| 1 |
Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink
|
|
|
|
In: Research outputs 2014 to 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development
|
|
|
|
In: Human Development and Family Studies Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
UNBOXING THE JAPANESE SOJOURNING MOM’S PEDIATRIC-GOING EXPERIENCE: A PHENOMENLOGICAL STUDY OF CULTURALLY AND LINGUISTICALLY APPROPRIATE HEALTH SERVICES
|
|
|
|
In: Theses and Dissertations--Education Sciences (2021)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Using photovoice to understand and amplify youth voices to prevent sexual and relationship violence
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Validation of the short version of the dimensional inventory for child development assessment
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Targeted Physical Therapy Combined with Spasticity Management Changes Motor Development Trajectory for a 2- Year-Old with Cerebral Palsy
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices
|
|
|
|
In: Faculty Publications, Department of Child, Youth, and Family Studies (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
FAMILY DIMENSIONS OF UNEQUAL COLLEGE EXPERIENCES: STUDENTS’ TALK OF SELF AND COLLEGE IN RELATION TO FAMILY RESOURCES AND RELATIONSHIPS
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The Acquisition of Advanced Level Chinese Heritage Language (CHL) Learners：A Comparative Analysis Concerning The Aspect Marker “LE了”
|
|
|
|
In: Masters Theses (2021)
|
|
Abstract:
Over the decades, research on heritage language learners has been quite popular, but most studies concern Russian, Spanish and other languages rather than Chinese. The Chinese heritage language learner’s studies focus mainly on K-12 students and their learning motivations, writing characteristics, and identification recognition and those concerned with language acquisition address their vocabulary and verbal Chinese development. There have been very few studies about learning grammar. This study emphasizes on the acquisition of the aspect marker LE among advanced learners. To investigate the acquisition characteristics of advanced CHL learners, this study adopted the advanced CHL learners as the research group and the advanced CFL learners and native speakers as the control groups. A questionnaire survey was designed to investigate the participants' acquisition abilities. The survey utilized "similar semantics, different contexts, and English similarities" related to the aspect marker LE as the interference factors to investigate comprehension abilities and presented five different situations of using LE to investigate production abilities. There were 198 participants in the survey, and 183 effective questionnaires were collected. Analysis of the data showed the following results: all three groups of subjects are equally affected by "similar semantics" and "different contexts" in comprehending the meaning of LE. But CHL and CFL learners are more affected by English interference than NS. In the production survey, CHL learners did better than CFL, but not as well as NS. In terms of comprehension on the aspect marker LE, CHL learners did better than CFL, but not as well as NS. The understanding and production abilities of CHL learners in the United States are better than those of CHL learners in China, and the influence of English on both CHL groups is quite similar. The most important findings of this research are as follows: (1) Even when CHL learners reach the advanced level, they behave nearly native-like at language level, but cannot reach to the level of a native speaker. (2) Advanced CHL learners share similarities with CFL learners in production abilities. (3) The target Chinese language environment has no obvious influence on advanced CHL learners. The results of this study have the following teaching implications: 1) Students are more likely to acquire LE in context; 2) Students are more likely to understand LE after they have clearly understood the semantic meaning of LE; 3) It would benefit advanced Chinese learners in acquiring LE if their study program could tailor classes for them; 4) If the teachers are explicit in explaining the meaning of LE, students will be more likely to understand the semantic meaning of LE and utilized it correctly.
|
|
Keyword:
and Multicultural Education; and Society; Arts and Humanities; Bilingual; Chinese Studies; Community-Based Learning; Community-Based Research; East Asian Languages and Societies; Family; First and Second Language Acquisition; Heritage Language Learning; Life Course; Multilingual; Race and Ethnicity; Second Language Acquisition
|
|
URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2147&context=masters_theses_2
https://scholarworks.umass.edu/masters_theses_2/1145
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
An examination of circumstances related to forced marriage among culturally and linguistically diverse women in Australia
|
|
|
|
In: Research outputs 2014 to 2021 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Greying Mutuality: Race and Joking Relations in a South African Nursing Home
|
|
|
|
In: Faculty Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Fathers’ perceived co-parenting and children’s academic readiness among Chinese preschoolers: Longitudinal pathways through parenting and behavioral regulation
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Statewide Policies to Improve Early Intervention Services: Promising Practices and Preliminary Results
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School‑Aged Youth
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The Distal Role of Adolescents’ Awareness of and Perceived Discrimination on Young Adults’ Socioeconomic Attainment among Mexican-Origin Immigrant Families
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Culture Moderates the Relationship between Family Obligation Values and the Outcomes of Korean and European American College Students
|
|
|
|
In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Chapter 13 Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching
|
|
|
|
In: Faculty Publications, Department of Child, Youth, and Family Studies (2020)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
An Investigation into the Curricula (Type and Quality) Used by Early Childhood Educators
|
|
|
|
In: Faculty Publications, Department of Child, Youth, and Family Studies (2020)
|
|
BASE
|
|
Show details
|
|
|
|
|
