French Immersion teachers are constantly frustrated by both the amount of and skill level of their students when using French in informal situations. My research attempts to answer: How can informal language be taught in the French Immersion context? Will teaching informal language in a systematic way in a Classroom Community of Practice improve the frequency of second language (L2) use by FI students in peer-to-peer interactions? Can we teach students to actually speak French – to spontaneously communicate in informal situations? Informal language is the language used in conversations and interactions beyond academic topics or class time such as conversations between students during group work, on field trips and during games and play time. Is it through pedagogical approaches or by developing a clearer understanding of the community of practice necessary for a successful language classroom? This study is an action research study conducted in Victoria, British Columbia with a team of 5 teachers, including the researcher as co-participant. Grounded theory was used to analyze the findings and the themes of ‘spaces’ are presented using creative nonfiction to recount the participants’ stories. The study concludes that it is the importance of the teacher as member of both the classroom community and as member of a community of educators that is critical to success. / Graduate

This study explored how a computer-assisted second-language instructional method introduced basic Arabic vocabulary and grammar and affected vocabulary acquisition. This instructional method used audio, text and animated images to introduce the vocabulary and grammar in a meaningful step-by-step presentation. Volunteers from Brigham Young University and Brigham Young University-Idaho were randomly assigned to either a control group or an experimental group to participate in interactive Arabic language computer programs. The control group received Arabic instruction by means of computerized flashcards, while the experimental group received Arabic instruction by means of animated images. Following the treatment, the volunteers completed an online posttest to measure how much Arabic vocabulary and grammar they learned. Statistical analyses indicated that, overall, neither method was significantly better than the other for these groups of volunteers.

English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States’ (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will teach at least one ELL within their first year of graduating from a teacher preparation program. However, most US teachers hold misconceptions about ELLs and feel unprepared for ELL instruction (Coady, Harper, & de Jong, 2011). More empirical research is needed to inform teacher preparation programs on the practices that work best to prepare teachers for effective ELL instruction. Video refection and video annotation tools have become increasingly popular in teacher preparation (Calandra & Rich, 2015; Rich & Hannafin, 2009). Video annotation tools provide affordances to teacher candidates’ understanding of pedagogy and support teacher professional development (Borko et al., 2008). Still, most of the empirical research that has been done on teacher candidates’ use of video reflection reports on general education, English-speaking student learning contexts, and the research that has been done on teacher candidates use of video to reflect on ELL instruction is limited. This research aimed to fill the gap in what is known about video reflection for ELL teacher preparation, and examined how three, undergraduate, final semester teacher candidates used V- Note (a video annotation tool), and instructional coaching to reflect on instruction for elementary-aged ELLs. Sociocultural Theory was used to answer the following research questions: (a) How does video-elicited reflection shape undergraduate teacher candidates’ beliefs about ELLs and instruction for ELLs? (b) How does video-elicited reflection affirm, challenge, or reconstruct teacher candidates’ beliefs about ELLs and instruction for ELLs? Data included interviews, written reflections, and a researcher’s journal. A qualitative multiple-case study analysis (Stake, 2013) was used to generate case and cross case findings surrounding Taylor, Susan’s and Erica’s cases. Taylor’s case revealed that as Taylor used video-elicited reflection, her instruction increasingly included more language accommodations and began to include student-centered learning, video-elicited reflection reconstructed Taylor’s beliefs about using one-on-one instruction with ELLs, and collaborative coaching behaviors influenced Taylor’s instruction of ELLs more than directive coaching behaviors did. Susan’s case findings showed that video-elicited reflection challenged Susan’s misconceptions about ELLs’ language needs, Susan needed more explicit modeling to demonstrate how teachers can intentionally support ELLs’ language needs with accommodated instruction, and instructional coaching supported Susan’s understanding of ELLs’ English language proficiency levels and how these levels could be used to inform instruction. Erica’s case findings revealed that video-elicited reflection reconstructed Erica’s beliefs about collaborative learning, video-elicited reflection created a space where Erica explored using accommodations to support ELL comprehension, and video-elicited reflection developed Erica’s beliefs about language. Cross case findings reported on similarities across Taylor’s, Susan’s and Erica’s cases. The first cross case finding showed that video-elicited reflection challenged teacher candidates’ misconceptions about ELLs. The second cross case findings reported that video-elicited reflection allowed teacher candidates to develop an understating of language through appropriation, and the third cross case findings illustrated that video-elicited reflection mediated teacher candidates’ ELL pedagogical development. Findings from this research led to a discussion on the continuous use of video annotation and instructional coaching as permanent scaffolds that promote teacher candidates’ understanding of ELL pedagogy. Additionally, a discussion surrounding a cyclic model of teacher professional development that employs video-elicited reflection is shared, and the use of video-elicited reflection to facilitate teacher candidates’ participatory appropriation is discussed.

This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.

No description available.

Electropalatography (EPG) is a system designed to provide visual feedback of lingua-palatal contact via electrodes and computer software in real-time. Traditionally, EPG technology has been effective in the treatment of both developmental and acquired speech disorders. Little research, however, has been done to show the effectiveness of EPG feedback in second language instruction and foreign accent reduction. The present thesis is part of a larger project examining the utility of EPG technology as a potential tool for teaching English speakers learning German as a second language (L2). A common error that English speakers make in German pronunciation is the incorrect use of dark [ɫ], when only light [l] should be present. This study seeks to identify the individual contact patterns of light and dark [ɫ] in English to determine if the differences in lingua-palatal contact patterns warrant further testing of EPG feedback in L2 instruction of German. Productions of light and dark [ɫ] were collected from twelve native English speakers in phrases, words, and nonsense words. Regional activation percentages, center of gravity measures, and visual lingua-palatal contact maps indicated distinct differences between the participants light and dark [ɫ] productions. These differences typically did not vary significantly across vowel type, but did change as a function of the linguistic task. The findings of this study indicate that additional research into the efficacy of EPG visual feedback with L2 German learners is warranted. Thus, EPG may be an effective tool in teaching the allophonic sound contrast between light and dark [ɫ] for L2 learners.

abstract: Creativity is increasingly cited as an educational goal in many international contexts and as a facet of academic and economic success. However, many myths surround creativity that impede its facilitation in the classroom: it is an individual talent, not teachable, and not relevant to adult life outside of artistic domains. Further, perceptions of creativity are largely informed by treatment in North American contexts. In second language instruction, linguistic creativity in particular faces greater hurdles for recognition and value, as language learners’ creative language use is often treated as error. In this paper, I argue that creative pedagogies and second language instruction can inform each other; creative pedagogy can lead to greater recognition of the creative power of language learners, and second language research can provide a cultural lens through which to gain understanding of how creativity is enacted in language. To argue that creativity facilitates language learning and is a necessary component of proficiency, I employ B. Kachru’s (1985) notion of bilingual creativity to demonstrate the ubiquity of linguistic creativity in the lives of bilingual language users. With support from Carter (2016) and G. Cook’s (2000) works on everyday creative language and language play, respectively, I demonstrate the value of linguistic creativity for language learning and language socialization. I end by suggesting five guidelines for second language instructors interested in implementing a creative pedagogy framework: (1) promote reflection and noticing in learning and creativity, (2) offer authentic models of linguistic creativity, (3) provide emotion language and multiple methods for emotional expression in interaction, (4) allow for a fusion of L1 and L2 linguistic and cultural knowledge, and (5) respond actively to opportunities for collaborative creativity. / Dissertation/Thesis / Masters Thesis Linguistics and Applied Linguistics 2020

This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging. / CITE/Language Arts

No description available.

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)