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South Sudanese refugees are among the most vulnerable immigrants to the U.S.. Many have spent years in refugee camps, experienced trauma, lost members of their families and have had minimal or no schooling or literacy prior to their arrival in the U.S. Although most South Sudanese aspire to become U.S. citizens, finally giving them a sense of belonging and participation in a land they can call their own, they constitute a group that faces great challenges in terms of their educational adaptation and English-language learning skills that would lead them to success on the U.S. citizenship examination. This dissertation reports findings from a qualitative research project involving case studies of South Sudanese students in a citizenship preparation program at a South Sudanese refugee community center in Phoenix, Arizona. It focuses on the links between the motivations of students seeking citizenship and the barriers they face in gaining it. Though the South Sudanese refugee students aspiring to become U.S. citizens face many of the same challenges as other immigrant groups, there are some factors that in combination make the participants in this study different from other groups. These include: long periods spent in refugee camps, advanced ages, war trauma, absence of intact families, no schooling or severe disruption from schooling, no first language literacy, and hybridized forms of second languages (e.g. Juba Arabic). This study reports on the motivations students have for seeking citizenship and the challenges they face in attaining it from the perspective of teachers working with those students, community leaders of the South Sudanese community, and particularly the students enrolled in the citizenship program.
ContributorsJohnson, Erik (Author) / Adams, Karen (Thesis advisor) / Renaud, Claire (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2014
Description
Network-on-Chip (NoC) architectures have emerged as the solution to the on-chip communication challenges of multi-core embedded processor architectures. Design space exploration and performance evaluation of a NoC design requires fast simulation infrastructure. Simulation of register transfer level model of NoC is too slow for any meaningful design space exploration. One of the solutions to reduce the speed of simulation is to increase the level of abstraction. SystemC TLM2.0 provides the capability to model hardware design at higher levels of abstraction with trade-off of simulation speed and accuracy. In this thesis, SystemC TLM2.0 models of NoC routers are developed at three levels of abstraction namely loosely-timed, approximately-timed, and cycle accurate. Simulation speed and accuracy of these three models are evaluated by a case study of a 4x4 mesh NoC.
ContributorsArlagadda Narasimharaju, Jyothi Swaroop (Author) / Chatha, Karamvir S (Thesis advisor) / Sen, Arunabha (Committee member) / Shrivastava, Aviral (Committee member) / Arizona State University (Publisher)
Created2012
Description
Using a sociocultural framework, this dissertation investigated the writing processes of 31 ESL learners in an EAP context at a large North American university. The qualitative case study involved one of the four major writing assignments in a required first-year composition course for ESL students. Data were collected from four different sources: (a) A semi-structured interview with each participant, (b) process logs kept by participants for the entire duration of the writing assignment, (c) classroom observation notes, and (d) class materials. Findings that emerged through analyses of activity systems, an analytical framework within Vygotskian activity theory, indicate that L2 writers used various context-specific, social, and cultural affordances to accomplish the writing tasks. The study arrived at these findings by creating taxonomies of the six activity system elements - subject, tools, goals, division of labor, community, and rules - as they were realized by L2 writers, and examining the influence that these elements had in the process of composing. The analysis of data helped create categories of each of the six activity system elements. To illustrate with an example, the categories that emerged within the element division of labor were as follows: (a) Instructor, (b) friends and classmates, (c) writing center tutors, (d) family members, and (e) people in the world. The emergent categories for each of the six activity system elements were then examined to determine if their effects on L2 writing were positive or negative. Overall, the findings of the present study validate arguments related to the post-process views that an explanation of L2 writing processes solely based on cognitive perspectives provides but only a partial picture of how second language writing takes place. In order for a more comprehensive understanding of L2 writing one must also account for the various social and cultural factors that play critical roles in the production of L2 texts.
ContributorsBhowmik, Subrata Kumar (Author) / Adams, Karen L (Thesis advisor) / James, Mark A (Committee member) / Major, Roy C (Committee member) / Arizona State University (Publisher)
Created2012
Description
Through interviews and observations, this thesis provides an overview of refugee resettlement and explores the way one community is providing English language instruction to recently resettled refugees. It also describes the research process of this thesis so other researchers will be aware of the challenges such research contexts provide. In the southwestern state studied here, one of the refugee resettlement agencies holds the contract to provide English Language instruction to refugees. Other agencies provide supplemental English instruction and tutoring. The U.S. federal statute Immigration and Nationality Act, title 45 of the Code of Federal Regulations part 400--Refugee Resettlement Program, and the local contract between the state and the agency were examined to understand the laws, regulations, and contracted agreement governing the provision of English language instruction for refugees being resettled in the United States. English language faculty and staff, staff at refugee resettlement agencies, and a state official were interviewed to understand their goals and the challenges they face as they address the language needs of refugees. English language instruction classes were observed to note the consistencies as well as some discrepancies between interviews and what could actually be accomplished in the classroom. As the classes are unable to provide intensive language instruction, most students struggle with becoming proficient in English. A list of recommendations is included regarding ways the local community can better address linguistic needs of refugees. Yet as Fass (1985) argues, it is unknown whether changing refugee resettlement efforts will actually produce different results. Though there are problems, the way the linguistic needs are being addressed in this community is sufficient given the numerous other expectations put on the refugees and the refugee resettlement agencies.
