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- Creator:
- Esposito, Cab M.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Geosciences
- Creator:
- Esposito, Cab M.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Geosciences
- Creator:
- Maxey, Tamara
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Anthropology
- Creator:
- Smart, Jay W.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Geosciences
- Creator:
- Tjarks, Heyo
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- Biological Sciences
- Creator:
- Lee, Pei-Ying
- Description:
- ABSTRACT LANGUAGE POLICY IN TAIWAN: AGE AS A FACTOR OF SECOND LANGUAGE ACQUISITION by Pei-Ying Lee Master of Arts in Teaching International Languages California State University, Chico Spring 2009 Age has been viewed as the most important factor of language acquisition in Taiwan, and it is also used as a slogan to attract parents to send their children to learn English at an earlier age. The theory of the Critical Period Hypothesis (CPH) leads parents to believe that children should learn English as soon as possible or lose their advantages. Other factors such as motivation and environment have been ignored in considerations of language acquisition in Taiwan. Proponents of the CPH have argued that children who acquire a second language earlier can obtain native-like accents, but opponents stress that children perform better in second language acquisition once they already acquire their first language. In the last ten years, English language policy has been changed and revised, especially the official starting age of learning English in Taiwan. Before 2001, English vii was officially taught in seventh grade. Due to a high demand from the public, the Ministry of Education (MOE) decided to offer English instruction in the elementary schools. Related to the issues of English language policy in Taiwan are unqualified teachers, limited class time, inconsistent curriculum, limited teacher training and resources for rural areas. It is important to help children establish interests in learning English and the government should provide alternate ways for public to access English education, such as television program on public television service and internet resources.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Mireles, Gerardo E.
- Description:
- PRÉCIS This thesis is a study of the Mexican short story that reflects the Cristero Revolution between 1926-1929 and 1934-1941. The Cristero Revolution between Church and State takes place on two different occasions. The second revolution is a continuation of the first one, because achieving a resolution on the first conflict was not achieved on 1929. The first part of this thesis summarizes some of the major factors from a historical perspective that explains the 400 years of conflict between Church and State, until the first Cristero Revolution in 1926. It is not that there were no other conflicts between the church and state in Mexico before the Cristero Revolution, but it had never become an armed rebellion due to persecution on the part of the state. In the literary study, three short stories are analyzed to compare and contrast the literary as well as ideological differences between the short story from the Mexican Revolution and the short story from the Cristero Revolution: Dios en la tierra / God on Earth by José Revueltas (1944). It is a short story in position against the Cristero movement in the second rebellion. It is from the book by the same name, Dios en la tierra / God on Earth. La noche que lo dejaron solo / The night he was left alone by Juan Rulfo (1953). It is a short story in favor of the Cristero movement from the first rebellion. It is from the book, El llano en llamas / The fields of fire) y La otra mejilla / The Other cheek by Antonio Ávila-Hernández (2000) (short story in favor of Cristero movement from the first rebellion, it comes out of the vii book, Narrativa típica / Typical Narrative). This three authors offer a very good representation of the most common themes in the short story from the Cristero Rebellion. On the historical perspective, the critic Jean Meyer mentions how, since the arrival and conquest by the Europeans, church and state have been fighting each other for the power to control the millions of indigenous people on this continent. Very early in this history the Crown in Spain established laws limiting the amount of land own by the church. By 1735, the Crown of Spain had already established that no territories given to the conquerors could be passed on to the church. The Crown was trying to avoid having a Catholic Church with vast territories in the new lands. The complete separation of church and state comes in 1767, when more than 500 Jesuit priests were ordered to leave the territories and go back to Spain by the Viceroy on the New Spain. Some people revolted against the state, but there were no major attacks against the government. After the Mexican Independence, the