G Richard Tucker
Datos Biográficos
| ID | 4342 |
|---|---|
| NOMBRE | G Richard Tucker |
| NOMBRES | G Richard |
| APELLIDO | Tucker |
| FIRMA | TUCKER G R |
| AFILIACIONES | McGill University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 51 |
| TOTAL DE CITAS | 136 |
| TOTAL COMO AUTOR | 50 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1966 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Paulston, Christina Bratt
Christina Bratt Paulston was a prolific contributor to the applied linguistics literature for more than 40 years with contributions ranging from her early work on teaching English as an additional language (e.g., Paulston & Bruder, 1975) to her subsequent work in the general area of sociolinguistics with a special focus on diverse aspects of language education policy and planning.
Encyclopedia of Language and Education
Bilingual education in the 21st century
Bilingual education in the 21st century: a global perspective, by Ofelia Garcia, Oxford and Malden, MA, Wiley-Blackwell, 2009, xiv+481 pp., £60.00/US$104.95 (hardback), ISBN 978-1-4051-1993-1; £24
The Routledge companion to sociolinguistics
The Routledge companion to sociolinguistics." Journal of Multilingual and Multicultural Development, 31(4), pp. 437–438
An introduction to sociolinguistics
An introduction to sociolinguistics, 5th ed., by Ronald Wardhaugh, Oxford and Boston, Blackwell, 2006, viii + 418 pp., £23.99/$46.95 (paperback), ISBN 978-1-4051-3559-7 Wardhaugh's textbook provide
Content‐Based Instruction in the Foreign Language Classroom
Although a substantial amount of professional literature argues for the potential benefits of content‐based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive practices in content‐based instruction, the goals of instruction, and the students' proficiency. Thr…
Innovative Language Education Programmes for Heritage Language Students
In this paper, I discuss current interest in educational reform in Puerto Rico, the need for better and more appropriate assessment tools, the growing realisation in the USA that two-way bilingual programmes can provide an effective vehicle for fostering the development of bilingual proficiency, bicultural competence and subject-matter knowledge for heritage language students; and the possible confluence and implications of these three threads of…
Heritage Language Development
This paper reports on a study of 31 Japanese-American adolescents enrolled in a Saturday Japanese heritage school (JHL) in Los Angeles. The study examined the relationship of the participants’ sense of ethnic identity, attitudes toward the JHL school and self assessed proficiency in Japanese. The major finding of the study, consistent with previous research, was that the variables examined were significantly related. The results also revealed tha…
Age of Beginning Instruction
0 Many countries (e.g., Costa Rica, Korea, Japan, Thailand) have recently taken steps to introduce the teaching of English to students in their schools at an age or grade level. This trend-noticed in foreign language education circles in the United States as well-seems to be based on the adage earlier is better rather than on any empirical data (cf. Cummins, 1979; d'Anglejan, 1990; Dickson & Cumming, 1996; Genesee, 1978; Pufahl, Rhodes, & Christi…
Converging Evidence
The purpose of this study was to document and evaluate the sixth year of a typical 75‐minute per week FLES (Foreign Language Learning in the Elementary School) program in Japanese as a Foreign Language (JFL). We also sought to contribute generally to the much needed research base on FLES, in particular concerning student achievement and attitudes in the later elementary years. In this article we present results from several data sources to paint …
Encyclopedia of Language and Education
Some Thoughts Concerning Innovative Language Education Programmes
(1996). Some Thoughts Concerning Innovative Language Education Programmes. Journal of Multilingual and Multicultural Development: Vol. 17, No. 2-4, pp. 315-320
Documenting Growth in a Japanese FLES Program
This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited …
Monitoring and Assessing a Japanese FLES Program
This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language ach…
The Politics of Language in Australia
Abbreviations Preface 1. Australia, languages and the world at the end of World War II 2. Language, ethnicity and politics 3. The coming of the 'New Australians' and their languages 4. From assimilation to integration 5. Disadvantage, language and cultural heritage: from Grassby to Galbally 1973-8 6. Multiculturalism and language policy from the late 1970s 7. A national policy on languages 8. Language policy in contemporary Australia Bibliography…
A Multiple Perspectives Analysis of a Japanese FLES Program
This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicat…
The English-only movement
The scientiJc literature relevant to the ar-guments for and against the English-only movement is' reviewed, to determine whether the Resolution Against English Only before the Board of Directors and the Coun-cil of Representatives of the American Psychological As-sociation (APA) was supportable. Some of the misconcep-tions advanced by English-only advocates that ajfect the sociopsychological, educational, testing, and health-service delivery aren…
Toward the development of a language-competent American society
Annual Review of Applied Linguistics (Aral)
Language Input in the Bilingual Classroom and Its Relationship to Second Language Achievement
