Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade. Limited research exists on the use of English language learner (ELL) instructional strategies with Black standard English learners (SELs). This project study narrows the gap in previous research. The goal was to use a collective case study approach to investigate the professional development needs of the Northeast School District through the perspective of 5 Title I, ELL, kindergarten through sixth-grade elementary school principals. Social constructivism guided the theoretical framework. The research questions focused on principals' perceptions of the effect of ELL strategies on Hispanic ELL literacy rates and the benefits of systemic professional development on using ELL strategies for Black SELs. Data were collected from the principals through a focus group discussion and 5 semi-structured interviews. The data were then transcribed and coded to establish themes, based on the participants' perceptions. The major themes centered on the need for teachers to understand and incorporate their student culture in lessons through cultural proficiency; the instructional benefits for Black SELs in ELL classrooms; and the importance of consistent, applicable, systemic professional development. School districts may use these findings results to make decisions on systemic professional development for elementary school administrators and teachers, with positive results for Black SEL proficiency in literacy.

This thesis investigates sociolinguistic variation among highly fluent Slovak-English bilingual women and also long-term immigrants residing in Edinburgh, Scotland. The present study adds to existing literature on urban migratory experiences (Block, 2008; Forsberg, Lundell and Bartning, 2015; Howley, 2015), comparing cross-cultural variation of immigrants' speech with their local peers (Drummond, 2010, 2012; Meyerhoff et al., 2009), by exploring linguistic and social constraints on language attitudes and accent acquisition among bilingual Slovak immigrants. Sociolinguistic interview data were obtained from 32 women, ages 22-46: 20 Slovak immigrants, 8 Edinburgh Scottish participants, and 6 bilingual Slovak teachers of English in Slovakia. By considering linguistic and social factors that influence Slovak immigrants' variation, in this thesis I ask not just whether and to what extent do local language communities shape immigrants' identity, but also how their identity affects their language attitudes and pronunciation. The thesis pays particular attention to how implicit and explicit language attitudes combine to establish what Block (2008) called a "multidimensional" identity in immigrants. Further investigation establishes a link between identity and production (Redinger and Llamas, 2014; Podesva et al., 2015) by drawing on the variationist sociolinguistic methodologies set out by Labov (1966, 2001, 2006). Implicit language attitudes were collected via a Verbal Guise Task (VGT), during which participants evaluated speakers of foreign and native English accents (Campbell- Kibler, 2006; McKenzie, 2015; McKenzie and Carrie, 2018). Explicit attitudes were collected via a questionnaire designed to elicit attitudes in a casual setting (Dörnyei and Csizér, 2012). The combination of methodologies revealed that immigrant participants in the study held complex attitudes and motivations in relation to their host country. The results for language attitudes suggested that long-term Slovak immigrants experienced shifts to their identity while residing in Scotland, with most adopting a transnational identity that made them amenable to local language communities while maintaining connections with their home country. Their identity represented a degree of integration with Scottish communities, but transnational immigrants often felt separate from both home and host countries as a result. The present study also explores connection between identity and production which is now well recognised (Kobiałka, 2016; Regan, 2016; Regan and Ni Chasaide, 2010; Bucholtz, 2011). Immigrant participants' pronunciations of FACE and GOAT vowel lexical sets (Wells, 1982) were evaluated in comparison to two language groups that represented different standards of pronunciation: native Scottish participants in Edinburgh, with more monophthongal pronunciations (Schützler, 2015); and English-Slovak bilinguals residing in Trnava, Slovakia, whose vowel productions were highly diphthongal and similar to Received Pronunciation (RP) constructions. Comparative study of pronunciations revealed that the immigrants' FACE and GOAT realisations were relatively more monophthongal than the non-immigrant Slovak group, yet more diphthongal than the native Scottish group - effectively making immigrant Slovaks' mean pronunciations separate and distinct from both native standard varieties. However, the immigrant's pronunciations varied widely, and data modelling revealed associations between key social factors and pronunciation. Settings of high formality, strong European and Slovak identities, and intentions to return to Slovakia were associated with relatively more diphthongal pronunciations. Decreased formality, strong Scottish identities, and lack of formal education before immigration were associated with relatively more monophthongal pronunciations. Key findings in the study reinforce observations of multi-cultural identities in longterm Slovak immigrants. Drawing on work that explores variation in language attitudes (Clark and Schleef, 2010) and production in migratory settings (Meyerhoff and Schleef, 2014), I argue that there is a tendency for immigrants to shape their multi-cultural identities in response to linguistic and social contexts. However, internal contexts such as self-definition were equally important in shaping identities, which in turn affected language attitudes and pronunciation.

Ce travail a trois objectifs principaux. Tout d’abord, contribuer à l’étude du système rythmique des langues et des variétés dialectales à travers l’analyse du rythme de l’anglais parlé au pays de Galles et de la langue galloise en utilisant comme point de comparaison l’anglais dit standard. Puis, démontrer qu’il existe un allongement final bien plus marqué en gallois et en anglais gallois (bilingues & monolingues) qu’en anglais standard. Et enfin, prouver que les résultats obtenus lors de cette étude sont étroitement liés à l’influence majoritaire de la langue galloise sur celle des autres variétés d’anglais présentes dans ce pays. Dans cette optique, nous avons, dans un premier temps, élargi la base de données Eurom I et nous avons ensuite mené différents tests de perception et études statistiques. Il en ressort que la langue galloise est effectivement le substrat principal de l’anglais parlé au pays de Galles, que ce soit chez les gallois bilingues ou monolingues (personnes résidant au pays de Galles ne parlant qu’anglais). En effet, la longueur de l’allongement en syllabe finale inaccentuée va en décroissant du gallois à l’anglais standard. Cependant, étant donné l’impossibilité de catégoriser de façon précise le rythme du gallois et de l’anglais gallois en tenant compte de tous les paramètres métriques, il est plus difficile d’affirmer de façon catégorique que la langue galloise joue un rôle prépondérant sur ces derniers. / This thesis has three main objectives. First of all, to contribute to the study of the rhythmical system of languages and dialectal varieties through the analysis of rhythms in Welsh English and Welsh, using Standard English as a focal comparative element; then, to demonstrate that the final lengthening is much more notable in Welsh and in Welsh English (bilinguals and monolinguals) than in standard English; finally, to prove that this study’s results are tightly intertwined with the influence of the Welsh language, which is greater than that other English accents present in this country. For that purpose, we have first widened the Eurom 1 database and then carried out various perception tests and statistical analysis. The results show that the Welsh language is the substratum of the English spoken in Wales, as much for bilinguals as for monolinguals (residents of the country speaking only English). Indeed, the length of the final unstressed syllable decreases from Welsh to Standard English. However, as it is impossible to classify with precision the rhythm of Welsh and Welsh English taking into account all the metrics, it is more difficult to establish with certainty whether the Welsh language has a major influence on the latter.

English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented. In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation. Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)