In response to the scant studies comparing the language content of the employment-related units in Australia's Adult Migrant English Program (AMEP) and Canada's Language Instruction for Newcomers to Canada (LINC) program, the present study examines the curriculum guidelines and the selected instructional materials of AMEP's Certificate in Spoken and Written English (CSWE) III and LINC level 4 and investigates four instructors' implementation of the curricula (two instructors from each program). Through qualitatively analysis using NVivo, the results show that both LINC 4 and CSWE III exhibit strengths and limitations, and also alignment and misalignment, as compared to their theoretical frameworks. While LINC 4 covers more components in the framework, CSWE III demonstrates greater depth in implementing its theoretical foundation. Further, LINC 4 instructors mostly implement a task-based approach; the CSWE III instructors incorporate multiple approaches, while the curriculum claims text-based teaching as its main approach. This study suggests that in teaching English for employment purposes, more content that introduces the different functions of language use and communication strategies would be beneficial, and authentic texts and learner experience can also be valuable. The incorporation of different teaching approaches may be advantageous. Future research can further examine newcomer language program outcomes by comparing language production data from learners of similar programs in different contexts, in order to evaluate the impact of language training on learners’ ability to engage in employment-purposed communication. / Graduate

This thesis explores the way three indigenous writers and leaders, in Peru, the US, and Canada, used both their literacy and their Christian faith as a means for protesting the inequalities of colonial rule, to counter settler attempts to denigrate Indigenous culture and history, and to further their own personal agendas.

Organisation socialisation is the process by which an individual acquires the attitudes, behaviour, and knowledge she or he needs to participate as an organisation member (Van Maanen & Schein, 1979). During socialisation, organisations seek to mould new employees to fit its needs and employees attempt to define acceptable work roles for themselves within the organisation (Fisher, 1986). Several scholars believe that an important way in which socialisation occurs is through social interactions between newcomers and „insiders‟ or more experienced members of their organisation (Feldman, 1981; Louis, 1990; Reichers, 1987). Relationships might be important, but little is known about the types of relationship patterns that are most conducive to effective socialisation (Morrison, 2002). This research will view the socialisation process from the perspective of social network structure and examine the effect of the relationships on socialisation outcomes.

Thesis advisor: Maria E. Brisk / Drawing on Collins' (2009) framework on domination and seeing language as a signifier (Bhaba, 1994), this critical ethnography explores the relationship between language and power within the context of a school focused on serving the needs of newcomer immigrant youth in the United States, a country that has increasingly become polarized around issues of immigration, social, and educational policy. Conducting observations in multiple social contexts and informal/semi-structured interviews, the study focuses on six non-Spanish speaking newcomer immigrant youth navigating a particular phenomenon - English and Spanish being dominant languages in their social contexts inside and outside of school. Data were analyzed using guidelines of critical ethnography (Carspecken, 1996). Salient findings include issues of assimilation, meritocracy, and invisibility at the school. The importance of transnational connection, restoration, and accessing social and cultural capital outside of school were also noteworthy. Suggested additions to theorizing work and research with this population as well as critical implications for newcomer schools are also presented. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The foreign-born population in the United States increased by 57% from 1990 to 2000 (U.S. Census, 2003). A substantial growth for minority and immigrant population groups is projected to continue over the next 20 years, and these newcomer students tend to have lower measures of achievement (National Center of Education Statistics, 2007). Most of the research available is for early grade students. A paucity of research exists for high school student newcomers. This study reviewed a single public high school as a case study in a Central Texas school district, focusing on newcomer immigrant students in Grades 9 and 10. This study adds to the understanding of educational needs for new immigrants, existing educational services for them, strategies in place to narrow the achievement gaps between immigrant and nonimmigrant students, and policies that should be developed or expanded in order to ameliorate their educational conditions. Research questions were (a) what are the achievement gaps between 9th-grade, newcomer immigrant students in Central Texas and their nonimmigrant peers; (b) what are the academic needs of 9th-grade, newcomer immigrant students in Central Texas; and (c) what strategies exist to narrow the achievement gaps between immigrant and nonimmigrant students? Evidence was found that indeed a subpopulation of immigrant teenagers arrives with significant gaps in schooling. This study revealed value in innovative, visual instructional techniques; encouraged development of interpersonal advocacy; and the most potent contribution, thoughtful and empathetic administration and teachers. Determining effective strategies, support systems, and appropriate school climate while finding other elements that work in other locations make for a successful school for newcomer immigrant students. / text

