No description available.

No description available.

In the variation of English for Occupational Purposes, ESP is usually considered to be culture-free. This thesis investigates, as an example, a vocational ESP program in Saudi Arabia to establish, first, what cultural values might be present in the course materials, and second, how the ESP programme relates to the school system in which workers have been educated. The study proposes that there is a cultural content even in what appears to be a culture-free ESP program, and that this cultural content is expected to provide the non-native target population learners with values and thinking abilities that are different from those that are in the receiving environment. The study shows how an ESP program can have a Western cultural perspective that provides Western values and thinking abilities and general / basic education. The thesis consists of six chapters and a general introduction. The Introduction discusses the significance of ESP, the general view that it is 'culture-free', and the importance of analysing an example ESP program to see if this is the case. Chapter One presents an account of ESP, its definition, nature, development, and key issues in the field of its syllabus design and significance in its various fields, with focus on the significance of ESP having a common core component. Chapter Two presents an account of the literature on the concepts of socialisation and culture, its definition, nature, relation with language, learning, and significance in foreign language teaching (FLT), English language teaching (ELT), and specifically in ESP. Chapter Three introduces Saudi Arabia, with a brief account of its socio- cultural aspects, religion, educational system, and the significance of English language teaching in it. It also has a section about the Arabian American Oil Company (Aramco) which represents the environment of Western cultural learning in the ESP program, namely Vocational English Language Training (VELT).

This thesis concerns the economic dimensions of second language knowledge and acquisition and the economic implications of language policies. The value of the ability to speak and understand a second language depends on the extent to which it enlarges one's communicative sphere which, in turn, depends on the language abilities of others. This implies that second language acquisition decisions are associated with strategic considerations and spillover effects. Consequently, the equilibrium distribution of language skills may not be socially efficient and policy remedies may be called for. The first essay of the thesis investigates the relationship between earnings, second language knowledge and the distribution of language skills in local labour markets in Canada using census data. We estimate the elasticity of local language complementarity in earnings: a parameter that measures the importance of the linguistic environment in the earnings of the individual as well as the importance of language in the economy generally. The second essay addresses the efficiency of second language acquisition decisions in a theoretical model where bilingualism is rewarded with a higher wage for two reasons. First, language skills constitute a form of human capital in the sense that a worker's productivity is positively related to the proportion of the population with whom she shares a language. Second, language skills serve as a signal of productivity to employers. In general, the private and social benefits of bilingualism do not align due to counteracting network and signalling welfare effects. The third essay concerns the role of language policy in improving social outcomes. A tax-subsidy system is considered under various assumptions about the ability of the government or planner to discriminate between individuals and groups. A Pareto improvement is possible if the government can condition the tax-subsidy system on language acquisition costs but not otherwise. The fourth essay considers the optimal provision of public services when individuals' effective consumption of the services depends on their proficiency in the language they are provided in. The planner faces a trade-off between compensating minority language speakers for their lower wages and encouraging their integration by rewarding higher levels of dominant language proficiency. / Thesis (Ph.D, Economics) -- Queen's University, 2013-06-06 12:06:34.747

Two key methods of perceptually training difficult L2 contrasts are the perceptual fading (PF) technique and the high variability phonetic training (HVPT) technique, and perceptual benefits from using both of these methods have also been found to transfer to pronunciation. However, these techniques have not been compared in their classic forms (PF with one speaker vs. HVPT with multiple speakers) with regard to perceptual gains, nor have they been compared with regard to gains in pronunciation accuracy or how any improvement is retained in the long term. Furthermore, whilst a number of studies suggest that motivation, the concern for L2 pronunciation accuracy aspect in particular, along with perception and/or pronunciation training may contribute to more nativelike pronunciation in late L2 learners, this has not been examined with specific reference to these training techniques. The present work compares these techniques for training native English speaking learners of French on difficult L2 French contrasts (/u/ vs. /y/ and /ɑ˜/vs./ɔ˜/),and assesses participant concern for pronunciation accuracy in order to ascertain an optimal training technique to improve the perception and pronunciation of less able learners. Experiment 1 of this thesis compares HVPT and PF using multiple and single speakers and found that the single speaker HVPT technique was significantly less effective than the others immediately after training. Testing again after at least one month suggested that training was best retained either through using PF with one speaker or HVPT with multiple speakers, that is, the techniques in their classic forms. Experiment 2 examines the benefits of these perceptual training techniques vs. pronunciation training vs. perception AND pronunciation training for both perceptual and pronunciation improvement. Undergoing multiple speaker HVPT + pronunciation training (over the same timescale as training in a single modality) appeared to be most beneficial for perception and pronunciation. Experiment 3 examines the relationship between average pronunciation improvement and participant concern for pronunciation accuracy as measured Elliott’s (1995) Pronunciation Attitude Inventory and found that a high concern for pronunciation accuracy is only related to greater improvements when specific, perhaps more monotonous, training techniques (using only one modality and speaker) are used. Overall, the present results provided no evidence of transfer of perceptual training benefits to pronunciation, and only slight evidence of transfer of pronunciation training benefits to perception, although there was a clear link between participant perception and pronunciation ability before training commenced. This is likely to be at least partly why some training in both modalities emerged as most successful in terms of improvements in both domains. It was therefore suggested that it may be prudent to consider the relationship between perceptual and production learning as distinct from any links between perception and production in general.

