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Due to the limits of Arizona's secondary education system, English teachers often have to teach Standard English without regard for students' dialects and home languages. This can contribute to a lack of academic success for students who speak nonstandard and stigmatized language varieties. During the discussions that appear in this thesis, I examine pedagogical practices, particularly bidialectalism, that can be used to better teach these students. While these practices can apply to students of all languages and dialects, I focus on their effects on speakers of African American Vernacular English (AAVE). I also present some ways that educators can be better prepared to teach such students. I conclude with some practical applications, lessons, and activities that teachers in similar contexts can use and modify.
ContributorsGersten, Olivia (Author) / Adams, Karen (Thesis advisor) / Prior, Matthew (Thesis advisor) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2014
Description
The unprecedented rise of terrorist network ISIL has brought the revolutionary Salafi agenda to the forefront of global politics. This thesis provides an analysis of the ideology and an overview of ISIL. The research is comprised of reports on the organization from prominent think-tanks, books analyzing the tenets and thinkers of Salafi radicalism and original source material confiscated from ISIL's predecessor al-Qaeda in Iraq (AQI). An international coalition is posited as a solution to the threat as well as the Middle Eastern terrorist threat more broadly. However, the likelihood of such international cooperation is minimal, and the commitment it would require may make it unfeasible.
ContributorsSims, Alyssa Gabrielle (Author) / Simon, Sheldon (Thesis director) / Ripley, Charles (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2015-05
Description
In this thesis, I conduct a preliminary analysis of the Islamic State of Iraq and Al-Sham's travel manual-cum-propaganda ebook Hijrah to the Islamic State, which has been used by people from various parts of the world attempting to enter Syria and join the terrorist organization. Using techniques from discourse and propaganda analysis I examine how the author of the text uses discursive resources to construct the reader of the text, the author's expectations for the reader, and the act of traveling to Syria. I then use news articles from varying organizations as well as the Islamic State-produced periodical magazine Dabiq to locate the document within the context of Islamic State affairs and propaganda. Subsequently, I show that the use of discursive resources is consistent with the ethos espoused in Dabiq, and in addition to serving as a guide to entering Syria Hijrah to the Islamic State is also a soft introduction into the radical belief systems of the terrorist group itself.
ContributorsDelmonico, Edward Peter (Author) / Prior, Matthew (Thesis director) / Adams, Karen (Committee member) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Becoming a researcher not only involves the acts of contributing to the body of knowledge in a field, but it also involves constructing the image or identity of a researcher. Doctoral students who aim for positions within academia upon graduation see doctoral education as a phase where they develop their research skills and prepare for publication. An existing body of literature in the field of writing has explored the publishing practices of graduate students, with extensive attention given to the role of external factors such as the adviser/advisee relationships, resource access, issues of authority, and so on. However, less attention has been given to exploring the role of internal motivators or intrinsic factors in graduate writing and how it relates to research work and research productivity. Conducting semi-structured interviews with four doctoral students who have published research articles in peer-reviewed journals, this study explores the process through which doctoral students develop a researcher identity, the challenges they face, and the role of the doctorate program in developing a researcher identity. Using a narrative approach and by first-person accounts of experiences told in the story form, the process of identity formation is elicited through individual stories focusing on the narrated experiences, thoughts, and actions. The findings of this study showed that validation and recognition are crucial factors in helping doctoral students see themselves as researchers and persevere through the challenges faced in publishing. All participants in this study recognized collaboration opportunities as experiences that helped them become a researcher. In working with others, they felt like they had a valuable voice and insight, creating a positive attitude toward their work by realizing that their work is meaningful. The most significant challenge discussed by all participants was receiving negative comments or criticisms that inhibited their motivation. Having a better understanding of the experiences, perspectives, and challenges of doctoral students in identity development brings attention to points of conflict and how these conflicts can be resolved or mediated for doctoral students. It offers insights into doctoral students' training and advising by illustrating how research productivity can be enhanced at the doctoral level.
ContributorsNouri, Melika (Author) / Matsuda, Paul (Thesis advisor) / Hannah, Mark (Committee member) / Prior, Matthew (Committee member) / Arizona State University (Publisher)
Created2023