Characteristics of teachers' language in the classroom as well as the use of explicit teaching behaviors were examined, and an attempt made to determine the relationship between selected characteristics of formal language input and second language achievement. The speech of three teachers from two immersion (IMM) schools and three teachers from two French schools (NS) of grade three and grade five was recorded. Two aspects of language input were …
English Teaching in China
For three weeks in 1979, a team of four specialists sponsored by the U.S. International Communication Agency visited China for the purpose of surveying diverse aspects of English teaching there. The authors visited 21 educational institutions in 5 cities. This article describes aspects of language teaching policy in China, English curricula, teaching materials, and teaching methodology used at various levels of English instruction. It also touche…
Investigating Linguistic Acceptability with Egyptian EFL Students
A number of errors which typify the spoken or written English of Egyptian EFL students were identified. A series of matched sentencessome containing a deviant feature, others not-were recorded by a native speaker of Arabic. Groups of intermediate and advanced EFL students listened to tape recordings and rated each sentence in terms of prescriptive grammaticality and social acceptability. Listeners were then presented with the subset of deviant se…
The Acquisition of Complex English Structures by Adult Native Speakers of Arabic and Hebrew
This investigation examined the acquisition of five complex English syntactic structures by Egyptian and Israeli adult learners at different levels of proficiency. Carol Chomsky's methodology, as adapted by d'anglejan and Tucker, served to assess comprehension of these structures. The responses of the Egyptians and Israelis, which were similar to one another as well as to those of the French Canadians previously studied by d'anglejan and Tucker, …
English-Language Policy Survey of Jordan
Tu, Vous, Usted
The effects of speech style and other attributes on teachers' attitudes toward pupils
This study examined some of the clues which teachers use to form attitudes toward students. Photographs, speech samples, drawings and compositions, obtained from Grade III boys, served as the stimulus materials. These were randomly combined and presented to student-teachers as examples of the personal characteristics and schoolwork of certain pupils. The student-teacher judges were asked to form subjective impressions of the pupils and to evaluat…
Converging Evidence
The purpose of this study was to document and evaluate the sixth year of a typical 75‐minute per week FLES (Foreign Language Learning in the Elementary School) program in Japanese as a Foreign Language (JFL). We also sought to contribute generally to the much needed research base on FLES, in particular concerning student achievement and attitudes in the later elementary years. In this article we present results from several data sources to paint …
Content‐Based Instruction in the Foreign Language Classroom
Although a substantial amount of professional literature argues for the potential benefits of content‐based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive practices in content‐based instruction, the goals of instruction, and the students' proficiency. Thr…
A Multiple Perspectives Analysis of a Japanese FLES Program
This paper describes the development, implementation, and evaluation of the first year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Curriculum development followed ACTFL recommendations for proficiency‐based instruction. End‐of‐year information was collected from learners, parents, the Japanese teacher, and other school teachers. Results of student oral interviews indicat…
Bilingual Schooling Through the Elementary Grades
This is the seventh annual report of a longitudinal study of the progress of two different groups of children following an educational program designed to develop proficiency in a second language by using that language as the sole medium of instruction in the early elementary years and as the major medium of instruction in the later elementary years. The two groups were in grades seven and six respectively at the time of the present testing. In M…
Error Analysis and English-language Strategies of Arab Students1
This study examined the English proficiency of 22 Arabic-speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. Written and oral samples were taken at the beginning and end of the term. Errors were analysed in terms of performance mistakes, mother-tongue interference or false intralanguage analogy. The data provided a rank ordering of the subjects' areas of difficulty and enabled us to desc…
The Acquisition of Complex English Structures by Adult Learners1
This study was designed to investigate the acquisition of a set of complex English structures by adult learners of English at two different levels of proficiency. The results indicated a developmental pattern similar to that reported by Chomsky for child native speakers. Interesting language learning strategies were revealed. In interpreting ambiguous sentences, beginners tended to rely on semantic rather than on syntactic information. All subjec…
Monitoring and Assessing a Japanese FLES Program
This article reports on the third year of an ongoing research project to document and evaluate an innovative foreign language in elementary schools (FLES) program in Japanese for Grades K-5 (N=195). We report 2 strands of research. First, concerned with school and community ambiance, we attempted to describe systematically the attitudes and perceptions of various constituents of this curricular innovation. Second, we investigated the language ach…
