scholarly journals Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario

2021 ◽  
Author(s):  
Scott Davies ◽  
Janice Aurini ◽  
Emily Milne ◽  
Johanne Jean-Pierre
Keyword(s):  
The United States ◽  
Summer Programs ◽  
French Language ◽  
English Canada ◽  
Summer Program ◽  
Literacy Interventions ◽  
Traditional Student ◽  
Language Schools ◽  
Literacy Scores ◽  
Matching Models

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.

scholarly journals Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario

2021 ◽  
Author(s):  
Scott Davies ◽  
Janice Aurini ◽  
Emily Milne ◽  
Johanne Jean-Pierre
Keyword(s):  
The United States ◽  
Summer Programs ◽  
French Language ◽  
English Canada ◽  
Summer Program ◽  
Literacy Interventions ◽  
Traditional Student ◽  
Language Schools ◽  
Literacy Scores ◽  
Matching Models

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.

The French Way

2011 ◽  
Author(s):  
Richard F. Kuisel
Keyword(s):  
United States ◽  
The United States ◽  
French Language ◽  
French Cinema ◽  
Free Markets ◽  
Technology Sector ◽  
Aids Epidemic ◽  
Political Reality ◽  
Politics And Culture ◽  
The U.S

There are over 1,000 McDonald's on French soil. Two Disney theme parks have opened near Paris in the last two decades. And American-inspired vocabulary such as “le weekend” has been absorbed into the French language. But as former French president Jacques Chirac put it: “The U.S. finds France unbearably pretentious. And we find the U.S. unbearably hegemonic.” Are the French fascinated or threatened by America? They Americanize yet are notorious for expressions of anti-Americanism. From McDonald's and Coca-Cola to free markets and foreign policy, this book looks closely at the conflicts and contradictions of France's relationship to American politics and culture. The book shows how the French have used America as both yardstick and foil to measure their own distinct national identity. France has charted its own path: it has welcomed America's products but rejected American policies; assailed Americ's “jungle capitalism” while liberalizing its own economy; attacked “Reaganomics” while defending French social security; and protected French cinema, television, food, and language even while ingesting American pop culture. The book examines France's role as an independent ally of the United States, but he also considers the country's failures in influencing the Reagan, Bush, and Clinton administrations. Whether investigating France's successful information technology sector or its spurning of American expertise during the AIDS epidemic, the book asks if this insistence on a French way represents a growing distance between Europe and the United States or a reaction to American globalization. Exploring cultural trends, values, public opinion, and political reality, this book delves into the complex relationship between two modern nations.

scholarly journals Acculturation of Syrian Refugees in Germany

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paul Copoc
Keyword(s):  
The United States ◽  
Second World War ◽  
Government Policies ◽  
Syrian Refugees ◽  
World War ◽  
Current Version ◽  
Humanitarian Crises ◽  
Integration Strategies ◽  
Language Schools ◽  
Second World

Since 2011, there has been an ongoing civil war in Syria between various militant groups, ISIS, and the Syrian government, in response to the oppressive regime of the Syrian government of President Bashar al-Assad. As a result, the largest migration that the world has seen since the Second World War has transpired. Approximately 13 million Syrians have been forcefully displaced from their homes, making this one of the largest humanitarian crises of our time. Many Syrians have sought refuge in neighbouring countries, as well as in Europe, the United States, and Canada. There is notably little research on refugee adaptation in Europe, which is the focus of this study. Using aspects of the Multidimensional Individual Differences Acculturation (MIDA) model, this study looked to examine the sociocultural and psychophysical adaptation of Syrian refugees in Germany. Measures that were excluded from the current version of the MIDA model were Ingroup Contact and Outgroup Contact. Researchers at Ludwig Maximilians University Munich administered paper and pencil surveys to 265 participants in Nuremberg, Germany who were attending vocational and language schools. Results displayed a significant relationship between Psychosocial Resources and Integration, and Psychophysical Distress; Co-National Connectedness and Integration; and Hassles and Psychophysical Distress. This study looks to inform host country government policies about positive integration strategies for refugee adaptation.