<p> This qualitative research highlights the voices and lived experiences of adolescent Japanese sojourner students and their mothers residing in the Midwest. The central goals of this research are to understand what adolescent Japanese sojourner students&rsquo; school experiences in the U.S. are like&mdash;particularly in areas with small Japanese populations&mdash;and how their experiences in the U.S. shape their current identities as cultural and linguistic minority students. This research also aims to learn how the students&rsquo; sojourning experiences influenced their mindsets as future returnee students. I conducted an in-depth case study with a phenomenographic approach as the theoretical framework to deeply investigate the lives of adolescent Japanese sojourner students. The findings of this research revealed that the Japanese sojourner students&mdash;who were also considered cultural and linguistic minority students&mdash;encountered various difficulties and challenges at their local schools due to cultural differences and the language barrier; these issues often prevented the students from establishing friendships and expressing themselves at their local schools. At the same time, I found that several sojourner students and mothers valued the students&rsquo; local school experiences for the opportunity to learn authentic English and cultivate cultural awareness. The research findings suggest that the Japanese students&rsquo; sojourning experiences impacted their identity development&mdash;namely, identity negotiation and maintenance. Additionally, I extracted six prominent findings that are specific to sojourner residents in areas with small Japanese populations that are likely apply to any sojourner living in any area of the United States with a small Japanese population.</p>

<p> This qualitative study was designed to explore the perceptions that adult Spanish-speaking English as a Second Language learners have on their language learning. Half of the participants have experienced getting stuck on a learning plateau, while the others continued to make progress. </p><p> The rationale arises from the researcher&rsquo;s desire to help students who struggle learning English. It was the researcher&rsquo;s assumption that adding critical reflection to one&rsquo;s learning would help language learners make progress again. The participants were purposefully selected and consisted of 18 Spanish speakers who were studying in an intermediate-level English as a Second Language course in a noncredit program at a community college. </p><p> Data collection methods included in-depth interviews with 18 participants as the primary method, focus groups, and document analysis. All participants had been enrolled in an intermediate-level ESL course at the time of the data collection. The research questions guided the coding and organization of the data. Two analytic categories formed the basis of the analysis and interpretation: (a) Progress is dependent upon extent to which acculturation facilitates language acquisition, and (b) Progress is dependent upon the extent to which participants engage in Self-Directed Learning. </p><p> The research revealed that English language learners perceive the language to be the largest barrier in their acculturation to the United States. The research also showed that the majority of participants seek out others to help them when they have difficulty and that they reported taking classes as helping them the most to learn the language. </p><p> Recommendations offered to learners are to begin the learning of English sooner rather than later to lessen the shock with which the language confronts them. This aids in faster acculturation. Another recommendation is for learners to engage in self-directed learning with a purpose. Engaging with a purpose allows learners to reflect on their learning and develop ways to that they can interact more with others who speak the language.</p>

