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Description
Minimal information exists concerning dual language acquisition of three-year-old dual language learners (DLLs) during their first school experience and first systematic exposure to English. This study examined the Spanish and early English language development of young DLLs in the context of standardized measures and a story retell task. Participants included eight Spanish-English DLLs (7 females, 1 male, M age = 3 years, 8 months) attending Head Start, and their classroom teachers. Outcome measures for the children included composite and scaled scores on the Clinical Evaluation of Language Fundamentals Preschool-2 Spanish (CELF Preschool-2 Spanish; Wiig, Secord & Semel, 2009) and the parallel English measure (CELF Preschool-2; Wiig, Secord & Semel, 2005), and measures of lexical (NVT, NNVT, TNV, NW, NDW, TNW and TTR) and grammatical (MLUw) development. Proportion of classroom teachers' and paraprofessionals' Spanish, English and mixed language use was measured to contextualize the children's learning environment with regard to language exposure. Children's mean standardized Spanish scores at school entry were not significantly different from their mean scores in May; however, an increase in total number of verb types was observed. Children's English receptive, content, and structure mean standardized scores in May were significantly higher than their scores at school entry. Children were exposed to a high proportion of mixed language use and disproportionate amounts of English and Spanish exclusively. Children's performance was highly variable across measures and languages. The findings of the current study provide a reference point for future research regarding language development of three-year-old Spanish-English dual language learners.
ContributorsDubasik, Virginia L (Author) / Wilcox, M J (Thesis advisor) / Ingram, David (Committee member) / Lafferty, Addie (Committee member) / Macswan, Jeff (Committee member) / Arizona State University (Publisher)
Created2011
Description
Using Spencer-Oatey's rapport management approach, the present study evaluates the interlanguage pragmatic development of 17 native English-speaking American learners over the course of a semester in Spain, specifically in terms of the strategies they used in their second language (L2) to manage rapport in an advice-giving, oral role-play situation at semester start and semester end. To allow for a more in-depth analysis of the effect that a semester abroad has on Spanish L2 advice-giving behaviors, the learners were grouped into two distinct proficiency levels. Group 1 (n=9) represents learners who entered the semester abroad with a beginning to intermediate-low proficiency level and group 2 (n=8) represents learners who entered the semester abroad with an intermediate-high proficiency level. The results indicate that both learner groups had similar overarching behavioral expectations in this context. Specifically, both sets of learners expressed empathy, involvement, and respect for the interlocutor, while at the same time they used advice-giving strategies of varied illocutionary force to claim authority in addressing the interlocutor's dilemma. Both groups also balanced face sensitivities through strategies that both enhanced and challenged the interlocutor's identity face. However, it is argued that in this context claiming authority and challenging the interlocutor's identity face were permitted behaviors that emphasized the relational goals of the participants. Additionally, when developmental differences between the two proficiency levels were analyzed, the results showed that learner proficiency had an impact on specific strategy choices.
ContributorsBaca, Evelyn C. (Author) / García, Carmen (Thesis advisor) / Lafford, Barbara (Thesis advisor) / Elorrieta, Jabier (Committee member) / Arizona State University (Publisher)
Created2011
Description
The nature of science (NOS) is included in the National Science Education Standards and is described as a critical component in the development of scientifically literate students. Despite the significance of NOS in science education reform, research shows that many students continue to possess naïve views of NOS. Explicit and reflective discussion as an instructional approach is relatively new in the field of research in NOS. When compared to other approaches, explicit instruction has been identified as more effective in promoting informed views of NOS, but gaps in student understanding still exist. The purpose of this study was to deepen the understanding of student learning of NOS through the investigation of two variations of explicit instruction. The subjects of the study were two seventh grade classes taught by the same classroom teacher. One class received explicit instruction of NOS within a plate tectonics unit and the second class received explicit instruction of NOS within a plate tectonics unit plus supporting activities focused on specific aspects of NOS. The instruction time for both classes was equalized and took place over a three week time period. The intention of this study was to see if the additional NOS activities helped students build a deeper understanding of NOS, or if a deep understanding could be formed solely through explicit and reflective discussion within content instruction. The results of the study showed that both classes progressed in their understanding of NOS. When the results of the two groups were compared, the group with the additional activities showed statistically significant gains on two of the four aspects of NOS assessed. These results suggest that the activities may have been valuable in promoting informed views, but more research is needed in this area.
ContributorsMelville, Melissa (Author) / Luft, Julie (Thesis advisor) / Baker, Dale (Committee member) / Brem, Sarah (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.