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Canada is a nation known for being highly multiethnic due to its rich history of immigration. But many immigrant parents struggle with acculturation and, at the same time, they are faced with the challenge of raising their children in a new country. This study explored the process of transition among newcomer mothers living in Winnipeg. Using a qualitative approach, ten in-depth interviews were conducted to gain a greater understanding of the process that parents go through as they learn about a particular disciplinary approach - Positive Discipline in Everyday Parenting (PDEP). Four main themes emerged: 1) the meaning of parenting; 2) a new vision of parenting; 3) conflicting notions of discipline; and 4) navigating the acculturation gap. Each primary theme had several sub-themes that expressed the process of transition to a new parenting context. Many mothers had experienced corporal punishment as children but none approved of it. They explained that PDEP had provided them with a new non-violent vision of parenting. Mothers described the parenting changes they had made and how their confidence had increased since learning about PDEP. They also described the impact that the loss of extended family support had on parenting dynamics. Although some of the mothers observed that the PDEP program had not decreased the acculturation gap between them and their children, it had helped them to better understand their children’s perspectives. The implications of the findings for professionals who support newcomer parents are discussed. / February 2016

Serial (providing newcomer role models) and investiture (providing newcomer positive social support) tactics have been demonstrated as the most important predictors for newcomer adjustment. This study empirically examines the dynamics of serial and investiture tactics on newcomer adjustment and retention. It posits that goal interdependence between new recruits and their teams critically affects new recruits adjustment outcomes. This study adopts Deutsch’s theory of goal interdependence to understand when newcomers develop cooperative goal interdependence with their teams. It argues that serial and investiture tactics promote cooperative goal interdependence and reduce competitive goal and independent goal relationships and thereby result in newcomer adjustment and retention. A total of 102 interviews of specific incidents were conducted in Mainland China in 2011. Structural equation results support several hypotheses as well as the hypothesized model that serial and investiture tactics used by working teams are antecedents to goal interdependence between new recruits and their teams and that goal interdependence in turn influences adjustment outcomes, especially, newcomer affective attitudes as organizational commitment and job satisfaction, intention to quit, and co-worker relationship. It identifies that cooperative goal interdependence promotes positive attitudes and strong co-worker relationship and competitive goal interdependence and independent goal relationship result in low affective attitudes and high intention to quit. It demonstrates that serial and investiture tactics promote cooperative goal interdependence and undermine competitive goal and independent goal relationships. Findings suggest important practical implications. Organizations can help new recruits adjust and remain by strengthening cooperative goal interdependence between them and their teams. Providing role models and positive social support are important ways to induce cooperative goal interdependence. This study contributes to the socialization tactics literature as well as the theory of goal interdependence and to their integration.

Den här studien syftar till att undersöka socialisation i relation till deltagande i ett traineeprogram. Med utgångspunkt i Lave och Wengers lärteori om praktikgemenskap ämnar studien besvara i vilka sammanhang som identitetsskapande sker, hur traineer utvecklar kunskaper om genomförande av arbete genom praktik, närmare förstå vilka områden som utvecklar tillhörighet samt vilka sammanhang som bidrar till meningsskapande för traineer. Studien baseras på åtta intervjuer med traineer på en svensk myndighet. Studien visar att lärande äger rum i varierande grad utifrån resultatet som visar att traineerna både är insiders och outsiders i olika praktikgemenskaper, upplever problematik som förändringsledare, att värderingar styr karriärvalet och svårigheten i hur de förhåller sig till implicit kunskap i organisationen. Dessutom framkommer det att traineerna har stor makt att själva utforma sin utbildning vilket upplevs både bidra till en känsla av tillhörighet och meningsskapande. / This study aims to investigate socialization in relation to participation in a traineeprogramme.  Based on Lave and Wenger's theory of communities of practice this study intends to answer in which contexts identity is formed and how trainees develop knowledge about the implementation of work through practice. Furthermore the study intends to create a better understanding in which areas a sense of belonging developes and which contexts contribute to meaning-making for trainees. The study is based on eight interviews with trainees at a Swedish government authority. The results show that learning takes place to varying degrees through the formation of practice, identity, belonging and meaning-making. The study also reveals that trainees are both insiders and outsiders in different communities of practice but also that they experience problems as leaders for change. The study also shows that values ​​steers the career choice and that there is a difficulty in how trainees relate to hidden knowledge in the organization. In addition, trainees have great power to design their own programme and that it is perceived to contribute to both a sense of belonging and meaning-making.

This thesis aims to provide insight into how academic institutions teach health care professionals about cultural influences on mental health and clinical encounters, as well as how health care providers implement these ideas in their work. Fifteen semi-structured interviews were conducted with mental health care providers in Hamilton. Providers varied significantly in their definition and experience of cultural competence. Few providers had received training in cultural competence, and the experiences of those who had received such training were generally not congruent with what is described in the literature. While the literature describes a shift towards a skills-based paradigm, health care education appears to continue to focus on knowledge and attitudes. Many providers are more familiar with other frameworks for addressing cultural issues; however, these have important implications for quality and access to care for migrant and newcomer individuals. / Thesis / Master of Science (MSc)