Faculty of Education - Theses
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ItemThe Problems of verbal interaction for victims of warfare trauma in the ESL classroom( 1995)This thesis identifies and investigates the difficulties surrounding the participation in verbal interaction by victims of warfare trauma in the ESL classroom. The literature reviewed falls into three main categories; The Problems of Refugee Resettlement, Motivation and Anxiety in Language Learning and The Importance of Verbal Interaction in Second Language Learning. Case Study research methodology was chosen as the most appropriate framework on which to base this thesis and three ESL students were chosen as subjects. The findings of the research suggest that the problems associated with resettlement and prior experiences may have been contributing factors in the lack of motivation and high levels of anxiety experienced by each of the case study subjects. This in turn, may have affected their participation in verbal interaction in the classroom and ultimately, their acquisition of English.
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ItemMicroWorlds, children's writing and visual learning style preference( 1998)The work of neuropsychologists in the area of brain hemispheric specialisation has led to a greater understanding of children who have either a strongly verbal or strongly visual learning style preference. It has also given an understanding of the asymmetrical process of the brain's hemispheres. Recently both neuropsychologists and educators have touched on the understanding of the interactions of the brain hemispheres and particularly the possibility of the right hemisphere mediating language for the left. The availability of notebook computers on demand has given children intensive access to software such as MicroWorlds which is both-visually rich and language rich, and allows a constructionist style of learning environment to be established. Under these conditions, children with a strongly visual, or right hemisphere, learning style who are encouraged to use MicroWorlds to visualise as they write show considerable gains in writing structure an d fluency. Writing skills have generally been considered largely a function of left hemisphere processing. The students also show behavioural changes that affect other aspects of use of language.
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ItemVisual arts in the learning of Korean( 2001)The purpose of this study is to examine the notion of using visual arts as an integral part of second language teaching. It examines the role that painting can play in language teaching and learning, not only as a mere illustration of points made in lessons, but also as expressions of the meaning of language embedded in its culture. This examination is presented through an analysis of three relationships: (1) between language and culture, (2) between culture and the visual arts, and (3) between the Korean cultural ideology system and paintings of the Chosun dynasty. In the last stage of the study, a program is presented: it attempts to show how the links between the visual arts and Korean language learners, particularly adult learners, might be realised in practice. The first stage of the study involves a content analysis of current scholarship and the identification of major cultural factors which influence language learning. Examples from the visual arts are then analysed and in some which strongly represent the Korean culture are identified. A program of study is developed in which the selected examples are used to reveal some key aspects of core Korean ideology. The study shows that the visual arts therefore can play a valuable and integral role in providing access to the beliefs and values which provide a language with meaning. Visual arts courses may thus have a place in language programs.
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ItemThe role of an early childhood educator in children's emerging literacy( 1996)During the two years of this semi longitudinal study, one early childhood educator reflected on and developed her practice. The particular focus of this study was the pre-school children's literacy development and how best this could be facilitated and supported. Action Research was chosen as the most suitable research methodology which enabled the investigation to develop in an iterative manner. In the first instance an analysis of the literature concerning children's early learning, their literacy development and the role of the adult during these early years was reviewed. The next stage involved a critical evaluation of both the provisions and resources for literacy in the pre-school classroom under investigation and also the most appropriate role for the teacher in relation to these children's emerging literacy. While the focus of this study has been the development of the teacher's knowledge base and practice, it was also possible to monitor the literacy development of the children from ages three to six years. In addition, highly favourable results were obtained by those children who took part in the study when they were compared with others who did not after the start of formal schooling. Consideration has also been given to the role of parents of these children in the pre-school environment and their role with respect to childrens emerging literacy.