Student Language Use in a One-way Mandarin Immersion Classroom: A Sociolinguistic Perspective

The trend of expanding language immersion access to all students calls for further research in multiple contexts, especially those with a sociolinguistic lens. Potowski (2004), among a few systematic language use researchers, conducted an investigation in an upper-grade two-way Spanish immersion classroom and utilized the identity investment concept in interpreting language use data for the first time. Her study inspired me to conduct the present research that describes language use by four first-grade students during mathematics and Language Arts instruction in a oneway fifty-fifty Mandarin immersion classroom in an urban public school in the heart of an African-American community in the Northwest. As a seasoned immersion educator, I explored interactions among linguistic input (Krashen, 1982), output (Swain, 2000), transfer (Cummins, 1979), and sociocultural identity (Norton, 2006; Potowski, 2004). This qualitative research involved observations using video- and audio- recordings with four focal students wearing lapel microphones over five weeks, followed by a semi-structured focus group interview. A total of 3,090 speech turns were coded and analyzed under five categories: the number of speech turns, vocabulary, grammar, linguistic functions, and other themes that emerged from the interview. Overall, students used Mandarin 61% of the time, a higher percentage than in Potowski’s (56%) study. Findings support the use of diglossia though not all students exhibited this behavior. Data indicated that the time factor alone cannot account for target language outcomes. The African-American girl, Abelina (a pseudonym), with the least exposure to Mandarin prior to enrollment at the researched school outperformed her native English-speaking peers. Her motivation, learning strategies, social identity, and Creole background may have contributed to her success. Implications for changes in immersion curriculum and instruction as well as calls for future research on trilingual education are shared

Inside the CIA

Streaming video requires RealPlayer to view.The University Archives has determined that this item is of continuing value to OSU's history.Anita Bucknam is the CIA Officer in Residence for 2006-07 and 2007-08 at the Mershon Center for International Security Studies.During this presentation, Bucknam will share her experiences at the CIA, as well as slice through some of the many myths about the agency.Ohio State University. Mershon Center for International Security StudiesEvent webpage, streaming video, photo

Historical Origins of U.S. Intelligence

Streaming video requires RealPlayer to view.The University Archives has determined that this item is of continuing value to OSU's history.Anita Bucknam is the CIA Officer in Residence for 2006-07 and 2007-08 at the Mershon Center for International Security Studies. She is teaching a variety of intelligence-related courses during her time here, including Introduction to Intelligence, Topics in Advanced Intelligence, and 9/11: Truth, Lies and Conspiracy.Ohio State University. Mershon Center for International Security StudiesEvent webpage, streaming video, event photo

When The Song-Birds Sing Their Home Sweet Home Again

https://digitalcommons.library.umaine.edu/mmb-vp/2730/thumbnail.jp

Relational aggression in early adolescent girls

There are differences in aggressive behavior between early adolescent boys and girls. Girls use relational aggressive methods to gain control over their peers. In general, schools do not directly address this form of aggression. School counselors are in the position to reduce relational aggression in schools. Assessment must first be performed in order to address the level of aggression in girls. This can be completed through questionnaires or focus groups. There are several prevention and intervention methods that be incorporated in schools. These methods can reduce relational aggression in early adolescent girls

A comparison of the fluency of oral recall with written recall in silent reading in geography in grade five

Thesis (Ed.M.)--Boston University This item was digitized by the Internet Archive

Novel rearrangements of oxonium ylides and chain extension of beta-ketoesters

A series of ketal-containing diazocarbonyl substrates was prepared. Exposure of these substrates to catalytic Rh(II) and Cu(II) resulted in intramolecular oxonium ylide formation followed by selective rearrangements. The isolated products suggested that bicyclic oxonium ylide rearrangement is controlled by ring strain and ketal substituents. Ylides prepared from larger ring size ketals efficiently generated ring fused products by 1,2-shift of the ketal carbon. Ylides which were prepared from dioxolanes underwent $\beta$-elimination reactions competitively with 1,2-shift of the ketal carbon. When stabilizing groups were present at dioxolane 4 and 5 positions, a 1,2-shift of the exocyclic, stabilized carbon was observed. This novel rearrangement was successfully applied to the synthesis of the 2,8-dioxabicyclo (3.2.1) octane core of zaragozic acid. A one-pot procedure for the conversion of $\beta$-ketoesters to $\gamma$-ketoesters with zinc carbenoids was identified

A meta-analysis on Experience Based Career Education

Our meta-analysis of 80 evaluations of Experience Based Career Education (EBCE) programs shows that EBCE works. Students not only scored significant gains in career, life attitude, and academic skills during their EBCE experience, but they also showed significantly greater gains in all three of those outcome areas than comparison students who received the regular high school curriculum. The positive statistical significance of the findings was so large that we developed a new index, called the Basic Index of Strength or the BIS, in order to discuss and compare differences in the strength of the findings