<p> Researchers have explored immigrant identity in various contexts, but few studies have examined identity in low-income immigrant women entrepreneurs. To address this research gap, I conducted in-depth interviews with eight low-income Latino immigrants who were starting their own businesses and receiving support through a local microenterprise development program (MDP). The study explored how participants&rsquo; microenterprise efforts affected their identities and their investments in learning English. </p><p> The research found that entrepreneurship promoted positive identity construction by providing opportunities for participants to develop personal and cultural pride, strengthened parental roles, and interdependence with the community. These benefits helped participants decrease family stress and increase optimism for the future, regardless of the microenterprises&rsquo; financial success. Participants reported that their families were healthier and their children were doing better in school, suggesting a broad impact beyond the business owner. This finding indicates that MDPs and other social service programs should have explicit goals related to increasing participants&rsquo; symbolic resources. In the language-learning realm, this study introduced the construct <i> "relationship with English,"</i> extending Norton&rsquo;s (2000) notion of investment in language learning. The <i>relationship</i> construct encompasses the situated nature of immigrants&rsquo; English use, investment in learning, and feelings about using English. The businesses helped most participants improve their relationship with English by providing motivation and informal learning opportunities. The non-English speaking participants improved their relationship with English by finding ways to <i>use</i> English even without working on their ability to speak. This finding suggests that social service agencies, ESL programs, and employers should broaden their view of immigrants&rsquo; capabilities to use English and to invest creatively in their own learning. Another significant finding was that participants demonstrated signs of internalized racism, which can make it hard for immigrants to see their own strengths. New research could help MDPs and other social service providers address internalized racism and decrease its negative impact on identity construction. Looking ahead, long-term studies of MDP participants could help optimize program design, extend learnings to other types of programs, and help providers, policymakers, and funders allocate resources for maximum effect.</p>

<p> Educational psychology is concerned with increasing the efficacy of teaching and learning while questioning why students from under-represented groups persistently under-perform their peers academically. Students most at risk for poor academic outcomes and most at risk for dropping out of school are American-born students of Mexican origin. Native or second generation-plus Hispanics have the highest high school dropout rate of any U.S. born racial or ethnic group. The purpose of this study was to answer the research question, &ldquo;How do native Hispanic male long-term English language learners describe the experience of schooling within the educational context of one public school system?&rdquo; Examined were long-term English language learners&rsquo; salient psychological experiences of schooling within the independent and interconnecting contexts of one public school system. The four elements of setting based on Bronfenbrenner&rsquo;s ecological structure of the educational environment were examined; roles and relationships, activities, place, and time. In addition, the valence of each participant&rsquo;s experiences was examined. Three educational contexts were defined in this study: the English language development classroom (micro-system); the mainstream classroom (micro-system); and the school campus (meso-system). The body of empirical research relating to Hispanic students, English language learners, and long-term English language learners addresses the poor academic achievement of these students by focusing on isolated factors and is replete with quantitative studies. This study adds to the body of research through the application of generic qualitative inquiry methods. During the course of a single one-on-one in-depth interview with the researcher, participants revealed a world of reflections, thoughts, feelings, and beliefs about the outward experience of schooling from their perspective as a long-term English language learner. A self-selecting sample of eight participants originated from a population of native U.S. born, second-generation, male, long-term English language learners within the research site. Participants ranged in age from 18-22 years and had been enrolled in the English language development program between 6.5 and 12 years. Data were analyzed through the application of theoretical thematic analysis within- and across-educational contexts. Findings were presented as five overarching themes representative of the school experience of participants: denunciation of the identity/label of English language learner; the ascendancy of relationships; racial/ethnic and linguistic social stratification; ELD as the 21st century &ldquo;Mexican&rdquo; school, and school characteristics. Through the analysis and discussion of participants&rsquo; experiences in school, there appears to be an opportunity for psychological and educational practitioners to apply these research findings to improve the educational experiences of Hispanic long-term English language learners as well as all English language learners at all proficiency levels within the public school system.</p>

<p> The purpose of this study was to determine the validity of state standardized testing English Language Learners are required to participate in as part of the Elementary and Secondary Education Act (ESEA). Although policymakers continue to debate the minutia of the academic accountability for English Language Learners, the over-arching question of test validity has continued to be ignored. Current federal requirements identify participation in state standardized testing of all English Language Learners who have been in country more than one academic year. Data collected for analysis included English Language Learners&rsquo; level of English proficiency, and state standardized testing scores in reading, English language arts, and mathematics. The goal was to determine, using quantitative data, correlations between these variables. The study concludes by highlighting factors to be considered that influence accountability policy at the state and federal level and by making suggestions for future research in the area of assessing English Language Learners for the purpose of increased accuracy for accountability in academic growth and performance.</p><p> Through the use of ex-post-facto data, the results of the study identified three findings. The first finding identified that there is a correlation between ELL students&rsquo; English language proficiency level and performance on state standardized testing in the areas of reading, English language arts, and mathematics. The second finding in the study, using the Washington English Language Proficiency Assessment (WELPA) to identify student English proficiency levels, recognized that there is a threshold between WELPA levels and the ELL students who are passing state standardized tests. The third finding recognized that there was no significant distinction in state standardized testing between the number of reading/English language arts tests and mathematics tests.</p>