Often expressed claims which amounted to a general belief among many of the administrators of the schools of Carbon County were the stimulus for this study. The claims generally expressed were that the Mexican-Indian students of the schools did not have as good ability, did not achieve as well, were poorer attenders, caused a larger amount of difficulty and delinquency and did not adjust to the school society as well proportionately as their co-students of other nationalities. It was stated that while many nationality groups were represented in the school population, that other groups were oriented, assimilated and amalgamated into the mainstream, and seemed to compare favorably, but this was not true of the Mexican-Indian student. It was also a quite common claim that there was little difference between the Mexican- Indian student and others during the early years and up until about the 9th grade but after that a definite contrast appeared and as time progressed the contrast broadened; the Mexican-Indian maturing and marrying earlier, losing interest in school earlier, dropping out earlier, and suffering a greater setback in progress achievement and accomplishment after the 9th grade . It was also claimed that Mexican-Indian family attitudes were not as favorable toward education as others. Originally, it was planned to compare three groups - the Mexican, another nationality group and the main group. This proved not feasible as a third group was difficult, if not impossible, to find in sufficient quantities for statistical comparison within the scope of the study. This partially proved the one claim, that other nationality groups had amalgamated better. It was thus necessary to limit the comparison to the Mexican-Indian and all other students.

The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.

ABSTRACT Although immigrants are an integral part of the nation's founding and history, it is unclear how they have been historically portrayed in children's and young adults' American trade books, especially at the turn of the 20th century. This study offers a critical and comparative analysis focusing on the historical evolution, depiction of immigrants, and authors' perspectives of selected trade books written during two peak United States immigration eras (1880-1930 and 1980-2010s). Utilizing a discourse analysis approach, this study examined how first-generation immigrants were portrayed in selected trade books and how various themes and representations may have affected students and the social studies curriculum. After studying 98 books, it was determined that in both peak immigration eras, first-generation immigrants were depicted as inferior to native-born Americans. Although the time period and countries of origin changed, the issues that immigrants faced and the problems they experienced were similar; first-generation immigrants were scorned, harshly criticized, and viewed as inferior not only by Americans, but also by fellow immigrants who were members of other cultures. Overall, the books left out the immigration experience, and were mostly tales of assimilation and mistreatment in the United States. Because children's ideas and understandings of people and cultural groups are formed by what they learn from others and by the media, it is important that books which portray immigrants and their experience provide accurate and meaningful representations of these individuals. Although many of these books reviewed in this study are considered classics and offer an immense amount of valuable information about historical events which can benefit the social studies curriculum, teachers should be wary of serious overt and covert criticism of ethnicities before introducing them in the classroom. There is a need for literature that sends positive messages about accepting those from other countries and that focuses on how first-generation immigrants helped shape America. Teachers should use trade books in the classroom as they can help children read about history. However, new books need to be written about immigrants. Future research should look into effective ways to use the existing body of trade book literature in the classroom, investigate if (and to what degree) trade books were or are used in schools, compare trade books' portrayal of immigrants to that of textbooks' portrayal, and examine how immigrants were portrayed during the time periods (1940-1970) not covered in this study.

The purpose of this study was to describe and explain the perspectives of five secondary social studies educators who identified with teaching for social justice. The following research questions guided the study: How do educators who identify with social justice perceive teaching for social justice?; In what ways do educators who identify with social justice facilitate a social justice education?; What experiences prompt educators to teach for social justice in the classroom?; In what ways are educators challenged and rewarded while facilitating a social justice curriculum within the secondary social studies classroom? This qualitative study employed semi-structured interview questions and was conceptually-framed within critical pedagogy. The study provided participants the opportunity to: (1) explore their own perspectives on social justice as both a theory and pedagogy, (2) reflect on the qualities they bring to the classroom regarding social justice, and (3) familiarize others with challenges and rewards as they relate to teaching for social justice. While the study served to further investigate the overarching theme of teaching for social justice, findings revealed: commonalities in how participants define and interpret social justice as both a content and a pedagogy and how they facilitate a social justice approach in the classroom; similarities in the influential power of experiences in the lives of participants and the role these experiences played in both their personal and professional lives; the idea of exposure in that content and people with whom participants were exposed influenced their personal interpretations and understandings; teaching for social justice is not always implemented easily and without challenge, yielding courage and the commitment to stand up for what one believes. While critics argue against this framework and point out its vague and under theorized meaning, the study serves to argue that teaching for social justice is inclusive and practical in nature and serves to promote equity and justice. Included within the study are implications based on the findings and the researcher's interpretations providing recommendations for other researchers, social studies educators that may want to frame future research on similar topics, and recommendations for social studies teacher education programs on implementing and facilitating teaching for social justice.

