The purpose of the survey was to identify which methods primary teachers are using and see as success factors in the language development. To study which factors came from a sociocultural approach to learning, in order to develop and create discussions and improvements so that second language learners reach their targets. The study is based on three teachers' teaching of second language students in the primary grades, using qualitative interviews and observations of their work. The results revealed that the organization and support resources are significant and can vary between schools in the same municipality. Furthermore it showed that two of the teachers interviewed, felt that it was difficult to teach second language students. They felt that they had insufficient knowledge, a heavy workload, a lack of time and they expressed both powerlessness and frustration. The conclusion of the study is that teachers, teaching second language students in the primary grades, did not believe in the use of just one method in their teaching, but used combined various methods. Several of these methods are based on a sociocultural approach, which reflected their vision and attitude to the learning process.

Doctor of Philosophy / Curriculum and Instruction Programs / Michael F. Perl / It has long been believed that how well one reads and writes in his/her first language will help a learner when trying to read and write in a second language. In an attempt to explore this issue more thoroughly, the researcher administered the Spanish Idea Proficiency Test (IPT) and the English Idea Proficiency Test form 3B, along with a questionnaire obtaining specific demographic data (first semester second language grade, grade point average, gender, grade in school, number of semesters studied the second/foreign language, and the number of languages the student had studied) to 96 Kansas high school students (48 Native Spanish speakers learning English in an English as a second language environment; 48 Native English speakers learning Spanish in a foreign language setting). First, the researcher wanted to determine if first language literacy skills, along with demographic data, predicted second language proficiency scores. Using the 5 reading subscales and the 3 writing subscales from the IPT, as well as the 6 variables from the demographic data, a multiple linear regression was run, along with regressions for each subgroup. It was determined that the 14 variables accounted for 83% of the variance. Second, the researcher wanted to determine the nature of the relationship between first language literacy skills and second language literacy skills. To this end, several Pearson’s r were figured. While a negative relationship for the first and second language proficiency scores was found, a slight positive relationship was found between the first and second language scores for the two subgroups. Additionally, a significantly positive relationship was found for first and second language reading and writing proficiency scores for the native Spanish speakers. Also, a significant positive relationship was found for first semester second language grade and second language reading scores for native English speakers. Third, the researcher wanted to determine if there was a difference between the two subgroups’ second language proficiency scores when controlling for the length of time studied. When an ANCOVA was conducted, there was found to a significant difference between the proficiency scores of the two subgroups, with the native Spanish speakers having a higher mean.

This study investigates the role of the Internet in teaching and learning French as a second language. In facilitating communication with francophones and access to topical information in French, the use of the Internet addresses many of the criticisms identified in prior research of the static nature of traditional computer-assisted language learning (CALL). The Internet potentially plays an important role in realizing the goals of the communicative approach in the British Columbia Core French curriculum. This study documents a variety of language learning activities that make use of the Internet's many facets, such as electronic mail, listservs, gophers, Usenet newsgroups, and World-Wide Web. Questionnaires were distributed to French teachers who either registered for an electronically-distributed course or attended a workshop on using the Internet in the French as a second language classroom. Follow-up interviews were conducted with a selection of teachers who completed and returned the questionnaire. The present study found that French teachers continue to value the Internet most for the exchange of electronic mail with francophone students. While expressing interest in other Internetbased activities, the teachers identified overriding concerns about keeping their students on-task, and about the poor quality and quantity of computing facilities at their schools. Further research should involve case studies with teachers who are implementing a variety of Internet activities over an extended term. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Limited English Proficiency students--Third grade (3rd grade)

Students in the United States take language courses for various reasons. Many Spanish heritage language learners (HLLs) and the majority of second language learners (L2Ls) enroll in Spanish classes in the United States. Based on state demographics, sometimes immigrants from Spanish-speaking countries join HLLs and L2Ls in mixed-classrooms. Many times, these groups take classes together, even though their language abilities, motivations, and linguistic needs differ significantly. Such a learning setting presents challenges for them as well as for instructors. This study builds upon and reinforces findings from previous studies regarding teaching mixed-classes. Data were gathered from 41 students taking AP Spanish at the secondary level through pre- and post-questionnaires, journal reflections, observations and interview with four of the participants. Findings reveal that all groups enjoyed working together in a mixed-classroom setting. Additionally, their language learning experience progressed as they worked collaboratively and learned reciprocally. The study found that scaffolded debates and class discussions aided students with their language learning. Furthermore, the study shows the need to help students with reading and literacy skills, listening skills and acquisition of Hispanic cultures. Lastly, the study also shows the importance of instructors' approaches, practices and materials to teaching mixed-classes and the need for focused and individualized instruction for better results with each group.

