PRISM :: Browsing by Author "Roessingh, Hetty"

Browsing by Author "Roessingh, Hetty"

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Open Access
A Survey of T.E.S.O.L. programs for immigrants in Calgary
(1975) Roessingh, Hetty; L'Abbe, Germaine
Open Access
An Investigation of Productive Vocabulary in Upper Elementary: Corpus-Based Lexical Analysis of Grade 4 Learners' Expository Writing
(2016) Wojtalewicz, Brock James; Roessingh, Hetty; Ricento, Thomas; Horst, Marlise
This study investigated the lexical resources that a sample of Grade 4 learners (n = 259) used to fulfill an expository writing task. Compositions were evaluated by two raters using an assessment rubric, given holistic ratings, and assigned to groups representing four standards of writing proficiency (limited, adequate, proficient, and excellent). Next, vocabulary profiles were generated for the compositions with online software. Indices of lexical diversity and sophistication were gleaned, including the number of tokens, types, word families, and advanced types used in each composition. ANOVA revealed substantial differences in these indices among the four groups. All lexical indices examined were found to be strong predictors of writing proficiency. Lastly, medium-sized correlations were found between holistic ratings of compositions and learners’ English Language Arts scores on the Grade 3 Provincial Achievement Test written one year earlier. Implications for language pedagogy and policy are discussed within the context of elementary education.
Open Access
Challenges Faced by English Language Learners on the Alberta English Language Arts 30-1 Reading Diploma Examination
(2015-12-04) Pavlov, Vladimir; Ricento, Thomas Kenneth; O'Brien, Mary Grantham; Roessingh, Hetty; Halpern, Faye; Barkaoui, Khaled
English language learners (ELLs) in Canadian high schools face numerous challenges when studying literature written in English. In Alberta, ELL high school graduates face difficulty when taking a reading diploma exam at the end of the English Language Arts (ELA) 30-1 course in grade 12. Students have to grapple with subtleties of meaning, low frequency vocabulary, metaphor, and the abundance of reading they have to do in the limited time of the exam. The aim of this study is to evaluate ELLs’ performance on the ELA 30-1 Reading exam and the factors that affect this performance. Through the lenses of sociocultural theory (Lantolf & Thorne, 2006), the study assesses the role of socio-economic characteristics, student background and individual qualities. Test characteristics are also reviewed as possible factors that challenge ELLs. Hierarchical regression analysis demonstrates that ELL status by itself explains less than 1% of the reading score variance. Time spent in an English-speaking environment explains another 4-5%, and other social factors have very low or no predictive power. Individual student characteristics (represented by high school grade point average) have the strongest effect, explaining about 25% of the variance. Shared variance in the regression models suggests the interrelatedness of all the factors. Students do recognize the effect of their first language (L1) and culture on their reading performance in English, and a significant difference is found between mean reading scores of the seven largest L1 groups in the study, even after years spent in Canada, school characteristics, and parents’ educational attainment were entered as covariates. Although differential item functioning analysis (NSs vs. ELLs) does not reveal major test bias against ELLs, most items are found to be of high linguistic complexity, which may challenge ELLs and compromise the test validity in the ELL group. Taking these findings into account, the dissertation proposes recommendations for policy, pedagogy, and curriculum and test design.
