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COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA)
Title
A COMPARISON OF ATTITUDES OF TENTH GRADE STUDENTS TOWARD SELECTED ASPECTS OF THE STUDY OF FOREIGN LANGUAGES (URUGUAY, BROWARD COUNTY, FLORIDA).
Creator
KOONCE, MARIA H., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of...
Show moreThis study examines the differences in attitude between tenth grade students in Western High School, Broward County, Florida, and tenth grade students in Liceo Zorrilla, Montevideo, Uruguay, toward selected aspects of the study of foreign languages. A survey was administered to approximately 100 randomly selected tenth grade students from each group. It is hypothesized that no significant differences existed between the attitudes of the two groups toward selected aspects of the study of foreign languages. It is also hypothesized that no significant differences existed between the two groups toward the positions that foreign language study should begin in the elementary school; that it should be continued in high school; that all students should have the option to take more than one language; and that all students should be required to take a foreign language. Findings indicate that significant statistical differences exist in the following positions: (1) that foreign language study should begin in the elementary school; (2) that foreign language study should continue in high school; and (3) that all students should be required to take a foreign language. Liceo Zorrilla tenth grade students favor these positions more markedly than Western High School tenth grade students. However, the correlation between the variables is weak. There is a high percentage of undecided Western High School respondents in the first of the two issues, and a high percentage of negative responses to the third issue from both groups. Significant differences do not exist in the following: (1) the attitude of the two groups toward selected aspects of the study of foreign languages; and (2) the position that all students should have the option to take more than one foreign language. The major conclusion reached is that tenth grade students in Western High School appear to be favorable toward an expansion of foreign language programs, as long as they are not required for all students. The major recommendations include: (1) additional comparative studies; (2) research regarding the job market in the community relative to foreign language needs; (3) steps to expand and improve foreign language programs in the country; and (4) additional studies of international magnitude.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/11877
Subject Headings
Education, Bilingual and Multicultural
Format
Document (PDF)
analysis of negative and interrogative structures in the English of junior high school ESL students in a bilingual community
Title
An analysis of negative and interrogative structures in the English of junior high school ESL students in a bilingual community.
Creator
Briggs, Susan Ellen, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Linguistics and Comparative Literature
Abstract/Description
This thesis investigates the acqusition of certain negative and interrogative structures by adolescent Spanish-speaking ESL students in a bilingual community. These ESL learners demonstrated two unexpected negating strategies using not plus the verb and never plus the verb. They likewise used does/did as an overgeneralized question marker. Age of first exposure to English did not appear to be a significant factor in the acquisition of the English auxiliary, and the students' acquisition of...
Show moreThis thesis investigates the acqusition of certain negative and interrogative structures by adolescent Spanish-speaking ESL students in a bilingual community. These ESL learners demonstrated two unexpected negating strategies using not plus the verb and never plus the verb. They likewise used does/did as an overgeneralized question marker. Age of first exposure to English did not appear to be a significant factor in the acquisition of the English auxiliary, and the students' acquisition of negative and interrogative structures appeared to be delayed in this bilingual environment, despite ESL instruction.
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Date Issued
1988
PURL
http://purl.flvc.org/fcla/dt/14438
Subject Headings
Education, Bilingual and Multicultural, Language, Linguistics
Format
Document (PDF)
Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society
Title
Using the "We the People...The Citizen and the Constitution" curriculum to improve middle school minority student knowledge and understanding of the United States Constitution and perception of their rights and responsibilities in American society.
Creator
Shreffler, Michael R., Florida Atlantic University, College of Education, Department of Teaching and Learning
Abstract/Description
The focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a...
Show moreThe focus of this study was to determine whether the We the People...The Citizen and the Constitution curriculum improved knowledge and understanding of the U.S. Constitution of middle school minority students. A second focus of this study was to determine if the same curriculum improved student perception of their rights and responsibilities in American society. The Test on the History and Principles of the United States Constitution Level II was used to determine whether there existed a difference between middle school minority students participating in the We the People...The Citizen and the Constitution curriculum and middle school minority students enrolled in the traditional textbook-driven civics education program. The second instrument, Student Perception Questionnaire, measured perception of the rights and responsibilities of middle school minority students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven civics education curriculum. The instruments were administered to a total of 247 8th grade middle school students. The inquiry found significant differences in knowledge and understanding between 8th grade students who used the We the People...The Citizen and the Constitution curriculum and students who used the traditional textbook-driven civics education curriculum. Independent sample t tests revealed mean pretest values to be nearly identical but posttest values to be higher among students using the We the People...The Citizen and the Constitution curriculum. The results demonstrated that the We the People...The Citizen and the Constitution curriculum had a greater impact on the knowledge and understanding of the U.S. Constitution of middle school minority students participating in the We the People...The Citizen and the Constitution curriculum compared to students enrolled in the traditional textbook-driven civics education program. The study also found that there was only a marginally improved student perception between those students who participated in the We the People...The Citizen and the Constitution curriculum and students enrolled in the traditional textbook-driven curriculum. Independent sample tests revealed that the change was insignificant. Research on effective citizenship education programs in American schools can play a significant role in the continuous efforts of social studies educators in promoting political participation among minority populations.
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Date Issued
2003
PURL
http://purl.flvc.org/fcla/dt/12058
Subject Headings
Education, Bilingual and Multicultural, Education, Secondary, Education, Social Sciences, Sociology, Ethnic and Racial Studies, Education, Curriculum and Instruction
Format
Document (PDF)
Bilingual education and biliteracy in the Brazilian community: An attitudinal study
Title
Bilingual education and biliteracy in the Brazilian community: An attitudinal study.
Creator
Martins, Minouche C., Florida Atlantic University, Augustyn, Prisca
Abstract/Description
This study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly...
Show moreThis study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly encourage the use of Portuguese in the Brazilian homes. However, a discrepancy was found between parents' expectations and actual practices for their children's biliterate development. The majority of parents encourage the development of their children's speaking skills in Portuguese, but only few parents have strategies to develop their children's literacy in Portuguese. The lack of print-media in the heritage language in the home shows that parents look to formal education to fulfill their expectations in their children's biliteracy.
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Date Issued
2006
PURL
http://purl.flvc.org/fcla/dt/13313
Subject Headings
Bilingual education--United States--Florida, Bilingualism--United States--Florida, Multiculturalism--United States--Florida, Literacy--Study and teaching, Language arts (Early childhood), Education--Parent participation--United States--Florida
Format
Document (PDF)