Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. This study used a single group, pre-experimental design with data collection from 2 administrations of the Student Multicultural Relations Survey. Fifty-four students completed the survey, which yielded 4 multicultural relations scales (dependent variables), 8 single-item attitudinal variables on multicultural issues, and 2 demographic variables (independent variables). Inferential analysis included t tests and multiple regression. Key results indicated that students' attitudes on multicultural relations had changed significantly; in addition, students talked to and mixed with students from different cultural backgrounds with greater frequency after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This impact can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.

<p>This project addresses the current need to change the content and delivery of secondary English curricula in order to reflect the ethnic and cultural diversity which makes up Canadian society. It gives a rationale for a multicultural education while suggesting content, concepts, learning outcomes, and strategies for achieving this goal. Analysis of sections of the Ministry of Education's guidelines, policies, and resources shows support for a multicultural approach in the English classroom. The review of teacher resources from existing books provides staff development ideas to assist teachers in the delivery of an antiracist and ethnoculturally-equitable program. Analysis of anthologies and individual literary examples demonstrates material and classroom ideas to provide positive examples for the study of writers from diverse backgrounds. The suggested authors include Canadian immigrant writers, Canadian writers of diverse cultural or mixed-racial backgrounds, and international writers. Suggested literature by Canadian Native writers along with relevant classroom ideas and discussion topics provides educators with the material and means to engage in discussion of Native experience and culture. A detailed analysis of Ruby Slipperjack's novel Silent Words (1992) discusses issues and strategies for a study of this novel in a grade nine English class. The project provides the theoretical basis for and the practical application of a multicultural approach which can be used by English teachers in all Ontario boards.</p> / Master of Arts in Teaching (MAT)

<p>Syftet med denna uppsats är att undersöka problem samt lösningar i relation till informationsåtervinning över språkliga gränser. Metoden som har använts i uppsatsen är studier av forskningsmaterial inom lingvistik samt främst den relativt nya forskningsdisciplinen Cross-Language Information Retrieval (CLIR). I uppsatsen hävdas att världens alla olikartade språk i dagsläget måste betraktas som ett angeläget problem för informationsvetenskapen, ty språkliga skillnader utgör ännu ett stort hinder för den internationella informationsåtervinning som tekniska framsteg, uppkomsten av Internet, digitala bibliotek, globalisering, samt stora politiska förändringar i ett flertal länder runtom i världen under de senaste åren tekniskt och teoretiskt sett har möjliggjort. I uppsatsens första del redogörs för några universellt erkända lingvistiska skillnader mellan olika språk – i detta fall främst med exempel från europeiska språk – och vanliga problem som dessa kan bidra till angående översättningar från ett språk till ett annat. I uppsatsen hävdas att dessa skillnader och problem även måste anses som relevanta när det gäller informationsåtervinning över språkliga gränser. Uppsatsen fortskrider med att ta upp ämnet Cross-Language Information Retrieval (CLIR), inom vilken lösningar på flerspråkighet och språkskillnader inom informationsåtervinning försöker utvecklas och förbättras. Målet med CLIR är att en informationssökare så småningom skall kunna söka information på sitt modersmål men ändå hitta relevant information på flera andra språk. Ett ytterligare mål är att den återfunna informationen i sin helhet även skall kunna översättas till ett för sökaren önskat språk. Fyra olika översättningsmetoder som i dagsläget finns utvecklade inom CLIR för att automatiskt kunna översätta sökfrågor, ämnesord, eller, i vissa fall, hela dokument åt en informationssökare med lite eller ingen alls kunskap om det språk som han eller hon söker information på behandlas därefter. De fyra metoderna – identifierade som maskinöversättning, tesaurus- och ordboksöversättning, korpusbaserad översättning, samt ingen översättning – diskuteras även i relation till de lingvistiska problem och skillnader som har tagits upp i uppsatsens första del. Resultatet visar att språk är någonting mycket komplext och att de olika metoderna som hittills finns utvecklade ofta kan lösa något eller några av de uppmärksammade lingvistiska översättningssvårigheterna. Dock finns det inte någon utvecklad metod som i dagsläget kan lösa samtliga problem. Uppsatsen uppmärksammar emellertid även att CLIR-forskarna i hög grad är medvetna om de nuvarande metodernas uppenbara begränsningar och att man prövar att lösa detta genom att försöka kombinera flera olika översättningsmetoder i ett CLIR-system. Avslutningsvis redogörs även för CLIR-forskarnas förväntningar och förhoppningar inför framtiden.</p> / <p>This essay deals with information retrieval across languages by examining different types of literature in the research areas of linguistics and multilingual information retrieval. The essay argues that the many different languages that co-exist around the globe must be recognised as an essential obstacle for information science. The language barrier today remains a major impediment for the expansion of international information retrieval otherwise made technically and theoretically possible over the last few years by new technical developments, the Internet, digital libraries, globalisation, and moreover many political changes in several countries around the world. The first part of the essay explores linguistic differences and difficulties related to general translations from one language to another, using examples from mainly European languages. It is suggested that these problems and differences also must be acknowledged and regarded as highly important when it comes to information retrieval across languages. The essay continues by reporting on Cross-Language Information Retrieval (CLIR), a relatively new research area where methods for multilingual information retrieval are studied and developed. The object of CLIR is that people in the future shall be able to search for information in their native tongue, but still find relevant information in more than one language. Another goal for the future is the possibility to translate complete documents into a person’s language of preference. The essay reports on four different CLIR-methods currently established for automatically translating queries, subject headings, or, in some cases, complete documents, and thus aid people with little or no knowledge of the language in which he or she is looking for information. The four methods – identified as machine translation, translations using a multilingual thesaurus or a manually produced machine readable dictionary, corpus-based translation, and no translation – are discussed in relation to the linguistic translation difficulties mentioned in the paper’s initial part. The conclusion drawn is that language is exceedingly complex and that while the different CLIR-methods currently developed often can solve one or two of the acknowledged linguistic difficulties, none is able to overcome all. The essay also show, however, that CLIR-scientists are highly aware of the limitations of the different translation methods and that many are trying to get to terms with this by incorporating several sources of translation in one single CLIR-system. The essay finally concludes by looking at CLIR-scientists’ expectations and hopes for the future.</p>

