Acquiring & forgetting a second language : a study of three children aged 5-11 years

Bibliography: pages 333-356.This investigation is concerned with what three children remembered or had forgotten of a second language after an interval of two years. An in-depth study, consisting of recognition and recall tests, was made of 13-year-old identical twin girls and their 9-year-old brother, who previously had been English/French bilinguals. A phenomenological approach was taken, which included the children's reaction to the tests, and their description of the personal framework within which the learning and forgetting had taken place. The findings, which are suggestive due to limited data, are: first, cognitive and maturational differences between the children caused the twins to retain more recognition and active recall of French than their brother; second, the twins showed a surprising difference in their recognition of French, pos9ibly caused by affective factors; third, all three children showed strongest recognition in the area of semantics, while in recall they retained phonology best; fourth, in the tests, habit memory and episodic memory were more durable than semantic memory. The investigation is a first step towards understanding how children forget a language in which they have been submersed

Spartan Daily, October 11, 2002

Volume 119, Issue 31https://scholarworks.sjsu.edu/spartandaily/10675/thumbnail.jp

Information Outlook, April 2001

Volume 5, Issue 4https://scholarworks.sjsu.edu/sla_io_2001/1003/thumbnail.jp

Coming of Age in Boston: Out-of-School Time Opportunities for Teens

Synthesizes findings from interviews, surveys, a literature review, and new research on current out-of-school time programs, what teens need and seek, and elements of effective programs. Includes a case study of environmental youth development programs

Information Outlook, October 1999

Volume 3, Issue 10https://scholarworks.sjsu.edu/sla_io_1999/1009/thumbnail.jp

Midlands Institute for Non-Profit Management: Building a Solid Foundation

Agenda and material from the Midlands Institute for Non-Profit Management - Building a Solid Foundation Conference, July 8-10, 1996

The recontextualising of pedagogic discourse: a case study drawn from an inservice mathematics education project

The dissertation is concerned with the production of a systematic account of the recontextualising of pedagogic discourse across two contexts: mathematics INSET provision and school mathematics teaching. Drawing on the work of sociologists Basil Bernstein and Paul Dowling, an attempt is made to construct a theoretical model which is applied to produce a reading of the interactions between an INSET provider and a teacher, and the teacher and school students. The dissertation opens with a description and discussion of the conceptualising of the research project, the production of data, and the use of the literature survey and theoretical resources in the production of a methodology. The second chapter presents a review of the literature on INSET in which three chief components of conceptions of good INSET practice are highlighted: teachers should define their own needs; INSET should be concerned with the professional development of teachers, where professionalism implies an exclusion or marginalising of academic concerns; and INSET should be school-focused. The chapter moves on to consider NGO-provided INSET and concludes with a discussion of INSET in terms of Bernstein's categories horizontal and vertical discourses. In the third chapter, elements of Bernstein's code theory and Dowling's language of description are appropriated to construct a model which contextualises the study, produces an account of the transmission and acquisition of pedagogic discourse which attends to the interactions between transmitters and acquirers, and generates data for analysis. The chapter concludes with a summary of the model. Chapter 4 is devoted to an analysis of written materials from an INSET course which the teacher attended as well as the interactions between the INSET provider and teacher. An analysis of the use of wall displays and the arrangement of the classroom is produced in chapter 5, followed by an analysis of the interactions between the teacher and students. The analysis focuses on the way in which the utterances of the transmitter and acquirer are redescribed to produce pedagogic texts. The dissertation is concluded in chapter 6 which opens with a discussion of the resources and strategies implicated in the recontextualising of pedagogic discourse after which a summary of the analysis is produced. The last section of the chapter discusses the limitations of the research and the model

An informal evaluation of a planned phonics program in grade one

Thesis (Ed.M.)--Boston Universit