liberal government enacted a new constitution in 1857, in which it was established that the government is a separate and independent entity from the church. Article 3 of the New Constitution eliminated the privileges of the church, and the authority of the church to hold special tribunals for the people. However, after the government realized that the new laws were not popular among the Christian citizens, it was decided not to implement most of these laws. The Government of President Plutarco Elias Calles decided to implement those laws in 1926; which is what lead to the Cristero Rebellion. The historical significance of this event for the Mexican literature is the literature starts to flourish like never before. The authors of the short stories created their viii own reality to reflect this period, who for the most part, were all children during the conflict. Therefore, these authors are trying to tell stories of the conflict they lived in their youth. The short story of the Cristero rebellion is defined by several unique characteristics that makes us to be able to separate this literature from that of the Mexican revolution. The historical period in which the short story of the Cristero Revolution occurs always makes reference to the presidency of Plutarco Elias Calles, the president in power during the persecution. In the short story of the Mexican Revolution, the historical references are most commonly associated with Pancho Villa, Emilano Zapata, and a few other heroes who have all die prior to the Cristero Revolution. The most recurrent themes in the short story from the Mexican Cristero Revolution are: religious persecution, torture, dehumanization, and war. The most common characters in this type of story are: the ordinary everyday Catholic Christian, religious authorities, and the Mexican army of the period. The combination of all of these literary themes and characters offers readers the unique literature of the common people who rises to fight back despite persecution by the government. These elements offer us a unique perspective on the Cristero Rebellion. Perhaps one of the most unique literary elements that characterize the short story from the Cristero Rebellion is the religious symbolism. Common symbols on this type of literature are: Good, Jesus, and the New and Old Testaments. There are frequent references of God. In the short story Dios en la tierra, the author Jose Revueltas mentions God twenty one times, and this is a short story against the ideals of the Cristero ix movement. References to the Old Testaments are made by the authors to point out the God who is on the side of those who worship Him. The New Testament is used to show opposition to God, who wants peace and harmony among all of his people. In the short story of the Mexican Revolution, references to God are made only occasionally. In these references the characters are asking God to protect them from being killed in the conflict. The environment in which these stories happen is also limited. The Cristero Rebellion only took place in the states of Jalisco, Guanajuato, Aguascalientes, Durango, and Nayarit. Therefore, these are the only areas where we can find the setting for these stories. The Mexican Revolution was a war that extended itself throughout the entire Mexican nation. Therefore, the setting for the short stories from this period can take place in any part of Mexico. The short stories that were analyzed reflect the differences between the short story from the Cristero Revolution and the short story from the Mexican revolution. These two Revolutions have given Mexico a wealth of literary work. However, as mentioned before, each one has specific characteristics. It is these characteristics that allow us to be able to separate the short story of the Cristero Rebellion from the short story of the Mexican Revolution.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
8. Converging a Graduate TESOL Certificate Program into an Online Environment: An Action Research Study
- Creator:
- Murillo Leon, Susana
- Description:
- ABSTRACT CONVERGING A GRADUATE TESOL CERTIFICATE PROGRAM INTO AN ONLINE ENVIRONMENT: AN ACTION RESEARCH STUDY by Susana Mercedes Murillo León Master of Arts in Teaching International Languages California State University, Chico Summer 2009 E-learning is a popular educational tool used by students throughout the world. It provides students online access to traditional face-to-face course offerings. This thesis addresses how to converge face-to-face courses into effective online courses. It examines a variety of components, such as the use of tools in Blackboard (WebCT) Vista, the roles of instructors and students in a computer-based setting, the use of different strategies and techniques for special need students using the Universal Design for Learning (UDL) paradigm, and the pros and cons of online and face-to-face courses. This study also offers guidelines for a five-hour training session for faculty based on e-learning