Syftet med denna uppsats är att undersöka problem samt lösningar i relation till informationsåtervinning över språkliga gränser. Metoden som har använts i uppsatsen är studier av forskningsmaterial inom lingvistik samt främst den relativt nya forskningsdisciplinen Cross-Language Information Retrieval (CLIR). I uppsatsen hävdas att världens alla olikartade språk i dagsläget måste betraktas som ett angeläget problem för informationsvetenskapen, ty språkliga skillnader utgör ännu ett stort hinder för den internationella informationsåtervinning som tekniska framsteg, uppkomsten av Internet, digitala bibliotek, globalisering, samt stora politiska förändringar i ett flertal länder runtom i världen under de senaste åren tekniskt och teoretiskt sett har möjliggjort. I uppsatsens första del redogörs för några universellt erkända lingvistiska skillnader mellan olika språk – i detta fall främst med exempel från europeiska språk – och vanliga problem som dessa kan bidra till angående översättningar från ett språk till ett annat. I uppsatsen hävdas att dessa skillnader och problem även måste anses som relevanta när det gäller informationsåtervinning över språkliga gränser. Uppsatsen fortskrider med att ta upp ämnet Cross-Language Information Retrieval (CLIR), inom vilken lösningar på flerspråkighet och språkskillnader inom informationsåtervinning försöker utvecklas och förbättras. Målet med CLIR är att en informationssökare så småningom skall kunna söka information på sitt modersmål men ändå hitta relevant information på flera andra språk. Ett ytterligare mål är att den återfunna informationen i sin helhet även skall kunna översättas till ett för sökaren önskat språk. Fyra olika översättningsmetoder som i dagsläget finns utvecklade inom CLIR för att automatiskt kunna översätta sökfrågor, ämnesord, eller, i vissa fall, hela dokument åt en informationssökare med lite eller ingen alls kunskap om det språk som han eller hon söker information på behandlas därefter. De fyra metoderna – identifierade som maskinöversättning, tesaurus- och ordboksöversättning, korpusbaserad översättning, samt ingen översättning – diskuteras även i relation till de lingvistiska problem och skillnader som har tagits upp i uppsatsens första del. Resultatet visar att språk är någonting mycket komplext och att de olika metoderna som hittills finns utvecklade ofta kan lösa något eller några av de uppmärksammade lingvistiska översättningssvårigheterna. Dock finns det inte någon utvecklad metod som i dagsläget kan lösa samtliga problem. Uppsatsen uppmärksammar emellertid även att CLIR-forskarna i hög grad är medvetna om de nuvarande metodernas uppenbara begränsningar och att man prövar att lösa detta genom att försöka kombinera flera olika översättningsmetoder i ett CLIR-system. Avslutningsvis redogörs även för CLIR-forskarnas förväntningar och förhoppningar inför framtiden. / This essay deals with information retrieval across languages by examining different types of literature in the research areas of linguistics and multilingual information retrieval. The essay argues that the many different languages that co-exist around the globe must be recognised as an essential obstacle for information science. The language barrier today remains a major impediment for the expansion of international information retrieval otherwise made technically and theoretically possible over the last few years by new technical developments, the Internet, digital libraries, globalisation, and moreover many political changes in several countries around the world. The first part of the essay explores linguistic differences and difficulties related to general translations from one language to another, using examples from mainly European languages. It is suggested that these problems and differences also must be acknowledged and regarded as highly important when it comes to information retrieval across languages. The essay continues by reporting on Cross-Language Information Retrieval (CLIR), a relatively new research area where methods for multilingual information retrieval are studied and developed. The object of CLIR is that people in the future shall be able to search for information in their native tongue, but still find relevant information in more than one language. Another goal for the future is the possibility to translate complete documents into a person’s language of preference. The essay reports on four different CLIR-methods currently established for automatically translating queries, subject headings, or, in some cases, complete documents, and thus aid people with little or no knowledge of the language in which he or she is looking for information. The four methods – identified as machine translation, translations using a multilingual thesaurus or a manually produced machine readable dictionary, corpus-based translation, and no translation – are discussed in relation to the linguistic translation difficulties mentioned in the paper’s initial part. The conclusion drawn is that language is exceedingly complex and that while the different CLIR-methods currently developed often can solve one or two of the acknowledged linguistic difficulties, none is able to overcome all. The essay also show, however, that CLIR-scientists are highly aware of the limitations of the different translation methods and that many are trying to get to terms with this by incorporating several sources of translation in one single CLIR-system. The essay finally concludes by looking at CLIR-scientists’ expectations and hopes for the future.