The purpose of this study is to examine teachers' work with Swedish as a second language pupils' reading comprehension in other teaching subjects, and within the multicultural classroom. The research questions concerning the reading comprehension of second language students in the other teaching subjects are examined through a qualitative method and by the way of semi-structured interviews. The study is based on material collected at schools where most of the pupils are multilingual. The study shows that all teachers use different working methods and reading strategies in the other teaching subjects. The most used method when it comes to reading comprehension is a material from the project called “A reading class”. / Syftet med denna studie är att undersöka lågstadielärares arbete med läsförståelse i olika skol-ämnen hos elever med andraspråksbakgrund, och inom det mångkulturella klassrummet. Stu-dien bygger på det sociokulturella synsättet på barns språk, lärande och utveckling av kunskaper och färdigheter. Forskningsfrågorna rörande andraspråkselevers läsförståelse i de andra undervisningsämnena undersöks genom ett kvalitativt metodval och med semistrukturerade intervjuer. Studiens urval och material utgår från skolor där majoriteten av eleverna är flerspråkiga. Av resultatet framgår att samtliga lärare använder olika arbetssätt och lässtrategier som stöd i arbetet med läsförståelse i sina undervisningsämnen. Resultatet visar att lärarna använder läs-strategier utifrån ”En läsande klass” för läsförståelsen i andra undervisningsämnen. Dock anses arbetet med att förklara ord och begrepp, samt sätta orden i ett sammanhang, vara av särskild vikt för förståelsen av ämnestexter. En intressant slutsats i denna studie är lärares reflektioner kring behovet av SVA-lärarens roll inom läsförståelseundervisningen i ämnestexter på lågstadiet.

THESIS ABSTRACT Word final positions are sometimes described as optionally salient, depending on the presence or the absence of bound morphology. In fact, word final positions often incur disruptive phonological processes (such as deletion or assimilation) but these processes are partially blocked in the presence of bound morphology. Some evidence suggests that these effects may also be active in the sublexicon (i.e. with no access to semantics). Investigations of this phenomenon so far focused on monolingual speakers, and little is known about the presence of these effects on speakers with English as their L2. This diploma thesis aims at partially filling this gap by focusing on the perceptual salience of word endings as perceived by second- language learners of English having Czech as their L1. The methodology is based on Cilibrasi (2015). The subjects tested were adult second- language learners of English of different language levels (B1, B2 and C1). In the experimental part, they were asked to listen to pairs of non-words and decide if the non-words are identical or slightly different by pressing one of two keys. There were three conditions: Condition 1 with non-words containing potential morphological information, condition 2 with non-words with no morphological information and condition 3 as a control...

Second language learners (SLLs) are students at risk for negative outcomes in preschool. Theoretical statements from systems theory and the ecological model of inclusive education indicate that a main focus of interest when supporting children should be the preschool environment that surrounds them. The purpose of this study is to describe and compare structures and processes in preschool settings that are presupposed by theory to have an impact on children’s functioning, along with children’s outcomes in preschool units with different proportions of SLLs. A combination of questionnaire data and data from observations were used in order to describe and compare the structure of child-teacher ratio, the process-related variables of teachers’ tone, children’s proximity and verbal interaction and lastly the outcomes of involvement and social interactions in different play types between the units. Data were analyzed with independent sample t-tests and the results revealed that units with different proportions of SLLs differ regarding processes and outcomes but not the structure of child-teacher ratio. Teachers’ tone in units with low proportion of SLLs was more positive and children were more verbal to the teacher while children in units with high proportions of SLL, had more self-talk/ private speech, less social-interactions and associative play, and lower levels of involvement. The differentiations in processes and children outcomes, along with the non-differences in child-teacher ratios between units with high and low proportions of SLLs highlight the need for further research in the field in order to investigate which environmental factors affect children outcomes in attempts to intervene and safeguard inclusiveness.

