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Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy

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dc.contributor.advisor Nel, N. M.
dc.contributor.author Snelgar, Elizabeth Claire Gien
dc.date.accessioned 2011-09-22T06:08:07Z
dc.date.available 2011-09-22T06:08:07Z
dc.date.issued 2010-11
dc.identifier.citation Snelgar, Elizabeth Claire Gien (2010) Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4815> en
dc.identifier.uri http://hdl.handle.net/10500/4815
dc.description.abstract Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted. en
dc.format.extent 1 online resource (ix, 216 leaves) en
dc.language.iso en en
dc.subject Learner en
dc.subject Limited English proficiency (LEP) en
dc.subject English language learner (ELL) en
dc.subject First Language (FL) en
dc.subject Second language (L2) en
dc.subject First Language acquisition (FLA) en
dc.subject Second language acquisition (SLA) en
dc.subject Second language learners (SLL) en
dc.subject Target language (TL) en
dc.subject Limited language proficiency (LLP) hidden comprehension deficit (HCD) en
dc.subject Reading specific comprehension deficit (SCD) en
dc.subject Comprehension deficit (CD) en
dc.subject Specific comprehension levels (SCL) basic interpersonal communication skills (BICS) en
dc.subject Cognitive academic language proficiency (CALP) en
dc.subject Literacy skill en
dc.subject Rapid automatic naming (RAN) en
dc.subject Phonemic awareness (PA) en
dc.subject Inclusive education en
dc.subject Barriers to learning en
dc.subject.ddc 428.24
dc.subject.lcsh English language -- Acquisition en
dc.subject.lcsh English language -- Study and teaching -- Foreign speakers en
dc.subject.lcsh Language and languages en
dc.title Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy en
dc.type Dissertation en
dc.description.department Educational Studies en
dc.description.degree M. Ed. (Inclusive Education)


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