Faculty of Education - Theses
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ItemThe academic achievements of language centre students at a secondary college( 2001)What are the academic achievements of adolescent new-arrival English as a Second Language (ESL) students at secondary schools in Victoria, Australia? Research on Non-English Speaking Background (NESB) students in Australia has tended to neglect new arrival ESL students. To examine the academic achievements of this important subgroup of NESB students, the current study will highlight the academic achievements of a cohort of Victorian Language Centre students at a Secondary College over six years with interruption to schooling in their first language (L1) as the key variable linked to academic achievement in their second language (L2). Victorian Language Centres provide new-arrival ESL students with the English skills they need to start their secondary educations in L2. The current study examined the academic achievement of two groups of Language Centre students, those who completed their Victorian Certificate of Education (VCE) and those who left the Secondary College prior to completing VCE. Their academic results were summarised into spreadsheets for quantitative analysis. Subsequent to the quantitative analysis interviews were conducted with four ESL students from the Language Centre currently completing their VCE studies to provide further insight into the factors that enabled them to do their VCE. Results indicate that the academic achievements of this cohort of ESL Language Centre students are poor and that interruption to education in Ll had a major impact on the students' ability to achieve academically at the Secondary College. The study suggests that L1 education is the key variable influencing the student's ability to acquire the academic language skills necessary to meet the academic demands of secondary education, particularly the VCE. Other factors such as support for learning and strong motivation were found to help students overcome difficulties encountered in their secondary education. However, students who were unable to overcome these difficulties left the College prior to completing VCE. It was concluded that the majority of Language Centre students faced uncertain economic futures once they left the Secondary College. The results of the study suggest that Language Centre students need more support and assistance to enable them to complete VCE or to access educational alternatives to the VCE. This study also suggests that more research into the effect of L1 education on L2 education be conducted as this was found to be the key variable in the students' ability to acquire the academic language skills necessary to meet the academic demands of VCE.
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ItemSeeing you seeing me : constructing the learners and their target language speakers in Korean and Australian textbooks( 2006)To be successful in real-life communication with their target language (TL) speakers, language learners need to develop a sound knowledge of modern-day target language society, and an understanding of the beliefs and values most commonly shared by TL speakers. Such knowledge forms the basis of what Clark (1996) calls 'common ground', and is essential for interlocutors to exchange meanings. Removed from natural settings, textbooks are one of the principal resources for foreign language learners to construct a conception of their TL speakers in relation to themselves. This project examines the constructs of the learners' TL speakers provided in, respectively, a Korean language textbook for Australian beginner learners and an English language textbook for Korean beginner learners. By analysing how each presents the other set of people in terms of the attributes the other group assigns to itself in its own books, this study assesses how well each book assists their local learners to begin constructing sound common ground with their TL speakers. Analysis is made of the verbal and visual texts in each whole book with respect to topic and attributes; as well, using Gee's discourse analysis framework, close analysis and comparison is made of the information about the TL speakers and the learners themselves in the first three chapters of each book in relation to the three major beginner learner topics: Self-introduction, family and school. While there are a number of similarities in representation of the TL speakers by both sides, even this small examination shows glaring omissions and contradictions in the construct of the TL speakers proposed for the learners of each language compared to how their actual TL speakers project themselves. Furthermore, these differences would easily lead to confusion over meanings if used in real life. If such mismatches persisted over years of language learning, it can be predicted that learners would fail to create some elements of 'common ground' essential for them to understand what their TL speakers mean in interaction and be understood themselves.
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ItemLearner access to language research( 2008)This is a study of how my class of learners perceived the relationships between English language learners, teachers, and researchers, during a five week Intensive Academic Preparation ELICOS course at an Australian university. As a starting point, it seizes on the fact that learners, unlike teachers and researchers, are rarely, if ever, encouraged to engage with language research as a potentially valuable resource for language learning. Noting the dearth of literature surrounding this topic specifically, this study focuses on the appropriateness of various practitioner inquiry models for a naturalistic exploration of my own classroom. The approach taken is one of Exploratory Practice, which is a set of guiding principles motivated by a strong ethicality towards learners and teachers. Using everyday pedagogical activities as data collection methods, such as group discussions and summaries as well as individual written pieces, this study reveals three important characteristics of my learners: a sense of pride in their personal knowledge of English language learning, an understanding of themselves as individuals within the language learning process, and a deep concern with the practical aspects of learning English. Meanwhile, my learners generally portray the relationships between learners, teachers, and researchers as hierarchical and unidirectional, with researchers and research on top. Overall, the study suggests that there is some value in providing access for my learners to language research, and in the conclusion to the study I make some recommendations for future research centring around ideas of learner identity, teacher/learner understandings of roles, and the place of the individual language learner within language learning.
