Global ETD Search
Search theses and dissertations gathered from participating repositories worldwide. Every result links back to the library that holds it. No account is needed.
Results
Showing 1 to 20 of 47 for “"English as an additional language"”.
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The comprehension skills of children learning English as an additional language (EAL)
The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith …
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Effective Teaching Practices for English as an Additional Language Learning in Alberta, Canada
English as an additional language (EAL) learners lag behind their English-speaking peers academically and it takes longer for them to achieve high school completion requirements (Alberta Education, 2017; 2018, 2019a). Teachers play a critical role in providing intentional language instruction …
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Emotion in English as an additional language oral communication: Vietnamese English language teachers and students
… linguistics, the scope of emotion research has broadened from the simple linear cause and effect paradigm of anxiety to multiple facets of emotions and their interaction with various aspects of language learning. Along with this development, the social dimension of emotions is currently …
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The workplace writing experiences of EAL (English as an Additional Language) professionals: five case studies
A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an Additional Language (EAL) contexts. Through a case study approach involving a semi-structured interview, a …
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Listening to young learners : applying the Montessori method to English as an Additional Language (EAL) education
With the current immigration and migration trends in Europe and worldwide, English as an Additional Language (EAL) education is becoming a prominent area of educational research. The discourse around EAL and social justice education has, until now, largely focused on primary, secondary, and post …
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Teachers’ perspectives on the identification of, and provisions for, gifted and talented English as an additional language students
In recent years, Western Australian State schools have seen a sharp rise in the number of students who use English as an Additional Language (EAL). Almost one-third of them have been identified as having culturally and linguistically diverse ancestry (Australian Bureau of Statistics, 2016). Many …
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An exploration of the perspectives of mainstream primary class teachers on supporting children learning English as an additional language
This thesis is written as three papers: a review paper, an empirical paper, and a critical appraisal paper. The review paper will outline key research in the area of mainstream class teachers’ perspectives on supporting children learning English as an additional language. Previous research is …
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Teachers' Beliefs About Students With English as an Additional Language and Co-Existing Disability Participation in State Academic Achievement Tests
… their roles with respect to K-12 students with English as an additional language and co-existing disability (SEAL+D) participation in state-mandated accountability assessments. U.S. federal laws of the Elementary and Secondary Education Act (ESEA), last reauthorized as the Every Student Succeeds …
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The role of intercultural communicative competence in the acquisition of English as an Additional Language for Arab Learners: A hermeneutic phenomenological study
… Arab female newcomers’ lived experiences in an English as an Additional Language (EAL) program and their acquisition of intercultural communicative competence. Two in-depth semi structured interviews were conducted with seven students enrolled in the Language Instruction for Newcomers to …
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The effects of integrated versus isolated form-focused instruction on the written performance of English-as-an-Additional-Language secondary school students
Over the past forty years, second-language teaching methodologies have evolved from heavily grammar-based syllabuses to fully communicative models that largely neglect the role of instruction in form. Nowadays, many methodologies attempt to merge these two extremes into more inclusive approaches …
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A study of the use of tasks in tertiary English as an additional language programme in New Zealand and China: Teachers' beliefs and practices and students' attitudes
Tasks are the central elements of task-based language teaching (TBLT) and are used to engage learners in authentic language use in classrooms. TBLT has recently been recommended to be included in the new College English Curriculum Requirement in China (Ministry of Education, 2007; 2017) for …
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A comparative study of braille as a tactile orthography with the auditory orthography oval to teach reading to preliterate, English as an additional language, adult learners who have visual disabilities
The purpose of this study was to investigate the affordances of the tactile orthography of braille in comparison with the newly developed auditory orthography of OVAL for teaching reading to preliterate, English as an Additional Language, adult learners who have visual disabilities. Seven adults …
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Self-regulation and language skills of 4- to 5-year-old children with English as an additional language before and after a guided play intervention as measured by teacher reports and cognitive batteries
There has been increasing interest in pretend play and children’s cognitive development. This study examines the efficacy of a guided pretend play intervention on the self-regulation, language, and pre-literacy skills of 4- to 5-year-olds. The sample consisted of 151 children who were randomized …
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Predicting expressive vocabulary change in young children growing up in Ireland
… which makes it difficult for healthcare and education professionals to identify children with delays that require early intervention services. Previous research has highlighted the need to identify a reliable set of risk and protective factors which predict expressive vocabulary outcomes. …
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What counts as English? : a discursive investigation between two English language Cape Town primary school grade six classrooms
What counts as English depends on the circumstances and where and how it is employed. In classrooms this socio-cultural artefact is constructed through practices in particular ways. Language and literacy practices in schools produce and re-produce certain things that count. In this dissertation I …
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Language attitudes, genre and culture capital : a case study of EAL students' access to a foundation course in the Humanities at UCT
This dissertation explores the extent to which language and genre can be used to facilitate access for a group of first year students who have English as an additional language in the Humanities at the University of Cape Town enrolled in a foundation course. The use of the genre of the praise poem …
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Longitudinal Trends in Academic Success: The Impact of IELTS and EAP Program Outcomes on International Student Performance
Increased international student mobility has resulted in unprecedented numbers of English as additional language speakers applying to English medium of instruction universities. Consequently, it has never been more crucial to understand the relationship of language test scores, English for academic …
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Sociocultural Literacy Practices of a Sudanese Mother and Son in Canada
Students learning English as an Additional Language (EAL) within Canada often need extra supports. However, the further needs of students who lack first language print literacy skills are, more often than not, neglected. The purpose of this thesis is to look at the social and cultural practices of …
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Teaching subjects as languages: academic English development in the multilingual post-primary classroom
This action research study explores three classroom interventions in the context of Biology and Religion transition year classes (15 year old pupils) to answer these research questions: 1. How can academic language development be integrated into mainstream curriculum lessons to the benefit of all …
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