The bilingual mind...simultaneous and sequential processing and spelling ability in monolingual English and bilingual Afrikaans-English children

Student Number : 0006815V - MA research report - School of Human and Community Development - Faculty of HumanitiesIn South Africa, the majority of children are bilingual and little research exists on the cognitive processes bilingual children use to spell. This has far-reaching and challenging implications for cognitive models of spelling. Specifically, bilingualism exhibits a pervasive influence on children’s literacy development (Bialystok, 2002). The majority of research on children’s spelling has been conducted internationally with monolingual English children. From international literature, cognitive processing (simultaneous processing and sequential processing) has been identified as an important area for consideration in the spelling acquisition process of English children (Kaufman & Kaufman, 1983b). Simultaneous processing is important for whole word spelling, whilst sequential processing is important for decoding letter sound correspondences. Cross-linguistic research demonstrates a bias towards one or the other spelling strategy may be tied to the depth of a language’s orthography, possibly due to the different demands the language orthography places on how children learn to spell (Frost et al., 1987; Wimmer & Hummer, 1990, 1994; Goswami et al., 1998). The present study examined the relationship between simultaneous and sequential processing and spelling in Grade 3 monolingual English-speaking children and bilingual Afrikaans-English speaking children at one point in time. Thirty bilingual Afrikaans-English children (Afrikaans first language, English second language) and were learning to spell in Afrikaans and in English simultaneously, and thirty monolingual (English first language) learning to spell in English. Simultaneous and sequential processing subtests of the Kaufman Assessment Battery (K-ABC) were administered to the monolingual and to the bilingual children. Monolingual Englishspeaking children received the English word and non-word spelling tests, while the bilingual Afrikaans-English children were asked to spell English and Afrikaans words and non-words (Klein, 1993). The results suggest that lexical (logographic or simultaneous) and non-lexical (alphabetic or sequential) routes are available in English and Afrikaans, but orthography did exert an influence on cognitive processing strategies. Sequential processing demonstrates a higher relationship than simultaneous processing with spelling in English and Afrikaans, although sequential processing contributes more to spelling in a shallow orthography, because the reliable relationship between spelling supports easier and faster computation than in an opaque orthography. Additionally, the results demonstrate that in the bilingual Afrikaans-English children spelling in a second language (L2) rely on spelling skills in a first language (L1), even when the same teaching strategies are used for spelling instruction. Orthography as a tool of academic literacy instruction, influences whether the transfer of spelling skills has a positive or negative influence on spelling in English as a second language in bilingual Afrikaans-English children with a transparent L1. A dual-route model that incorporates the influence of orthographic depth is supported (Seymour, Bunce & Evans, 1992). The present research study concludes that (1) simultaneous processing and sequential processing influence and predict the production of spelling in L1 and L2 in both English and Afrikaans alphabetic orthographies that differ in orthographic transparency, (2) orthographic demands of learning to spell in different orthographies varies and influences cognitive processing resources and decoding skills, which may provide an indication of a cumulative or challenging development of L2 spelling skills particularly when the L1 is transparent. The present research has implications for assessment, traditional spelling models and teaching bilingual children learning to spell in a second language, which is orthographically opaque relative to their transparent mother tongue

Moving towards critical democracy: democratic spaces in the Portuguese early years classroom

In societies where authoritarian and populist perspectives are on the rise, a focus on the concept of democracy within education can provide a meaningful space to reflect critically on, and disrupt, the status quo. In post-dictatorship Portugal, democracy has become a central symbolic concept within education policy and, in particular, Early Childhood Education (ECE) policy emphasises the importance of democratic citizenship within children’s personal and social development. Through a lens of critical pedagogy, we examine the diverse enactments of democracy at the classroom level within ECE settings in Portugal. By analysing interviews with twenty early years educators in three kindergartens, we identified ten concepts of democratic educational practice. Through observation of their classrooms, we explored divergent applications of these concepts in practice which embodied three distinct pedagogical approaches, which we termed instructive, responsive, and synergetic. These respectively enacted three styles of classroom democracy, which we described as procedural, interactive and critical democracy. We found that “critical democracy” was most evident where collaborative democratic spaces were created by educators who emphasised and enacted the values of listening, critical thinking, freedom, and respect

Towards democratic culture and political practice in early childhood education: The case for transformative change at a time of converging crisis // Rumo a uma cultura democrática e prática política na Educação de Infância: o caso para uma mudança transformadora num momento de crise convergente

O artigo argumenta a importância da escolha de uma cultura democrática para a educação em geral e para a educação de infância em particular. Situa a sua discussão numa visão de cultura democrática no contexto actual de crises existenciais convergentes e de fim da hegemonia neoliberal, tornando a mudança transformadora, embora difícil, ao mesmo tempo urgente e possível. O conceito de “cultura democrática” é elaborado e é enfatizada a sua importância para a produção de significado para permitir uma mudança de práticas e pensamentos técnicos para práticas e pensamentos políticos. São consideradas algumas possíveis consequências da escolha de uma cultura democrática para a educação de infância, em termos das escolhas políticas que podem ser feitas no que diz respeito aos propósitos da educação, da pedagogia e da imagem das escolas, dos professores e das crianças. O artigo termina considerando possíveis processos de mudança transformadora para a educação de infância, fornecendo exemplos de projetos locais que evoluíram em direção a uma cultura democrática. PALAVRAS-CHAVE educação de infância, cultura democrática, prática política, crise convergente.// The paper argues the case for choosing a democratic culture for education in general and early childhood education in particular. It locates its discussion, and the case made for democratic culture, in a current context of converging existential crises and the ending of the neoliberal hegemony, making transformative change, though difficult, both urgent and possible. The concept of ‘democratic culture’ is elaborated and its importance for the production of meaning and for enabling a turn from technical to political thinking and practice emphasised. Some possible consequences of choosing a democratic culture for early childhood education are considered, in terms of the political choices that may be made with respect to the purposes of education, pedagogy and the image of schools, teachers and children. The article ends by considering possible processes of transformative change for early childhood education, providing examples of local projects that have evolved towards a democratic culture