ContributorsOrtega, Irasema (Author) / Luft, Julie A (Thesis advisor) / Artiles, Alfredo (Committee member) / Baker, Dale R. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Complaints, characterized by LaForest (2002), are expressions "of dissatisfaction addressed by an individual A to an individual B concerning behavior on the part of B that A feels is unsatisfactory," (p. 1596) have been studied in the language of English speakers since the 1980's (Boxer, 1993a; 1993b; 1996; House & Kasper, 1981; Murphy & Neu, 1996; Trenchs, 1995; Vázquez, 2011; Wolfe & Powell, 2006). However, only a few studies on Spanish-language complaints have been carried out (Bolívar, 2002a; Márquez Reiter, 2005; Pinto & Raschio, 2008). Due to the lack of studies analyzing complaints among second generation Mexican-American Spanish-English bilinguals in the United States, role-plays were collected from 21 participants, ten males and eleven females, who interacted with a female interlocutor. The data was analyzed using Spencer-Oatey's (2005) Rapport Management in order to gain a better understanding of this population's politeness strategies used in complaining both in Spanish and English. In addition to acting out the role-plays, the participants were asked to fill out a Language Experience and Proficiency Questionnaire (LEAP-Q), in order to assess language proficiency. Upon completion of the role-plays, the participants completed a post role-play questionnaire, which evaluated their impressions of the interactions. The strategies used in the complaints included, but were not limited to: complaining/accusing, reason/explanation/ justification, threatening, suggesting/requesting/commanding, and providing information. The results showed that for the Spanish complaints the participants preferred the use of reason/explanation/justification, while they preferred suggesting/requesting/commanding in the English complaints. In addition, in both situations the participants chose to respect the association principle, however, this result was not statistically significant. With respect to face sensitivities, the participants chose to enhance the interlocutor's identity face in both the English and Spanish. It is concluded that these participants do not demonstrate a transfer of strategies from one language to another. Furthermore, no significant gender differences were observed. Moreover, the participants show a tendency toward positive politeness, which falls in line with other Hispanic cultures such as Cubans, Spaniards, Argentineans, Uruguayans, Peruvians, and Venezuelans. Although this study adds to the literature of Spanish in the U.S. pragmatics, further study of this population is needed.
ContributorsElias, Mariam (Author) / García Fernandez, Carmen (Thesis advisor) / Lafford, Barbara (Thesis advisor) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2013
Description
The National Research Council developed and published the Framework for K-12 Science Education, a new set of concepts that many states were planning on adopting. Part of this new endeavor included a set of science and engineering crosscutting concepts to be incorporated into science materials and activities, a first in science standards history. With the recent development of the Framework came the arduous task of evaluating current lessons for alignment with the new crosscutting concepts. This study took on that task in a small, yet important area of available lessons on the internet. Lessons, to be used by K-12 educators and students, were produced by different organizations and research efforts. This study focused specifically on Earth science lessons as they related to earthquakes. To answer the question as to the extent current and available lessons met the new crosscutting concepts; an evaluation rubric was developed and used to examine teacher and student lessons. Lessons were evaluated on evidence of the science, engineering and application of the engineering for each of the seven crosscutting concepts in the Framework. Each lesson was also evaluated for grade level appropriateness to determine if the lesson was suitable for the intended grade level(s) designated by the lesson. The study demonstrated that the majority of lesson items contained science applications of the crosscutting concepts. However, few contained evidence of engineering applications of the crosscutting concepts. Not only was there lack of evidence for engineering examples of the crosscutting concepts, but a lack of application engineering concepts as well. To evaluate application of the engineering concepts, the activities were examined for characteristics of the engineering design process. Results indicated that student activities were limited in both the nature of the activity and the quantity of lessons that contained activities. The majority of lessons were found to be grade appropriate. This study demonstrated the need to redesign current lessons to incorporate more engineering-specific examples from the crosscutting concepts. Furthermore, it provided evidence the current model of material development was out dated and should be revised to include engineering concepts to meet the needs of the new science standards.
ContributorsSchwab, Patrick (Author) / Baker, Dale (Thesis advisor) / Semken, Steve (Committee member) / Jordan, Shawn (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study analyzes the Spanish of native speakers from Northern Mexico in order to ascertain the presence of the voiced labiodental fricative segment [v] when the sound is orthographically represented with the letter `v'. The study examines some of the internal and external factors that predict the labiodental fricative pronunciation of the letter `v'. This study is based on the theoretical framework of phonology as described by Piñeros (2009) and Hualde (2005). The study examined all instances in the data when a sound is written with the letter `v' to investigate if the sound is pronounced as the faithful voiced plosive bilabial allophone [b] of the phoneme /b/, the spirantized allophone [β], or the voiced labiodental fricative allophone [v]. Four speakers, a male and a female with an incomplete secondary education, and a male and a female with a graduate level education participated in the study. All participants were interviewed for one hour, read a word list, and read a paragraph provided by the researcher. The researcher coded the data using the phonetic analysis software Praat and all data were statistically analyzed using the multivariate software analysis program Goldvarb X in order to investigate the presence of the voiced labiodental fricative allophone [v] and predict what internal and external factors most influence its production. From this study it is obvious that the most influential factor favoring the realization of the labiodental fricative allophone [v] is orthography. When the phonetic segment was represented with the grapheme , the phonetic realization was more likely to be the labiodental fricative [v]. The level of education of the speaker and the formality of the stylistic setting were also determined to be influential factors. Speakers with a higher degree of education and stylistic settings with a higher degree of formality favored the realization of the labiodental fricative [v]. With regards to the internal factors, rather than external factors, a preceding phonological segment of a vowel or fricative dental [s] also favored the realization of the labiodental fricative [v].