Documenting Growth in a Japanese FLES Program
This paper describes the implementation and evaluation of the second year of a three‐year pilot project to teach Japanese to all students in grades K through 5 at a Pittsburgh elementary school. Quantitative and qualitative evidence gathered From children's performance on various types of language tasks confirms that they have made notable progress in develop ing proficiency in Japanese. Furthermore, the gains we have documented were not limited …
Language Input in the Bilingual Classroom and Its Relationship to Second Language Achievement
Characteristics of teachers' language in the classroom as well as the use of explicit teaching behaviors were examined, and an attempt made to determine the relationship between selected characteristics of formal language input and second language achievement. The speech of three teachers from two immersion (IMM) schools and three teachers from two French schools (NS) of grade three and grade five was recorded. Two aspects of language input were …
Investigating Linguistic Acceptability with Egyptian EFL Students
A number of errors which typify the spoken or written English of Egyptian EFL students were identified. A series of matched sentencessome containing a deviant feature, others not-were recorded by a native speaker of Arabic. Groups of intermediate and advanced EFL students listened to tape recordings and rated each sentence in terms of prescriptive grammaticality and social acceptability. Listeners were then presented with the subset of deviant se…
The Acquisition of Complex English Structures by Adult Native Speakers of Arabic and Hebrew
This investigation examined the acquisition of five complex English syntactic structures by Egyptian and Israeli adult learners at different levels of proficiency. Carol Chomsky's methodology, as adapted by d'anglejan and Tucker, served to assess comprehension of these structures. The responses of the Egyptians and Israelis, which were similar to one another as well as to those of the French Canadians previously studied by d'anglejan and Tucker, …
Affective Factors and Language Exposure in Second Language Learning1
The constellation of personality and language exposure factors associated with learning French as a second language was examined among students enrolled in different second language programs-Early Immersion, Late Immersion or FSL. It was found that use of English with acquaintances was negatively associated with performance on the oral production measure and the Test de Rendement en Français, and shyness was similarly negatively associated with r…
Subjective Reactions to Various Speech Styles in Egypt
Communicating Across Cultures
A word-association technique was used with the doze procedure to investigate the ability of two groups of professional translators to communicate with English and French monolinguals. Despite the translators' high level of sophistication in both languages, their own ethnic background affected significantly their ability to communicate with the monolingual groups. Mastery of two surface codes may not by itself assure effective communication betwee…
The Use of Elicited Imitation in Search of an Interim French Grammar1
The study was an initial attempt to tap the French language competence of two groups of English-speaking pupils who are being educated via French. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age using a sentence repetition task constructed to test control of selected French linguistic features. It was hypothesized that the English speakers would have a different internalized grammar of Fre…
The Comparative Skills of Monolinguals and Bilinguals in Perceiving Phoneme Sequences
Five groups of subjects, two monolingual in English or French, three bilingual in French and English, but one native in English, the second native in French, and the third native in both languages, were measured for their accuracy in perceiving initial phoneme sequences. All groups were most accurate in perceiving sequences that occurred in both languages and least accurate with sequences occurring in neither language. Sequences occurring in one …
The Effect on Foreign Language Teacher of Leadership Training in a Foreign Setting
This report summarizes the effects of advanced FL and leadership training on teachers' attitudes, value orientations, professional motivation, and opinions about policy in the FL field. Comparisons were made among three groups of participants, two attending EPDA institutes in France, one stressing FL leadership training, the other following the traditional advanced EPDA program, and a third group following the traditional EPDA program in the Stat…
Evaluation of Foreign Language Teaching
The standard technique for evaluating a language teaching program is to obtain objective measures of pre‐ to post‐training changes in students. A potentially faster and more useful technique would be the evaluation, based on direct observation, of actual training in progress to ascertain whether the course design, program administration, and individual teaching performance conform to certain principles, policies, and procedures that have been dem…
Some Thoughts Concerning Innovative Language Education Programmes
(1996). Some Thoughts Concerning Innovative Language Education Programmes. Journal of Multilingual and Multicultural Development: Vol. 17, No. 2-4, pp. 315-320