To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children

A thesis submitted to the Faculty of Humanities, Department of Psychology at the University of the Witwatersrand, in fulfilment of the requirements for the degree of Doctor of Philosophy October 2016.Literacy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).GR201

Qualidade de vida em adolescentes com escoliose idiopática no tratamento com colete

Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em FisioterapiaObjetivo: avaliar a qualidade de vida em adolescentes com escoliose idiopática e que usem o colete, assim como observar a efetividade desta forma terapêutica. Metodologia: Vinte e nove indivíduos de ambos os sexos, com uma média de idades de 14,55 ± 1,70 anos, foram submetidos a um questionário SRS-22r para avaliar a qualidade de vida destes adolescentes. Resultados: as caraterísticas da escoliose e o tempo de utilização de colete são similares em ambos os sexos. Na totalidade da amostra observou-se diferenças significativas nos ângulos das curvaturas desde o inicio do uso de colete até ao momento atual (p=0,006). Os pacientes do sexo feminino referem maior sintomatologia dolorosa, relativamente ao sexo masculino (p=0,033). O grau de curvatura inicial e final comprometem a função do adolescente (rs=0,424 e rs=0,433, respetivamente), e o tempo de utilização do colete reduz o seu estado de saúde mental (rs= - 0,412). A satisfação dos adolescentes pela terapia depende da sua autoimagem (rs=0,456) e do tipo de escoliose que possuem (rs=0,485). Conclusão: a escoliose idiopática do adolescente pode provocar alterações na qualidade de vida destes indivíduos, e o uso de colete tem efeitos benéficos na redução do ângulo de Cobb das curvaturas da escoliose.Objective: Evaluate the life quality in adolescents who have idiopathic scoliosis and use the vest, as well as check the effectiveness of this therapeutic. Methods: Twenty nine individuals of both genders, with a medium age of 14,55 ± 1,70 years, have been submitted to a SRS-22r questionnaire to evaluate the life quality of these adolescents. Results: The scoliosis caractheristics and the utilization time of the vest are similar in both genders. In the entire sample there could be seen some significative differences in the curvature angles since the use of the vest until the actual moment (p=0,006). The female patients refer more painful symptoms, comparing with the male gender (p=0,033). The initial and final degree of curvature compromise the adolescent function (r=0,424 and r=0,433 respectively), and the utilization time of the vest reduces their state of mental health (r=-0,412). The satisfaction of the adolescentes with the therapy depends on their self image (r=0,456) and the type of scoliosis they have (r=0485). Conclusion: The adolescent idiopathic scoliosis can generate changes in the quality of life of these individuals, and the use of the vest has beneficial effects on reduce the of the angle of Cobb of the scoliosis curvatures

Tangible and intangible investment of portuguese firms in traditional sectors (2004-2011)

Mestrado em FinançasA presente investigação visa estudar o comportamento do investimento em ativos tangíveis e intangíveis das empresas Portuguesas do sector tradicional. A análise empírica é realizada através da utilização de uma base de dados contabilísticos (Sistema de Contas Integradas das Empresas, SCIE) para o período 2004-2011. Foram testadas diferentes especificações para os modelos de análise de comportamento do investimento e diversas metodologias aplicadas (pooled OLS, FE - Fixed Effects and RE - Random Effects). Os principais resultados obtidos indicam que: a recente crise tem um impacto significativo influenciando negativamente o investimento em tangíveis e intangíveis; as expectativas das vendas, o retorno dos ativos, o excedente bruto de exploração e a sensibilidade do investimento ao cash flow contribuem positivamente para o investimento total; o stock de capital e o salário revelam efeitos poucos significativos no total do investimento; as exportações, ao contrário do total das vendas, revelam um impacto positivo no investimento em intangíveis. A análise por dimensão da empresa (pequenas médias e grandes) e por subsectores (Alimentação, Têxteis, Vestuário, Calçado, Madeira e Mobiliário) revelam comportamentos e dinâmicas e heterogêneas no investimento.This investigation studies the investment in tangible and intangible assets in Portuguese firms of traditional manufacturing sectors. The empirical analysis uses accounting firm-level panel data covering the period 2004-2011. Several specifications for investment behavior equations are tested and different estimation methodologies are applied (pooled OLS, FE - Fixed Effects and RE - Random Effects). Key results emerge: the recent crisis has a strong and decisive negative influence on tangible and intangible investment; sales expectations, return on assets, gross operating profits and investment/cash flow sensitivities contribute positively to total investment; capital stock and wages show weak effects on total investment; and exports, rather than the total sales, have a positive impact on intangible investment. The analysis by size categories (small, medium and large firms) and subsectors (Food Products, Textiles, Wearing, Footwear, Wood and Furniture) reveal heterogeneous dynamics and explanations for investment behavior