparing students who learn foreign language in elementary school versus those who don&rsquo;t, and (2) students score higher in reading, vocabulary, and/or mathematics if they learn foreign language in elementary school when compared to those who don&rsquo;t. The meta-analysis began with 51 quantitative research studies but was narrowed down to 17 after categorizing the studies. Using weighted effect sizes and Cohen&rsquo;s <i>d</i>, the results for the <i>d</i> values were .64 (medium) for vocabulary, .22 (small) for reading, and .11 for mathematics. Only homogeneity tests were calculated in each category. The Q values indicated homogeneity for the category of mathematics only. Therefore, additional research is suggested, beginning with heterogeneity testing.</p><p>

<p> Promoting global awareness is commonly cited as a main benefit of early foreign language education; however, little research backs this claim. This study explores a partial Spanish immersion preschool and how it shapes young children&rsquo;s global awareness and knowledge of foreign languages and cultures. The study used a series of games, activities, and interviews to address the following three aspects of the classroom: (1) foreign language activities and language use, (2) how global awareness was portrayed by students and teachers, and (3) the beliefs, goals, and motivations of parents who chose to enroll their children there. The frameworks of translingualism and global education informed analysis of classroom observations, activities with children, and interviews with parents and teachers.</p><p> Findings indicated that children did show signs of early learning related to global awareness, though language and culture were not always the primary goals for parents and teachers at the school. Children&rsquo;s literature and games allowed children to express their views and understanding about their learning about Spanish and other cultures in the classroom. They were able to talk about speaking Spanish in school and knew some words and phrases learned through exposure from the teachers in the classroom. Parents and members of the staff expressed their beliefs in the value of early second language exposure; however, primary needs of the children such as keeping them safe and developing a nurturing environment were always the priority. The findings will inform future development of language immersion programs for young children and give directors of such programs insights into what parents may hope for their children to learn regarding language and other cultural instruction.</p><p>

<p> This study investigated whether use of the Achieve 3000 differentiated reading internet program correlated with increased incidence of ELL students achieving proficiency and/or with improvement in reading and literacy scores. It also examined attitudes among district ELL teachers. Results supported DI and CALL methods as instructional approaches. Achieve 3000 was most strongly related to improved literacy among students who completed 80 activities or more. Number of activities scoring at least 75% was the strongest predictor of improvement. Lexile score was related, but Lexile growth was not. When not used according to company recommendations, correlations were much weaker. Only 4.2% of district ELL students followed those recommendations. Relationships did not hold true for the lowest, beginning English proficiency students. </p><p>

<p> This qualitative single-case study examined the experiences of a post-secondary first-year English composition instructor teaching long-term English learners at an urban, public university in the northeast United States by exploring the instructor&rsquo;s literacy ideologies and the effects of those ideologies on the instructional practices of the instructor within the English learners&rsquo; classroom. The study used in-depth phenomenological interviews, classroom observations, a student diversity survey, and artifacts to achieve its purpose. The results of this study support three thematic findings: (a) Although the instructor was unsure as to what qualifies students to be classified as English learners, she teaches them in the same way she does native English-speaking students; (b) The instructor felt that her job was to help students learn &ldquo;the game&rdquo; of how to write academic text; and (c) The instructor used a variety of instructional practices but lacked professional training and resources.</p><p>