A number of studies have found that pupils, both newly arrived and other pupils who speak Swedish as a second language, have difficulties with mathematical tasks that consist of a few or more lines of text. It often seems to be a matter of mainly linguistic problems that are related to word and reading comprehension, that is, understanding and interpretation of formal concepts and words in the second language. Multilingual pupils who have recently migrated to Sweden from their home countries, but also pupils with foreign backgrounds who have lived in Sweden for several years - or in some cases, their entire lives - show lack of recognition in terms of cultural and traditional contexts. This study examines the difficulties and possibilities that were created when eight different multilingual pupils were being presented with text-rich mathematical tasks (word problems), but also focuses on examining the resources used during said process where the pupils read, interpreted and tried to solve given tasks. As the study is based on qualitative research, semi-structured interviews were conducted. The basis of the interviews consists of six word problems with related questions where the students had to think, reason and reflect upon the language being used in the tasks as well as the content, context and mathematical problems presented. The study has a theoretical approach based in both the social semiotics and the Language as Resource-model, of which both have been used to analyze the empirical material obtained from the interviews. In social semiotics, meaning-making is explained as a social practice that is created through interaction with the surrounding social and cultural contexts. While gathering and analyzing material, the so called “semiotic resources” were thus being observed, that is, the resources being used to communicate, interpret and create meaning of, for example, in this case, mathematical word problems. The results indicate that multilingual pupils use a variety of resources such as code-switching, translanguaging, drawing pictures, marking numbers and more while working with word problems. In addition to this, they also utilize the interviewer/teacher as a resource to, for example, read out information to them, explain concepts and words they do not understand et cetera. Multilingual pupils thus create bridges in several dynamic ways to overcome their difficulties and rather turn them into possibilities.

This study investigates if year 9 pupils’ vocabulary size correlates with how much they engage in out-of-school English activities, and whether any specific out-of-school English activities correlate more with vocabulary size. 32 second language learners in year 9 participate in this study and the students are from two classes in the same school in a medium-sized town in Sweden. Two standardized vocabulary tests are done, namely a picture vocabulary size test (PVST) and a vocabulary size test (VST). The students also answer a questionnaire with questions about how often they engage in the following spare time activities: watching TV, playing video games, listening to music, watching YouTube, speaking or writing and reading. Parametric statistics are used to compare a high vocabulary group and a low vocabulary group in relation to their engagement in out-of-school activities. Even if this is a very small study, and no conclusions can be drawn on a larger population, the results indicate that the students’ vocabulary size correlates with how much they engage in out-of-school English activities and that the most important activities are reading and speaking or writing in English. / Syftet med denna studie är att undersöka om ordförrådsstorlek hos elever i årskurs 9 har ett samband med hur mycket eleverna ägnar sig åt fritidsengelska. Den undersöker också om några av dessa aktiviteter har ett särskilt samband med storleken på ordförrådet. 32 elever med engelska som andraspråk i årskurs 9 deltar i studien och eleverna går i två olika klasser på samma skola i en medelstor stad i Sverige. Två standardiserade ordförrådstester genomförs; ett picture vocabulary size test (PVST) och ett vocabulary size test (VST). Eleverna får också svara på en enkät med frågor kring hur ofta de ägnar sin fritid åt följande aktiviteter på engelska: titta på TV, spela datorspel, lyssna på musik, titta på YouTube, prata eller skriva och läsa. Parametrisk statistik används för att jämföra elever grupperade efter höga och låga resultat på ordförrådstesterna i relation till hur mycket fritidsengelska de ägnar sig åt. Även om studien är mycket liten och inga slutsatser kan dras för en större population, indikerar resultaten att det finns ett samband mellan storleken på ordförrådet och hur mycket fritidsengelska elever ägnar sig åt. De aktiviteter som påverkar mest är att läsa, prata eller skriva på engelska.