Open Access
Chinese-Canadian Bilingual Program: Perceptions of School Culture and Leadership
(2019-09-13) Cheung, Christine Esther; Roessingh, Hetty; Spencer, Brenda L.; Roy, Sylvie
The culture of every school is unique and exclusive to just their setting. A school’s culture evolves over time and it is the responsibility of the school’s leaders to understand it, cultivate it, change it if necessary, work within it, and negotiate it. The culture of a Chinese-Canadian bilingual program can be more distinctive and therefore complex to negotiate by school leaders as stakeholders have culturally and linguistically based expectations of the program that are linked to their own ancestral and/or ethnic culture. It therefore becomes important for leaders of Chinese bilingual programs to understand these expectations and unique aspects of their school culture in order to succeed. The purpose of this study was to identify the components and influences of the school culture of a Chinese-Canadian bilingual program and how the leaders of this program negotiated these components and influences. This inquiry was done through a qualitative research approach that employed a bounded case study methodology. Data was gathered through an anonymous online questionnaire that was given to the parents and teachers of this Chinese bilingual program, as well as through the review of school documents that were available to the public, and from drawing on personal experiences. The findings of this inquiry determined that the leaders of the Chinese Bilingual program must address the funds of knowledge of the parents, teachers, and of themselves. They do so by drawing on the properties of funds of knowledge, culturally responsive leadership, and linguistically responsive leadership, which in turn contribute to strengthening relational trust, shared leadership, and instructional leadership.
Open Access
Corporate Strategies for Climate Change Impact Mitigation
(2017) Backman, Charles; Verbeke, Alain; Kano, Elena; Schulz, Robert; Roessingh, Hetty; Dentchev, Nikolay
This thesis explores firm adaptation to changes in its external environment, using climate change as the emerging issue. The thesis incorporates the Resource-Based View (RBV) and Dynamic Capabilities in Essays 1 and 2 and Stakeholder Theory in Essay 3 through which to better understand how firms adapt. Essay 1 develops an original conceptual approach which augments the RBV of the firm and identifies investments in four firm-level resource domains (Governance, Information management, Systems, and Technology) to develop capabilities in climate change mitigation. The resulting framework is denoted as the GISTe model, which frames the analysis and recommendations. The research uses the 2008 Carbon Disclosure Project (CDP) database, with high-quality information on firm-level climate change strategies for 552 FT500 and non FT500 firms from North America or Europe. Essay 2 extends the static version of the GISTe model to include dynamic components. This model is then applied to a cohort of firms from either North America or Europe regarding adaptation between 2004 and 2012. The research uses the 2004, 2008, and 2012 CDP databases with high-quality firm-level information on 117 FT500 firms from North America or Europe. Essay 3 interprets the phenomenon of imposed innovation projects through a stakeholder management lens, building upon empirical evidence from a qualitative case study of a salient imposed innovation, namely carbon capture and storage (CCS) storage. Whereas Essay 1 and Essay 2 treated technology investments as either reversible or non-reversible in the context of unconstrained choice, Essay 3 takes one tool (CCS) that was not fully embraced by any firm active in the oil and gas sector due to an unfavourable cost-benefit analysis. The analysis treats this technology as an imposed innovation in response to powerful non-market stakeholders. In this constrained environment, influencing strategies for both government and company stakeholders are developed. Overall, this thesis concludes that the GISTe model provides a valuable conceptual lens through which to explicate firm adaptation to changes in its external environment. Further, this thesis concludes that government should foster technologies from which firms select the most appropriate technology, but government should refrain from imposing any specific technology.
Open Access
“Digging a Hole With a Fork”: Investigating Reading Difficulty in Manitoba: An Exploratory Case Study of Adults
(2021-07-27) Bjornson, Valdine Christine Virginia; Lenters, Kimberly; Aukerman, Maren; Roessingh, Hetty
Understanding the daily life and school experiences of adults in Manitoba can inform important structural and systemic priorities to better meet the needs of those with reading disabilities (RD). The research questions for this study were (a) how have adults with severe RD experienced school in Manitoba and (b) how has RD had an impact on their life experiences? Following a constructivist stance, this study employed a case study approach in which 11 Manitoba adults who self-identified or were diagnosed with RD participated in one-on-one semi-structured interviews. They expressed feelings of pain and the impact of unmet needs, as well as joy when feeling understood and embraced. The results suggest that a diagnosis of RD, especially earlier on, created a more defined self-image and acceptance of RD. Further, when the system of support provided tools, accommodations, and understanding, participants felt encouraged and optimistic. Schools were found to have an emotional impact and therefore have an important role to play. Some participants reported that diagnosis and advocacy were due to happenstance encounters or family influence. Community supports were found to be largely absent. Although those who were in post-secondary study typically found accommodations, only one participant reported utilizing a public disabilities organization for advocacy in the workplace or school. Individuals who moved towards self-actualization appeared to embrace diversity and challenges while at the same time developing strong compensation skills to work through problems caused by RD. Further, individuals who persistently worked towards personal goals had come to a more peaceful reconciliation of their struggles. A conceptual model was developed that identified the essential interaction of self-identity, community, and personal traits. Given the complexity and variety of experiences, community and school systems meant to support those with RD must coordinate efforts by learning more about RD and listening to their voices.