English Teaching in China
For three weeks in 1979, a team of four specialists sponsored by the U.S. International Communication Agency visited China for the purpose of surveying diverse aspects of English teaching there. The authors visited 21 educational institutions in 5 cities. This article describes aspects of language teaching policy in China, English curricula, teaching materials, and teaching methodology used at various levels of English instruction. It also touche…
An Experiment in Trilingual Education
The study presents the results of the fourth evaluation of trilingual school programs in French, Hebrew and English being offered in a number of elementary schools in Montreal. The pupils, all of whom are native English-speaking, receive all academic instruction during the primary grades in French; cultural and religious studies are taught via Hebrew. Instruction in English is not introduced until grade 3 in one experimental school and in grade 4…
The 1968 NDEA Philippine Institute for Tesl Teachers
Four years after an NDEA institute in the Philippines, participating teachers were asked a series of questions about their experiences in the Philippines and the institute itself. In addition, they were asked for their subjective impressions of Americans and Filipinos. These impressions were compared to data which had been collected in 1968 immediately before and after the institute. Lastly, they answered questions concerning recent professional …
A Note on the Relationship Between English Proficiency, Years of Language Study and Medium of Instruction
The purpose of this investigation was to examine the relationship between measured English‐language proficiency, years of English‐language study and the use of English as a medium of instruction for samples of Arabic‐speaking Egyptian and Lebanese university students. The results of multivariate regression analyses indicated no systematic relationship between years of EFL study and English proficiency. A better overall predictor of proficiency wa…
Are French Immersion Programs Suitable for Working-Class Children? A Follow-up Investigation
This report presents the second evaluation of the progress of two groups of children from working class, English-speaking Canadian homes who have participated in a French immersion program for the first two and three years of schooling. The children in the experimental program are compared with control groups conventionally educated in French or in English at the appropriate grade level. The findings suggest that the children in the Experimental …
Judging Personality through Speech
Hormonal Reactivation of Castrated Male Mice of Different Strains
The Comparative Skills of Monolinguals and Bilinguals in Perceiving Phoneme Sequences
Five groups of subjects, two monolingual in English or French, three bilingual in French and English, but one native in English, the second native in French, and the third native in both languages, were measured for their accuracy in perceiving initial phoneme sequences. All groups were most accurate in perceiving sequences that occurred in both languages and least accurate with sequences occurring in neither language. Sequences occurring in one …
Evaluation of Foreign Language Teaching
The standard technique for evaluating a language teaching program is to obtain objective measures of pre‐ to post‐training changes in students. A potentially faster and more useful technique would be the evaluation, based on direct observation, of actual training in progress to ascertain whether the course design, program administration, and individual teaching performance conform to certain principles, policies, and procedures that have been dem…
The Effect on Foreign Language Teacher of Leadership Training in a Foreign Setting
This report summarizes the effects of advanced FL and leadership training on teachers' attitudes, value orientations, professional motivation, and opinions about policy in the FL field. Comparisons were made among three groups of participants, two attending EPDA institutes in France, one stressing FL leadership training, the other following the traditional advanced EPDA program, and a third group following the traditional EPDA program in the Stat…
Are French Immersion Programs Suitable for Working-Class Children? A Follow-up Investigation
This report presents the second evaluation of the progress of two groups of children from working class, English-speaking Canadian homes who have participated in a French immersion program for the first two and three years of schooling. The children in the experimental program are compared with control groups conventionally educated in French or in English at the appropriate grade level. The findings suggest that the children in the Experimental …
Cultural Orientation and the Study of Foreign Literature
In the Philippines, high school students study via English, a second language. results of the present research suggested that Filipino high school students misunderstand American short stories because they read into them inappropriate values, attitudes, and judgments. technique of contrastive analysis was used to isolate potential areas of difficulty. A group of students taught using information provided by this technique, and then tested, perfor…
Word Association Data and the Assessment of Bilingual Education Programs