The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages.

<p>This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.</p><p>The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.</p><p>The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.</p><p>A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.</p>

<p>Undersökningen som grundar sig på intervjuer med nio pedagoger i sex flerkulturella förskolor utgår både från styrdokumentens förespråkade sociokulturella tänk liksom ett socialisationsteoretiskt perspektiv. Studien synliggör att såväl språkliga – som kulturella dilemman dagligen uppstår såväl mellan hemmet och förskolan, som mellan vuxna med olika religionstilllhörighet. Studien tydliggör att ett interkulturellt perspektiv inte föreligger i möten mellan olika kulturer, vilka därmed sker utifrån pedagogernas individuella reflektioner kring egna – och andra kulturer. Invänjningen av barn med annat modersmål och annan etnisk tillhörighet får bäst förutsättningar att lyckas om parterna möts vilket inte är självklart. Studien visar med detta dels att socialiseringsprocessen in i samhället sker genom kontakten till pedagogerna – vars åsikter och förhållningssätt representerar den ”allmänna uppfattningen”. Dels framkommer det att många familjer med annan härkomst har mycket svag insikt om svensk förskola, att det faktiskt inte är en läsa - räkna - skriva – skola utan en arena där barn mycket tidigt får möjlighet att utvecklas till självständiga individer. Framförallt framkommer det att stora kulturella skillnader i synen på barns behov av – och i förskolan försvårar invänjningen avsevärt.</p>

This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher. The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed. The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class. A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.

The aim of this thesis is to investigate and analyze practices in multilingual mathematics classrooms in compulsory school in Sweden. By using ethnographic methods, mainly participant observation, data were collected in a number of multilingual mathematics classrooms in suburban areas of a major city. The data include field notes, interviews and informal conversations with students, teachers and school administrators. The analysis is based on a coordination of Foucault’s discourse theory and Skovsmose’s critical mathematics education. The socio-political viewpoint defines power as relational and as having an effect on school mathematics practices. Discourse, agency, foreground and identity are used as analytic tools. In five articles, the thesis investigates how the various discourses affect multilingual students’ agency, foreground and identity formation as engaged mathematics learners. The effects of students’ and teachers’ agency on discourse switching in multilingual mathematics classrooms are also investigated. The findings indicate that bilingual communication in the mathematics classroom enhances students’ identity formation as engaged mathematics learners. Language- and content-based instruction seems to do the same, though monolingual instruction may jeopardize students’ identities as bilinguals while the discourse may normalize Swedish and Swedishness exclusively. Focus on linguistic dimensions in mathematics build up a communicative reform-oriented school mathematics discourse. The competing and intersecting discourses available in the multilingual mathematics classroom affect students’ agency, foreground and identity formation as engaged mathematics learners. For example, a reform-oriented school mathematics discourse intersecting with a social-relational discourse affects students’ active agency allowing power relations to be negotiated. A principal conclusion is that the success or failure of multilingual students in multilingual mathematics classrooms cannot be explained in terms of language and cultural factors alone, but only in relation discourse, and to social and political conditions in society at large. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Accepted. Paper 4: Manuscript. Paper 5: Manuscript.

Undersökningen som grundar sig på intervjuer med nio pedagoger i sex flerkulturella förskolor utgår både från styrdokumentens förespråkade sociokulturella tänk liksom ett socialisationsteoretiskt perspektiv. Studien synliggör att såväl språkliga – som kulturella dilemman dagligen uppstår såväl mellan hemmet och förskolan, som mellan vuxna med olika religionstilllhörighet. Studien tydliggör att ett interkulturellt perspektiv inte föreligger i möten mellan olika kulturer, vilka därmed sker utifrån pedagogernas individuella reflektioner kring egna – och andra kulturer. Invänjningen av barn med annat modersmål och annan etnisk tillhörighet får bäst förutsättningar att lyckas om parterna möts vilket inte är självklart. Studien visar med detta dels att socialiseringsprocessen in i samhället sker genom kontakten till pedagogerna – vars åsikter och förhållningssätt representerar den ”allmänna uppfattningen”. Dels framkommer det att många familjer med annan härkomst har mycket svag insikt om svensk förskola, att det faktiskt inte är en läsa - räkna - skriva – skola utan en arena där barn mycket tidigt får möjlighet att utvecklas till självständiga individer. Framförallt framkommer det att stora kulturella skillnader i synen på barns behov av – och i förskolan försvårar invänjningen avsevärt.