Open Access
Effect of Text Structure Instruction with Integrated Discourse Structure Graphic Organizers on Development of Reading Comprehension of Expository Texts in Advanced ESL Students
(2014-08-29) Bishop, Olena; Roessingh, Hetty
Inspired by and oriented towards practical teaching, this mixed-method design-based research investigated how explicit 8-week instruction in the discourse structure graphic organizer (DSGO) strategy and instruction in the global text structure (GTS) strategy affected reading comprehension of informational text among advanced adult English as Second Language (ESL) students. The intervention was conducted among 24 students of the Language Instruction to Newcomers to Canada (LINC) program, and included transferring the target strategies to the level of participants’ independent use. Data, collected with the International English Language Testing System (IELTS) Academic Reading module test, summary of expository text, and closed and open-ended questionnaires, were analyzed quantitatively and qualitatively by application of manual tools and computer software. As a result of the instructional intervention, participants started using the GTS and the DSGO strategies independently, without assistance from the teacher, and demonstrated noteworthy increase in reading comprehension of authentic expository texts.
Open Access
Emotional competence and strategy use among late French immersion learners
(2003) Kennedy, Sylvia Irene; Webber, Charles F.; Roessingh, Hetty
Open Access
ESL students and the inclusive high school science class: an investigation into the effects of curriculum restructuring
(1996) Roessingh, Hetty; Watt, David L. E.
Open Access
Essayons: French as a Second Language Teacher Beliefs and Experiences of Technology-Enhanced Practices
(2017) Smith, Cameron; Roy, Sylvie; Roessingh, Hetty; Brown, Barbara
While past research has identified the importance of teacher beliefs in informing practice, fewer studies have investigated the context of Canadian French as a Second Language (FSL) teachers in recent years (Lapkin, Mady, & Arnott, 2009; Lawrence, 2014). By considering how practicing FSL teachers in Alberta experience the integration of technology in second language learning, I sought to contribute a current understanding of these influences. Through an interpretive lens, I explored the context of four FSL teachers in an urban school board in southern Alberta. In an instrumental multicase study, qualitative data were collected through semistructured individual interviews, and analyzed using simultaneous thematic coding. The participants’ responses revealed that while current trends in technology integration seem to align well with these teachers’ beliefs, numerous barriers, including the treatment and status of FSL programs in the board, were seen as ongoing challenges in enacting their vision for their professional practice.
