The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia

2019 ◽  
pp. 1479-1505
Author(s):  
Svetlana M. King ◽  
Laurence Owens
Keyword(s):  
English Language ◽  
Service Providers ◽  
South Australia ◽  
Educational Practice ◽  
Career Pathways ◽  
Longitudinal Case Study ◽  
African Students ◽  
African Community ◽  
African Youth

African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

The Schooling Experiences of African Youth from Refugee Backgrounds in South Australia

2015 ◽  
pp. 100-124 ◽  
Author(s):  
Svetlana M. King ◽  
Laurence Owens
Keyword(s):  
English Language ◽  
Service Providers ◽  
South Australia ◽  
Educational Practice ◽  
Career Pathways ◽  
Longitudinal Case Study ◽  
African Students ◽  
African Community ◽  
African Youth

African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

scholarly journals Pemerolehan Bahasa dan Penggunaan Bahasa Anak Usia Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tri Mahajani, Ruyatul Hilal Muhtar
Keyword(s):  
Language Acquisition ◽  
English Language ◽  
School Level ◽  
Longitudinal Case Study ◽  
Making Meaning ◽  
System A ◽  
Language Structure ◽  
Learner Language ◽  
Descriptive Method

<p>Abstract. The present study aims to examine a description of language acquisition and its usage by pupils in their daily conversations. This study employed a longitudinal case study and applieda descriptive method, while it used a content analysis for the research technique. The resultrevealed a finding upon the young learner language acquisition and its usage, the language acquisition included Bahasa Indonesia, Javanese language, Sundanese language and English language. The uses of language for a system, a personal expression, and an interpersonal expression were broad good enough and were uttered structurally, however, mistakes were founded on applying structures and making meaning to language in use. To pupils whom are at elementary school level, they have acquired a range of language structure and its use for perfection. Their parents, teachers, and their society have any real and valuable<br />influence over them in the way language is structured and is used for exemplifying examples ofthe perfect language acquisition.</p>

Exploring the Social Dynamics of Implementing Self-Managed Web-Based Wellness Tools

2012 ◽  
Vol 7 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Rennie Naidoo
Keyword(s):  
Social Dynamics ◽  
Service Providers ◽  
Structuration Theory ◽  
Service Encounters ◽  
Longitudinal Case Study ◽  
Web Based ◽  
Face To Face ◽  
The Social ◽  
Healthcare Insurance

According to proponents of consumer-driven healthcare, the Web continues to offer huge opportunities to empower consumers to take individual ownership over their healthcare. Consequently many healthcare insurance service providers are integrating elements of Wellness into their product and service design and are making these available through Web-based portals. Based on a longitudinal case study of an e-Wellness implementation at a multinational consumer-driven healthcare insurance firm, key concepts from structuration theory are used to explore and analyse the social dynamics involved in the implementation of these contemporary forms of healthcare service encounters. This case study reports that in this particular context, face-to-face consultations continue to prevail over the use of virtual diagnosis and treatment by a computer-meditated virtual stress therapist and dietician practitioner. The author proposes the use of social frameworks to analyse and better understand the intricacies involved in implementing Wellness innovations.

scholarly journals THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Belief Systems ◽  
Learning Difficulties ◽  
Teacher Belief ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Teachers Beliefs

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

scholarly journals Inter-functional Collaboration and Inter-organizational Relationships in Communications Strategy Implementation

2018 ◽  
Vol 8 (1) ◽  
pp. 1-16 ◽  
Author(s):  
John A. Canacott ◽  
Nicholas T. Ellis ◽  
Mark Tadajewski
Keyword(s):  
Service Providers ◽  
Empirical Studies ◽  
Strategy Implementation ◽  
Longitudinal Case Study ◽  
Organizational Relationships ◽  
Sales And Marketing ◽  
Marketing Implementation ◽  
Functional Areas ◽  
The Impact

There is a dearth of empirical studies focusing on marketing implementation, especially regarding the interplay between different functional areas and service providers.  To fill this gap, this paper explores running a communications campaign across several organizations. It takes a practitioner perspective via agency and client interviews embedded within a longitudinal case study. We find that practitioners argue that closer collaboration between sales and marketing functions is vital. However, there appears to be little awareness of some of the processes that influence successful strategy implementation, particularly the impact of inter-personal and inter-organizational relationships.

scholarly journals Institutional Logics at Play in a Mobility-as-a-Service Ecosystem