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ItemInteractions between first and second language writing skills in Macedonian bilingual children in Australia( 2009)The theoretical belief arising from the interdependence hypothesis suggests that there is a common underlying proficiency in bilingual literacy development, particularly with respect to literacy skills, strategies and knowledge transfer across different languages. According to this view a strong establishment in one language not only develops skills in that language, but also facilitates the development of a second language. The aim of this research was to look at the interactions between literacy in Macedonian and English and to analyse the role of the first language literacy in second language acquisition in two dissimilar languages. Although the research explored the relationships between first language (Macedonian) and second language (English) writing skills, strategies and knowledge, the influence of motivation and the performance in English were also discussed. Namely this research investigated the skills and strategies that Macedonian bilingual children use for writing in Macedonian script and whether these strategies have a positive or negative transfer to English literacy. This research also analysed the writing behaviours, and attitude towards the two languages and how they affect the transfer of literacy skills and strategies. To address the aim of this research and gain an in-depth understanding about bilingual children's language acquisition and development a qualitative case-study method was employed. The subjects for this research were six nine year old children from a Macedonian/ English bilingual school. They were asked to write recounts in both languages, Macedonian and English, in order to investigate the transfer of skills, strategies and knowledge across both languages. The think-aloud protocols were used to look into the writing process and to categorise the types of writing strategies that the children can transfer from Macedonian to English literacy. This method was used to observe children's writing processes while writing and simultaneously discussing what thoughts were going through their mind. The childrens' attitudes towards learning in two languages were discovered by using semistructured interviews. The official results from the literacy assessment conducted at the school were also analysed and compared. The discussion of findings from the six children focussed on the transferable skills and strategies and the relationship between Macedonian and English writing. This research confirms that writing behaviours and strategies that the children displayed were consistent across both languages, even though the languages have different writing systems. In fact this research provided a better understanding of children's biliteracy development from an early age in a bilingual setting. Results of the study indicated that there is an interdependent ability between the first language and the second language writing and that there is a positive transfer of skills, strategies and knowledge from Macedonian to English. Therefore the conclusion is that the development of the stronger language literacy (Macedonian) facilitates literacy development in the second language (English) and that access to two languages from an early age and the possibility of learning those languages can facilitate literacy development.
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ItemFrom "great!" to "gr8!" : register shifts across CMC modes : a case study of three boys with varying literacy abilities( 2007)The aims of the current study were to observe A) the extent to which various ability level students demonstrate control over register in the three CMC modes of SMS, email and Word documents; and B) the extent to which these students are aware of these shifts in register. Data was collected by using a video recorder to capture how three students, Alex, Jasper and Eric, typed an SMS, an email, and a school-based text as a Microsoft Word document. Each student then discussed their texts in an interview, using the footage as a think-aloud protocol. All sessions were carried out with individual students, each lasting no more than 20 minutes. Data were analysed using the Hallidayan theory of register, taking into account its sub-categories of field, tenor and mode (Halliday, 1985a; 1985b; Eggins, 2004). The video footage indicated that Alex and Jasper, the students with higher literacy abilities, were able to switch between abbreviated codes and academic written English, demonstrating an understanding of the different communicative requirements of both informal and formal texts. The linguistic analysis illustrated that these students were very comfortable in using both Shorthand codes and conventional spelling in their SMS and email messages, and demonstrated a sophisticated use of the generic, syntactic and especially, lexical structures in their formal texts. However, Eric, identified by his teacher as having lower literacy abilities, was less comfortable in using abbreviations in his SMS and email; a less sophisticated structure in his formal text even showed some register confusion. The interviews revealed Alex's and Jasper's awareness of their register choices, evident across their texts. Although Eric also showed an awareness of these, his texts show he demonstrated these shifts to a lesser extent. Alex and Jasper also revealed positive attitudes towards, and an exploratory use of CMC modes. However, Eric's surprising aversion to technology suggests that some teenagers may be uncomfortable with the abbreviated language associated with some forms of CMC. Results show that, contrary to populist beliefs, (such as Texting 'is not bar to literacy;' cited in Thurlow, 2006, p. 699) the relationship between Shorthand codes and academic written English is multifaceted. Alex's and Jasper's awareness of composing texts with varied tenor allowed them to make appropriate register choices, whereas Eric's choices of code were more restricted. This study suggests that clearly, there are more complex variables operating, which should be examined in a wider array of students in future investigations.