Open Access
Essays on Integration Challenges and Impacts of FSA Transfers in MNEs
(2018-10-12) Zeng, Rong; Grøgaard, Birgitte; Verbeke, Alain; Steel, Piers D. G.; Petricevic, Olga; Oh, Chang Hoon; Roessingh, Hetty
This dissertation includes four essays on how multinational enterprises (MNEs) develop competitive advantage by tackling control and coordination challenges and transfer of firm-specific advantages (FSAs). Essay 1 uses meta-analytic methods to synthesize and evaluate the facilitating roles of three integration mechanisms. It also investigates how different dimensions of knowledge influence the role of integration mechanisms in transferring knowledge. It provides preliminary evidence that there may exist substitution effects between different mechanisms. Essay 2 advances the control literature by nuancing the complementary versus substitutive effects among different control mechanisms. It identifies that two commonly-used perspectives in discussing the complementary versus substitutive effects debate result in different conclusions in some situations. It further identifies the boundary conditions for the different conclusions: institutional factors and organizational outcomes. Both Essay 1 and Essay 2 give us a better picture of the use and effectiveness of various integration mechanisms, which does not have inconsistent findings in the current literature. The findings not only contribute to the MNE control literature but also to the control literature in general management. Essay 3 and Essay 4 and examine an under-researched empirical context that is directly influenced by the shifting foreign direct investment trends. It largely addresses the issue of differential value creation by acquirer origins in target firms in developed countries at different stages. Instead of adopting the MNE-centric perspective, both the two essays incorporate the local firm perspective. Essay 3 uses acquisition premiums received by targets to investigate the target investors’ perception of firm-specific advantages by state-owned acquirers compared to private acquirers at the time of the deal announcement. It extends the mainstream international business theory by providing empirical evidence for the application of internalization theory to state-owned enterprises and local firm perspective. Essay 4, set in the oil and gas industry, examines the differential impact of varying acquirer origins on post-acquisition productivity in partially-acquired firms in North America. The findings demonstrate that multinationals from less-developed countries must ensure that they balance the need for control (equity) with the need to access local complementary resources in target firms located in developed host countries.
Open Access
Exploring the Linguistic Profile of Gifted ESL Students
(2018-09) Kilani, Hoda; Roessingh, Hetty; Mendaglio, Sal; Roy, Sylvie; O'Brien, Mary Grantham; Abbott, Marilyn L.
This study gleaned insights into the linguistic profile of gifted English as second language students (ESL). It explored students’, parents’, and teachers’ views of the gifted ESL journey of linguistic development through discussions on vocabulary development strategies, personal traits, and socio-cultural influences. Exploration used a single case study and gave voice to a purposive sample of four students, two parents, and three teachers. Data consisted of Expressive One-Word Picture Vocabulary Test (Martin, & Brownell, 2016), background survey, Duckworth’s 12-Item Grit Scale (2016b), Oxford’s Strategy Inventory for Language Learning (1990), focus groups with all participant groups, and interviews with students. The setting was a K-12 school where students (a) were enrolled in the same school, (b) were predominantly taught in English, (c) arrived to school with knowledge of a language other than English, (d) identified by the school as gifted and ESL, and (e) were in Grade 8 or 9. Students’ profiles showed that developing academic language is important for school success and should not be limited to determining efficacious linguistic strategies as it is also connected to interest and motivation. Parents’ and teachers’ data confirmed students’ results. Findings suggested that the ‘good’ gifted language learner consciously deploys (a) linguistic strategies, (b) personal traits, and (c) socio-cultural influences for linguistic development. The study proposed a vocabulary development model that classroom practitioners can adopt and adapt. The purpose is to initiate discussions and invite new research on pedagogies that enable academic vocabulary expansion among gifted ESL students.
Open Access
Exploring Transformative Learning Within a Community of Practice: A Case Study of Teacher Professional Development in Early Literacy
(2017-12-18) Mathezer Bence, Michelle; Roessingh, Hetty; Groen, Janet; Parsons, James
Despite the general acceptance of the Community of Practice model in the Alberta educational system, questions remain regarding the impact of this model. There is a need for research that provides insight into teacher professional development that transforms pedagogy and moves teachers from practice to praxis. This descriptive single case study explores how different critical factors helped to foster a transformative professional development experience among four elementary teachers. The data gathered through semi-structured interviews identified eleven key factors facilitating a transformative learning experience within a Community of Practice. These findings revealed two groups of key factors: 1) those fostering a supportive learning environment and 2) those acting as catalysts spurring teachers to examine and challenge the status quo of their practice. The findings support the critical action of embedding factors from both these groups into the design of teacher learning communities, maximizing teacher benefit from professional development.