design, evaluation and netiquette. Twenty-five students in a graduate course participated in an online learning module that included individual and group tasks. A survey was used to evaluate their responses to the module. A Technology and Learning xi Program (TLP) expert extensively evaluated the online course. He offered suggestions for improving the application of e-learning design, and use of the UDL. Results from the survey, the IT’s evaluation, and theory analysis, provided insights and revealed how diverse students react differently to an online setting. Overall, this study presents a framework on how online learning affects students socially, economically and culturally, and how this educational approach enables faculty, students, and institutions to remain competitive.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Alsadah, Huda Abdullah
- Description:
- For ESL/EFL students to develop a more complete knowledge of the target language, they must also possess general knowledge of the culture as well. The information in this thesis does not only apply to successfully learning a new language, but to other subjects as well. Education is the foundation for success in today’s world. This is dependent on the quality, not quantity of education that is available. A student can learn the grammar and vocabulary, but will not be able to have functional conversations with native speakers without learning about the culture. Without the use of authentic materials and the teaching of culture, students will never fully grasp the language. In this thesis, I will identify how students can understand and accept that there are different ways to view the world, and other people’s actions and behaviors. Through education we can work towards the goal of globalization and bridging the international communication gap. In order to bridge intercultural gaps, we need to focus on the development of language education. In particular, we need to focus on learning the cultures of the foreign languages we strive to acquire. Knowledge of the language as well as culture will help us to bridge the gaps in the international community. Without the knowledge and skills, Saudi Institutes, and instructors will not be able to teach the English language effectively or efficiently; students will not get the rich, culturally complete knowledge of the target language.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures
- Creator:
- Lodi, Rose-Marie
- Description:
- ABSTRACT LA FRANCE ET LE MAGHREB (L’ALGÉRIE, LA TUNISIE, LE MAROC): PERCEPTIONS, ATTITUDES ET VALEURS CULTURELLES by Rose-Marie Lodi Master of Arts in Teaching International Languages California State University, Chico Summer 2010 Le grand nombre d’immigrés musulmans en France est la source d’une tension importante et de différents conflits qui troublent les relations entre les Français et les Maghrébins depuis longtemps. Les populations sont diverses et l’intégration de ces derniers ne va pas sans embûches. En France, les immigrés habitent dans la banlieue des grandes villes, surtout celles de Paris, et sont mal intégrés dans la société. La pauvreté, le chômage et la violence en sont caractéristiques. Les Musulmans disent qu’ils sont victimes de racisme et se plaignent de ne pas avoir autant de possibilités d’éducation et de travail que les Français. L’Etat français est neutre et laïque, et n’est pas compatible avec les pratiques religieuses musulmanes. La loi donne aux écoles le devoir d’éduquer les élèves, tout en xiii les protégeant des influences extérieures, y compris les associations politiques et religieuses. En France, la religion est personnelle, et interdite dans le système scolaire. Les Musulmans ont du mal à obtenir leurs droits religieux car ils manquent d’infrastructure centrale pour rejoindre les différents groupes. L’Islam n’est pas une religion centralisée comme l’Eglise catholique à Rome. Les Français s’attendent à ce que les immigrés assimilent leur mode de vie et délaissent leur identité culturelle. Pour s’adapter à la culture française, il faut adopter ses coutumes et s’y intégrer. La France n’est pas une société qui accepte la manifestation de différences culturelles en public. Sa discrimination envers ces principes est rigide. De plus, les Français ont une mauvaise perception des Musulmans parce qu’ils associent l’Islam avec la violence. On reproche également aux Musulmans leur traitement inégal des femmes car elle est radicale et ne suit pas la devise de la France : liberté, égalité et fraternité. En France, où l’Etat et l’Eglise sont séparés, on voit une opposition contre l’expression publique des affiliations religieuses; on s’attend à ce qu’ils ne pratiquent pas la religion dans l’espace public. Les Français et les Maghrébins n’ont pas la même histoire; leurs mentalités divergent. Le résultat est trop souvent la peur, le racisme et l’intolérance.
- Resource Type:
- Thesis
- Campus Tesim:
- Chico
- Department:
- International Languages, Literatures, and Cultures