ContributorsKielczewski, Sarah-Anne Laster (Author) / Adams, Karen L (Thesis advisor) / Gelderen, Elly van (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2010
Description
This study aims to understand how Arizona's current approach to ESL education \u2014 a recently developed version of Structured English Immersion (SEI) known as the four-hour ELD block \u2014 affects high school teachers and students in mainstream math and science classes containing a mixed population of English Language Learners (ELLs) and native English-speaking students. This focus was chosen due to a lack of prior research on the ELD block's effects at the high school level, and the unique consequences of the ELD block for the timing of ELL students' math and science enrollment. Four teachers of mixed-population, mainstream math and science classes, from four different high schools within a single Arizona district, were interviewed and observed in order to understand their perspectives on their own experiences and those of their students. Areas of focus included students' academic and social experiences, challenges faced by teachers and their responses to these challenges, and teachers' evaluations of their teaching situation and of the ELD block itself. Data were analyzed using modified analytic induction. The study found that teachers believe the following: that the ELD block causes ELLs to be socially isolated; that it damages ELLs' content development; and that, by forcing some ELLs to take mainstream math and science classes before they have received any ESL instruction, it damages their ability to succeed in these classes. Additionally, teachers indicated that they struggled to meet the needs of their ELL students and non-ELL students at once. Given these findings, the removal of the ELD block, and the addition of bilingual, ESL specialist aides into mainstream classes, is recommended as a solution.
ContributorsTinlin, Jessica Elizabeth (Author) / Matsuda, Aya (Thesis director) / Trifiro, Anthony (Committee member) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsLood, Adrienne (Author) / Azuma, Tamiko (Thesis director) / Rodriguez, Norma (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05
ContributorsLood, Adrienne (Author) / Azuma, Tamiko (Thesis director) / Rodriguez, Norma (Committee member) / Barrett, The Honors College (Contributor)
Created2023-05
Description
The goal of this research is to increase understanding of the experience of foreign language anxiety (FLA) of Saudi Arabian students who are studying English as a Second Language (ESL) in the United States. Anxiety has been shown to significantly influence foreign language learning. Researchers have reported a negative correlation between academic achievement and anxiety. A growing body of research has provided greater insight into anxiety associated with learning foreign languages. In the 1980s, researchers began to focus on the connection between anxiety with foreign language learning, sometimes referred to as foreign language anxiety (FLA). Many studies aimed to identify the underlying factors associated with FLA. However, researchers studying FLA have argued a need for more research. Due to the significant number of Saudi students studying English in the United States at the time of this study, more research is needed to better understand these students’ experiences and the influences of FLA among this population. Therefore, the research question addressed in this study is: What are the factors that influence FLA among Saudi learners who are studying English in ESL classrooms in the United States? The study was conducted as a qualitative research design involving semi-structured interviews with 30 Saudi ESL students in the United States. My findings showed that these themes feeling unfamiliar with classroom activity, feeling unprepared for classroom activity, having unsuccessful attempts at communication, being judged negatively by others and having a negative perception of one’s own language reflect the general view of FLA as consisting of these three components (e.g., communication apprehension, test anxiety, and fear of negative evaluation). However, my findings also include some themes that do not fit neatly into the three-part model of FLA. The themes that emerged are: having a perception that English language is important, interacting with other sex from the same culture, encountering unfamiliar cultures, having teachers who behave in a negative way, and having teachers with negative characteristics. The findings of the current study suggests that the three component view of FLA might be insufficient for understanding FLA among Saudi Arabian ESL learners. So, I proposed three additional categories. The first category is teachers’ role that contains two themes: having teachers who behave in a negative way and having teachers with negative characteristics. The second category is cultural influence that contains two factors interacting with the opposite gender from the same culture and encountering unfamiliar culture. The third category is learners belief about language learning which has the factor having a perception that English language is important
ContributorsAlmotiary, Haifa (Author) / James, Mark MJ (Thesis advisor) / Matsuda, Aya AM (Committee member) / Van Geldern, Elly EVG (Committee member) / Arizona State University (Publisher)
Created2022
Description
While English language education has become increasingly prominent worldwide, countries have adopted various initiatives to increase English language development. One country making a push for English language development is Taiwan; however, current educational practices and values can prove to be challenges in implementing new methods. For example, although Communicative Language Teaching (CLT) methods gained popularity starting in the 1990s, they have been slow to take hold in Taiwan. Additionally, Taiwan’s Ministry of Education is pushing for bilingualism by the year 2030, introducing curricular reforms and new strategies to increase the prominence of English on a social level. In order to analyze current educational methods and practices in Taiwan, as well as predict the efficacy of new strategies, this study focused on gathering the perspectives and experiences of the students themselves. International students were specifically targeted, as they have had exposure to multiple educational environments, as well as firsthand experience applying their English language knowledge in an immersive environment. To gather student perspective, an online survey was made available to Taiwanese international students currently studying in a U.S. university. Respondents were asked multiple-choice questions on curricular focus, as well as short answer questions regarding their educational experiences. Overall, the respondents showed an agreement in regards to the heavy emphasis of reading, writing, and grammar in Taiwan, which they correlated directly with high-stakes exams, particularly the university entrance exam. They also noted the lack of speaking and listening practice, as well as a strong desire to apply English in a communicative sense. These observations hold significant implications for various stakeholders, including teachers, principals, curriculum developers, exam designers, and university admissions.
ContributorsEricson, Rebecca Elaine (Author) / Matsuda, Aya (Thesis director) / James, Mark (Committee member) / Historical, Philosophical & Religious Studies (Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12