ContributorsTakawaki, Shannon Leigh (Author) / Cerron-Palomino, Alvaro (Thesis advisor) / Shepherd, Michael (Committee member) / Beas, Omar (Committee member) / Arizona State University (Publisher)
Created2012
Description
Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions.
ContributorsKenney, Meghan (Author) / Fischman, Gustavo (Thesis advisor) / Powers, Jeanne (Committee member) / Rasch, Katherine D (Committee member) / Arizona State University (Publisher)
Created2013
Description
The subject of bilingual language use in the southwestern United States has been widely researched. However research pertaining to the Phoenix Metropolitan area is lacking. Studies have shown that language choice is governed by linguistic as well as social constraints (Gumperz, 1977; Poplack 1980; 1981). This study examined and compared the code-switching behaviors of two communities in the southwestern United States: Antonito, Colorado and the Phoenix Metropolitan area in Arizona. The study explored the social and linguistic factors that are said to govern code-switching behaviors such as the type of switches made (intra-sentential or single lexical switches), the position in the utterance where the switch occurs (final or other), the direction of the switch (an utterance beginning in English and ending in Spanish, or beginning in Spanish and ending in English), the gender and level of education of the participants (college or above; high school or below), the ethnicity of the interviewer (Anglo or Hispanic), as well as which of the aforementioned social and linguistic factors most favored intra-sentential switches. The study used corpus data, with four participants from each community for a total of eight interviews. Participants from each corpus were selected to control for gender, the highest level of education achieved and the ethnicity of the interviewer. The study found that in the corpora looked at, linguistic factors such as position of the switch and direction of the switch affected intra-sentential switches more than social factors, although in terms of frequencies within individual factor groups, social factors such as the ethnicity of the interviewer, and the participant's level of education were found to be significant in affecting code-switching behavior.
ContributorsCésar, Mariana (Author) / Cerron-Palomino, Alvaro (Thesis advisor) / Lafford, Barbara (Committee member) / García, Carmen (Committee member) / Arizona State University (Publisher)
Created2013
An eighteenth-century polychoral vespers service of José Gil Pérez: edition and historical context
Description
Compared to sacred choral music of the great Spanish composers of the Renaissance, church music of later Spanish composers is relatively ignored, despite the fact that many left behind a significant body of works worthy of scholarly investigation and performance. In fact, there is a paucity of information on eighteenth-century church music in Spain - music history books generally treat the subject in the briefest way. To correct this situation, scholars must delve into the large caches of unpublished works from this period, which lie dormant in the archives of religious institutions. Even contextualizing these works is difficult, because so much remains to be unearthed. To help fill the lacuna of knowledge about this repertoire, I will shed light on the music of maestro de capilla José Gil Pérez (1715-1762), who was active at the cathedral of Segorbe, Spain from 1745 until his death in 1762, by presenting an edition of one of his vespers services. This service is comprised of a magnificat and three psalms (nos. 116, 122, and 147). These works, transcribed from the composer's autograph housed in the Segorbe cathedral, and written for SAT/SATB chorus and organ, will serve as a valuable contribution to the body of knowledge concerning choral music of the Spanish late Baroque. It will be seen that despite Gil Pérez's innovative use of "theatrical" instruments in the Segorbe cathedral and "Italianisms" in his villancicos, his compositional style in Latin works was largely conservative, in keeping with the practice of most maestros in Spain at this time. In fact his oeuvre demonstrates varying influences, largely dependent upon the genre. To contextualize this composer and his works, I will provide background information regarding music in the Segorbe cathedral during the century in question, including trends and influences, as well as information on Gil Pérez himself.
ContributorsGorton, William Paul (Author) / Feisst, Sabine (Thesis advisor) / DeMars, James (Committee member) / Hill, Gary (Committee member) / Reber, William (Committee member) / Arizona State University (Publisher)
Created2013