A variation of the standard word association technique was used to investigate the relative language skills of a group of first grade children schooled bilingually and compared with their monolingually instructed counterparts. The results suggested that both language of instruction and language of testing affected the percentage of different responses, blanks, and other-language responses. The Ss generally performed better in their native languag…
A Handbook of Bilingual Education
Language and Ethnic Relations in Canada
Early Childhood Bilingual Education
The effects of speech style and other attributes on teachers' attitudes toward pupils
This study examined some of the clues which teachers use to form attitudes toward students. Photographs, speech samples, drawings and compositions, obtained from Grade III boys, served as the stimulus materials. These were randomly combined and presented to student-teachers as examples of the personal characteristics and schoolwork of certain pupils. The student-teacher judges were asked to form subjective impressions of the pupils and to evaluat…
Bilingual Education in a Binational School
Bilingual Education of Children
Teachers' Views of Immersion‐Type Bilingual Programs
The writers have examined the opinions of English‐speaking and French‐speaking teachers about the traditional program of English language instruction with French as a second language and an innovative program involving French immersion. Both French and English teachers agree that the traditional program provides English children with a firm base in English—but not in French—language arts and in content subjects, and with a sensitivity to their ow…
Communicating Across Cultures
A word-association technique was used with the doze procedure to investigate the ability of two groups of professional translators to communicate with English and French monolinguals. Despite the translators' high level of sophistication in both languages, their own ethnic background affected significantly their ability to communicate with the monolingual groups. Mastery of two surface codes may not by itself assure effective communication betwee…
The Gooficon
A Note on the Relationship Between English Proficiency, Years of Language Study and Medium of Instruction
The purpose of this investigation was to examine the relationship between measured English‐language proficiency, years of English‐language study and the use of English as a medium of instruction for samples of Arabic‐speaking Egyptian and Lebanese university students. The results of multivariate regression analyses indicated no systematic relationship between years of EFL study and English proficiency. A better overall predictor of proficiency wa…
Error Analysis and English-language Strategies of Arab Students1
This study examined the English proficiency of 22 Arabic-speaking students enrolled in a low intermediate intensive English course at the American University of Beirut. Written and oral samples were taken at the beginning and end of the term. Errors were analysed in terms of performance mistakes, mother-tongue interference or false intralanguage analogy. The data provided a rank ordering of the subjects' areas of difficulty and enabled us to desc…
Bilingual Schooling Through the Elementary Grades
This is the seventh annual report of a longitudinal study of the progress of two different groups of children following an educational program designed to develop proficiency in a second language by using that language as the sole medium of instruction in the early elementary years and as the major medium of instruction in the later elementary years. The two groups were in grades seven and six respectively at the time of the present testing. In M…
The 1968 NDEA Philippine Institute for Tesl Teachers
Four years after an NDEA institute in the Philippines, participating teachers were asked a series of questions about their experiences in the Philippines and the institute itself. In addition, they were asked for their subjective impressions of Americans and Filipinos. These impressions were compared to data which had been collected in 1968 immediately before and after the institute. Lastly, they answered questions concerning recent professional …
The Use of Elicited Imitation in Search of an Interim French Grammar1
The study was an initial attempt to tap the French language competence of two groups of English-speaking pupils who are being educated via French. Third and fifth grade English-speaking pupils were compared with French-speaking children of the same age using a sentence repetition task constructed to test control of selected French linguistic features. It was hypothesized that the English speakers would have a different internalized grammar of Fre…
The Acquisition of Complex English Structures by Adult Learners1
This study was designed to investigate the acquisition of a set of complex English structures by adult learners of English at two different levels of proficiency. The results indicated a developmental pattern similar to that reported by Chomsky for child native speakers. Interesting language learning strategies were revealed. In interpreting ambiguous sentences, beginners tended to rely on semantic rather than on syntactic information. All subjec…
Subjective Reactions to Various Speech Styles in Egypt
Cognitive Consequences of Bilingual Schooling
Psychology (44 obras) · Linguistics (37 obras) · Mathematics education (28 obras) · Multilingual Education and Policy (27 obras) · Sociology (26 obras) · Philosophy (25 obras) · EFL/ESL Teaching and Learning (23 obras) · Second Language Learning and Teaching (22 obras) · Pedagogy (19 obras) · Language proficiency (10 obras)