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ItemInteractions between literacy in Korean and English in Korean immigrant children in Australia( 2008)Previous research has found that literacy skills, knowledge and strategies transfer across languages, and a strong establishment in one language facilitates development of a second language. This research is ultimately concerned with the interactions between literacy in different language contexts - Korean and English. That is, the research explored how bilingual children's literacy in the first language (Korean) affects the acquisition of a second language (English). To accomplish this objective, this study investigated the strategies that Korean bilingual children use for reading and writing in Korean script and whether these strategies have a positive or negative transfer to English. This research also exposed the reading and writing behaviours, and attitude towards the two languages and how they affect the transfer of literacy skills and strategies. The study was based on the qualitative case-study method with some additional quantitative measures, in search for in-depth understanding about bilingual children's language acquisition and development. The subjects for this project consisted of three Korean immigrant children aged eight to ten for the purposes of comparison. This research asked them to display their literacy experiences in both languages and their attitudes. The main precise method for reading was the running-records technique, which tests contextual reading accuracy and strategy use during which children read the appropriately leveled texts. Whether the texts are appropriate is decided by the error rate that is simply estimated by the number of words read incorrectly to the total number of words read. Reading data was analysed though the running records coding scheme and conventions. A running record was suitable for the research in terms of helping assess children's reading ability, and capture various reading behaviours and strategies use, based on the children's errors and self-corrections. To look into the writing process, think-aloud protocols were employed. This is defined as verbalising thought processes while reading or writing. Children's introspective verbal reports were coded and analysed through Arndt's (1990) modified version of the coding scheme developed by Perl (1981). The method helped the researcher discover the writing processes and interactions between the first and second languages. Discussion centred on the transferable strategies and the relationship between Korean and English reading and writing. The result was that the reading and writing behaviours and strategies that the children displayed were consistent across languages. All in all, this research provided a better understanding of Korean English bilingual children's biliteracy development. The research concluded that a positive transfer of strategies occurred from Korean to English, and accordingly Korean literacy had a positive effect on English literacy development.
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ItemCaught in the middle : teachers' perceptions of the usefulness of the Record of oral language when used with ESL students( 2004)In the present educational context, large-scale literacy reform has been hotly debated in the media by various stakeholders while on the other hand the " voice that has been largely absent from these debates has been that of teachers". This study attempts to correct this imbalance by reporting on a study of teachers' perceptions of the usefulness of the ROL as a testing tool for students learning English as a second language. It was designed to offer the researcher, the participants and other stakeholders great insight into the current complexities that teachers face when assessing the oral competence of students learning English as a second language. Teachers were given the opportunity to critically examine their own assumptions, beliefs and practices about oral language learning and assessment and challenge the current use of the ROL in the Children's Literacy Success Strategy (CLaSS) program. A qualitative case study approach was selected to allow the voices of the participants and the researcher to be heard in a familiar setting. Thirty minute semi-structured interviews were conducted separately so that teachers could speak freely thus enabling the researcher to follow individual trains of thought and obtain in-depth responses. The study concluded that the usefulness of the Record of Oral Language as a testing tool for students from language backgrounds other than English was not the central issue. Research findings instead highlighted the difficulties faced by mainstream teachers expected to effectively assess the oral language skills of students for whom English is a second language without effective Professional Development support. The central issue that has emerged in this study is the place of teacher professional knowledge for these teachers of ESL students. Not only are ESL students disadvantaged in the current educational climate but so are the mainstream teachers. Teachers' responses to this study reaffirm the need for Professional Development in ESL pedagogy as a way to effectively support the Oral Language and Literacy Learning of ESL which was valued pre Literacy Advance.