2021 ◽  
Vol 13 (15) ◽  
pp. 8285
Author(s):  
Hugo Guyader ◽  
Brenda Nansubuga ◽  
Karin Skill
Keyword(s):  
Service Providers ◽  
Institutional Logics ◽  
Transport Sector ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Sustainable Business ◽  
Public And Private ◽  
Mobility Service ◽  
Shared Mobility

The last decade has brought the transport sector to the forefront of discussions on sustainability and digital innovations: practitioners, researchers, and regulators alike have witnessed the emergence of a wide diversity of shared mobility services. Based on a longitudinal case study of a regional Mobility-as-a-Service (MaaS) ecosystem in Sweden, constituted of a document analysis and 24 semi-structured interviews with 18 representatives from regional authorities, mobility service providers, and other stakeholders from the public and private sectors, this study examines the co-existing and competing institutional logics at play, identified as State logic, Market logic, Sustainability logic, Experimental logic, and Service logic. The analysis reveals that these institutional logics pertain to tensions in the collaboration within the ecosystem’s stakeholders in terms of: (1) finding a common vision and scope for MaaS, (2) establishing a sustainable business model, (3) triggering a behavioral change regarding car travel, (4) being able to find one’s role within the project and to consequently collaborate with other stakeholders, and (5) managing uncertainty through testing and experimenting innovative solutions, which ultimately yielded key learnings about MaaS and the shared mobility ecosystem and its stakeholders. These case study findings, based on an institutional logics framework, provide a novel perspective on emerging ecosystems, from which implications for MaaS developers and further research on shared mobility are drawn.

scholarly journals A Child Language Acquisition in Indonesian and English Language: A Longitudinal case study

2019 ◽  
Vol 12 (2) ◽  
pp. 126-156
Author(s):  
Somariah Fitriani
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Dual Language ◽  
English Language ◽  
Affecting Factors ◽  
Longitudinal Case Study ◽  
Child Language Acquisition ◽  
Acquisition Device ◽  
L1 And L2

Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach, which I kept daily notes on the progress of a child’s linguistic and recorded the dialogues. Since it is a longitudinal study, the research was conducted for two years, from 2014 to 2015. The research has revealed that utterances spoken have primarily increased and the child has already understood the commands by following the instructions. Some concepts such as feeling, taste, color, and numbers as well as short phrases and simple words in Indonesian and English at the same time can be understood and uttered.  She also can change the affirmative sentence to question in term of objects she sees in her surrounding. Factors such as linguistic inputs, imitation, environment, and significant others as exposure, and language acquisition device affect a child utterance. Thus, it indicates that two languages can be taught at the same time at an early age, and it doesn’t cause misunderstanding or confusion utterance, language acquisition, exposure, L1 and L2

Morpho-syntactic properties of simultaneous bilingualism: Evidence from bilingual English-Turkish

2017 ◽  
Vol 23 (4) ◽  
pp. 793-803
Author(s):  
Belma Haznedar
Keyword(s):  
English Language ◽  
Null Subjects ◽  
Longitudinal Case Study ◽  
Verbal Morphology ◽  
Bilingual Child ◽  
Verb Agreement ◽  
Verb Forms ◽  
The One ◽  
Syntactic Properties

Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudinal case study Data and Analysis: The present study analyses longitudinal data from an English-Turkish bilingual child (2;4–3;9), with special reference to the distribution of finite forms and the suppliance of overt subjects on the one hand, and subject drop and the use of non-finite forms, on the other. The English/Turkish data comprise 37 recordings collected regularly for nearly 18 months. Findings/Conclusions: English-Turkish bilingual data show that the majority of the overt subjects in the English language of the bilingual child occur both with inflected and uninflected verb forms. At a time the child has consistent and productive suppliance of overt subjects in his English, he uses uninflected verb forms with overt subjects, suggesting that the proposed association discussed in the literature does not necessarily hold. Moreover, around the same time the bilingual child’s Turkish presents robust evidence for the productive and systematic use of inflected forms as well as omission of subjects. Originality and significance/implications: These data, based on a less commonly studied language pair, English-Turkish, challenge previous research that postulates an association between overt subjects and finite forms versus null subjects and non-finite root forms. Overall, there appears to be a relationship between the acquisition of subject–verb agreement in the bilingual child’s Turkish and the correct suppliance of overt subjects in his English, suggesting language-particular devices for the realization of person deixis.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Sign in / Sign up

Export Citation Format

Share Document