The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communities / African Languages

Two new online products are available to the international tree-ring community. The Bibliography of Dendrochronology (published online in February 2003) currently has 10,000 references and is the world’s largest online bibliography specializing in tree-ring research. In March 2004, the Glossary of Dendrochronology was made available and is a searchable database of 351 terms and definitions in English, German, French, Spanish, Italian and Portuguese. Both databases result from the collaboration of numerous tree-ring scientists worldwide.

This thesis explores the experiences of Chinese children acquiring literacy in both Chinese and English in Scotland. A three-dimensional research design is adopted in order to take into account the influential domains where children are exposed to literacy learning. First, it investigates the attitudes and approaches to literacy learning in fourteen Chinese homes, with evidence gathered from semi-structured interviews with parents. Second, observations of and conversations with children and Chinese teachers in a Chinese complementary school in the central belt of Scotland provide insights into the approaches to teaching and learning Chinese literacy. Third, miscue analysis of reading and thinking aloud protocols are conducted in mainstream schools with six Chinese boys, aged eight to nine years, in order to analyse in depth the reading strategies deployed by children in their attempts to gain meaning from both Chinese and English texts. The findings reveal that Chinese parents provide a rich learning environment where children consolidate and in some cases extend the literacy learning experiences gained in the complementary Chinese school. What also emerges from the research is that while the children in the study have a great deal of metalinguistic and metacognitive knowledge gained from learning diverse writing systems, this knowledge is not recognised within policy or practice in mainstream schools. Finally, Hornberger’s Continua of Biliteracy are used as a model both in order to analyse the mosaic of qualitative data generated during the research process and to provide a framework for a discussion of educational policy and practice in multilingual Scotland.

Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.

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