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ItemAssessing critical reading performance in an EAP classroom( 2003)A widespread perception among EAP teachers and course designers in Australia is that Asian university students need some formal training in text analysis and critical thought. To be more precise, Asian students are often portrayed as victims of Asian education, where students are taught to rote learn and memorise, rather than question and analyse as they might be taught in Australia. EAP classes often rest on generalisations about cultural differences, constructing critical reading tasks on the assumption that the problems students encounter in completing critical reading tasks relates to the way they read rather than how they respond to what they read (that is, their familiarity and ability to reproduce arguments in acceptable and culturally expected ways). While EAP researchers have spent considerable energy on improving critical reading methodologies, there has been very little research on the assessment of critical reading in EAP classes. In particular, very little research has offered any explanation of what might constitute evidence of learning to read and respond at a high level. In this thesis, I develop a criterion-referenced critical reading performance rubric, informed by Ballard and Clanchy's (1984; 1988; 1997) research on critical analysis and Toulmin's (1958; 1972; 1984) theories on reasoning and argumentation, to examine the clarity, evidence and logic (CEL) of students' critical reading responses and the influence of text selection on student reasoning skills. Secondly, I explore with students some factors they perceive as affecting their reading performances including text selection. The findings of this research reveal that there are distinct patterns in critical reading performances characterising low, medium and high level students, and that subject matter may be less significant to students' reading performances than they seem to believe. In discussing critical reading performances with students, they identified several factors such as a lack of subject knowledge, a lack of time and a misunderstanding of their purpose in completing the task which significantly affected their performance. Additionally, students perceived their future performances could be improved by choosing texts with subject matter more closely aligned to their academic field. The findings also reveal that most students feel that critically examining topics relating to Australian social issues are not helpful to the overall development of their critical reading skills.
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ItemPreservice teacher education for the preparation of secondary teachers of english as a second language in Australia( 2003)English as a Second Language (ESL) education in Australia has undergone tremendous changes in the last thirty years or so. Along with the changes in policy, the roles of the ESL teacher have also changed, reflecting the changing socio-cultural, economic and political climate of the time. Several new roles that have emerged can be seen as being particular only to this group of teachers. Student-teachers need to be effectively prepared for the roles that they will take on upon completion of their teacher education programs. This study investigates the effectiveness of one preservice ESL teacher education program, particularly from the perspectives of student-teachers, in preparing them for their future roles as ESL teachers. The study reveals the varied opinions that student-teachers have regarding different aspects of their course di study and the factors which influence their perceptions. It also discusses suggestions of improvement made for such a teacher education program, from the perspectives of student-teachers, their course lecturers and a sample of trained ESL teachers.
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ItemA cohesion analysis of texts written by adult Mandarin ESL students( 2001)This project aims to explore the written cohesive strategies employed by Mandarin English as a Second Language (ESL) learners, which knowledge will enable educators to better address their specific needs. The participants were members of an adult literacy class of both native and non-native speakers. Students completed several preliminary tasks in order to establish their familiarity with the specific grammatical resources utilised in English. Using a prompt, they wrote letters of complaint, which provided the research data. These were analysed from a functional systemic perspective, identifying patterns of usage of cohesive devices. Questionnaires and individual interviews provided qualitative insights into students' language practices. The study demonstrated that Mandarin students employed a higher percentage of cohesive ties than did the native speakers, which phenomenon may be explained by factors including level of first language literacy, years of formal English language study, and years of residency in Australia. The study suggests that Mandarin ESL learners might moderate their density of cohesive ties, to attain native-like written rhetorical structure. Secondly, register variables proved to have significant implications for cohesive paradigms, in conjunction with contrastive rhetoric cultural conventions. Lexical cohesive patterns point to the crucial role of vocabulary acquisition, an aspect of language acquisition which ought to be addressed in the teaching field. The study also explores the eclectic nature of the language practices acquired by students who have received considerable EFL teaching, and have often lived in English speaking communities for extended periods. Ultimately, this research highlights the need for further study in adult literacy contexts; drawing on larger samples from more diverse language backgrounds, with a specific focus on the role of politeness theory, register variables and contrastive rhetoric.