The Greek Orthodox Church in America

2020 ◽  
Author(s):  
Alexander Kitroeff
Keyword(s):  
Focal Point ◽  
The United States ◽  
Orthodox Church ◽  
Greek Language ◽  
Greek Orthodox ◽  
American Institution ◽  
Greek Orthodox Church ◽  
Language Schools ◽  
Greek Immigrants ◽  
The Church

This sweeping history shows how the Greek Orthodox Church in America has functioned as much more than a religious institution, becoming the focal point in the lives of the country's million-plus Greek immigrants and their descendants. Assuming the responsibility of running Greek-language schools and encouraging local parishes to engage in cultural and social activities, the church became the most important Greek American institution and shaped the identity of Greeks in the United States. The book digs into these traditional activities, highlighting the American church's dependency on the “mother church,” the Greek Orthodox Patriarchate of Constantinople, and the use of Greek language in the Sunday liturgy. Today, as this rich biography of the church shows us, Greek Orthodoxy remains in between the Old World and the New, both Greek and American.

Voices of the Occupation

2017 ◽  
Author(s):  
Derek W. Vaillant
Keyword(s):  
The United States ◽  
French Language ◽  
British Broadcasting Corporation ◽  
Voice Of America ◽  
Language Programs ◽  
German Occupation ◽  
International Broadcasting ◽  
Radio Broadcasting ◽  
Vichy Regime ◽  
The U.S

During the German occupation of France (1940-44), in addition to the broadcasts of the British Broadcasting Corporation (BBC), shortwave broadcasters in the United States, such as NBC, and later, the U.S. government’s Voice of America (VOA) and Office of War Information (OWI) supplied broadcast news, entertainment, and moral support to French listeners living under the Vichy regime. This chapter explores U.S. and Allied international broadcasting to France between 1937, when daily transatlantic French-language programs began in earnest from America, through D-Day, to the liberation of Paris coordinated in part via radio broadcasting. The chapter analyzes the programs and strategies of broadcasters, Nazi and Vichy propagandists, and clandestine listeners during the Occupation.

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2019 ◽  
pp. 157-171
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

Margins of Fair Trade Wine along the Supply Chain: Evidence from South African Wine in the U.S. Market

2019 ◽  
Vol 14 (3) ◽  
pp. 274-297
Author(s):  
Robin M. Back ◽  
Xinyang Liu ◽  
Britta Niklas ◽  
Karl Storchmann ◽  
Nick Vink
Keyword(s):  
Supply Chain ◽  
South African ◽  
Fair Trade ◽  
The United States ◽  
Export Prices ◽  
Retail Prices ◽  
Pass Through ◽  
Matching Models ◽  
The Cost ◽  
Cost Effect

AbstractIn this paper, we analyze profit margins and markups of Fair Trade (FT) wines sold in the United States. We are particularly interested in whether and to what extent the FT cost impulse in production is passed along to the supply chain. We draw on a limited sample of about 470 South African wines sold in Connecticut and New Jersey in the fall of 2016; about 90 of them are certified FT. For these wines we have free on board export prices, wholesale prices, and retail prices, which allows us to compute wholesale and retail margins and analyze the FT treatment effect. We run OLS, 2SLS, and propensity score matching models and find evidence of asymmetrical pricing behavior. While wholesalers seem to fully pass-through the FT cost effect, retailers appear to amplify the cost effect. As a result, at the retail level, FT wines yield significantly higher margins than their non-FT counterparts. (JEL Classifications: L11, L31, L43, L81, Q17)

III Summer Programs, 1966

1966 ◽  
Vol 9 (01) ◽  
pp. 78-80
Author(s):  
David W. Brokensha
Keyword(s):  
Summer Programs ◽  
Summer Program ◽  
Support Section ◽  
Fellowship Program ◽  
Introductory Courses ◽  
Language Program ◽  
Postgraduate Students ◽  
African Languages ◽  
Language Courses ◽  
Summer Session

The African Studies Center at UCLA will offer a special NDEA summer program in African languages and area studies for undergraduate, graduate, and postgraduate students. Five intensive language courses will be offered during the eight-week summer session from June 20 to August 12, 1966 (the first six of which will be coterminous with the regular six-week summer session). Introductory courses will be offered in Afrikaans, Hausa, and Zulu, and both introductory and intermediate courses will be offered in Swahili. Area courses in anthropology, education, geography, and political science will be offered during the first six-week summer session, and courses in education and history in the second six-week session. The area courses will be open to students enrolled in the eight-week language program. Each language course will include three hours of classroom instruction and one hour of work in the language laboratory each day, five days a week for the eight weeks. Classroom and laboratory hours will be conducted jointly by a linguist and an informant. The language courses are 6-unit courses, and the area courses are 2-unit courses. A limited number of language fellowships for undergraduates will be available under the NDEA Fellowship Program. Inquiries should be directed to the Student Support Section, Graduate Division, Administration Building, UCLA. The tuition fee for the eight-week summer session will be $130 and will also cover enrollment in any courses offered in the first six-week session. There will be no out-of-state fee.

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