Open Access
From Intellectual Mobility to Transnational Professional Space: Experiences of Internationally Educated Chinese Academic Returnees
(2018-07-05) Lei, Ling; Guo, Shibao; Roessingh, Hetty; Jubas, Kaela; Koh, Kim H.
Transnational migration brings to the fore the various connections migrants maintain with their home and sojourn countries. This study explores, within the transnational professional space, how internationally educated Chinese academic returnees maintain transnational professional ties and networks with their host countries of doctoral studies for their academic growth, and the impacts of such networks. This study employs the methodology of a qualitative case study of 12 internationally educated Chinese academics from the social sciences and humanities within three higher education institutions in Beijing, China. It confirms the significance of meso-level institutions, communities and networks in shaping returnee teachers’ academic growth, highlighting issues of access to multiple transnational communities of practice, the quality of the institutional platform and the availability of occupational space. It concludes that Chinese academic returnees have formed a virtual transnational diaspora, and contributed to strengthening the inter-dependence of academics across borders in academic and research collaboration.
Open Access
Highly proficient adult non-native English speakers' perceptions of their second language vocabulary learning process
(2007) Cervatiuc, Andreea; Roessingh, Hetty
This research study has been guided by the following orienting question: How do highly proficient adult non-native English speakers perceive their second vocabulary learning process? In broad strokes, the objectives of this dissertation include assessing the vocabulary size and profile and the English proficiency of highly proficient adult nonnative English speakers, and gaining insights into the factors to which they attribute their success in vocabulary acquisition. The sample consisted of 20 adult highly-proficient non-native speakers, who arrived in Canada after the age of 18 and who are academically or professionally successful. The data are drawn from several sources: a vocabulary size test, language proficiency assessments, informal interviews, questionnaires, and participants' samples of professional writing. Data from interviews and questionnaires were cross-analyzed or triangulated, following the principles of the grounded theory method. All 20 participants obtained native-like scores on the vocabulary size test, ranging from 13,500 to 20,000 base words and the group average vocabulary profile met all 3 criteria for the native-like academic writing standard proposed by Morris and Cobb (2004). All participants demonstrated close-to-native English proficiency and were assessed to be a Canadian Language Benchmark (CLB) 10+ in reading and listening and most participants obtained at least a CLB 9 in writing and speaking. 111 The emergent theory of successful second language vocabulary acquisition suggests that the development of native-like L2 vocabulary and close-to native L2 proficiency in young adults is associated with a combination of situational factors linguistic factors (L2 input), individual differences (socio-psychological, affective and cognitive), and learner processes (strategies). Adult NNS who acquire native-like L2 vocabulary knowledge and close-to-native L2 proficiency (CLB 1 O+) are exceptional individuals who take advantage of their inner means and outer resources, available in the L2 society. The two underlying forces that drive their success and activate a unique combination of situational factors , L2 input, individual differences, and learning strategies are awareness of inner and outer resources and willpower to consistently employ these resources in order to make language and vocabulary gains. Based on the categories that emerged, the study outlines a profile of exceptional L2 vocabulary learners. lV
Open Access
Instruction in the Foundations of Writing: A Case Study of Grade One Gifted Children
(2019-06-07) Ramzy, Miriam; Roessingh, Hetty; Lenters, Kimberly A.; Eaton, Sarah Elaine
Writing with paper and pencil continues to be the most common method students use in school to communicate their knowledge. It is a skill that is foundational to generating text for a wide variety of purposes from kindergarten through grade twelve. In this doctoral research, I collaborated with one teacher and her classroom of grade one gifted students for a full school-year. This case study applied a mixed methods approach to data collection and analysis to explore the overarching question, how did an explicit and systematic approach to instruction, following the Handwriting Without Tears and Words Their Way programs, influence grade one gifted children’s composition abilities? The findings revealed that handwriting and spelling seemed to improve, as did compositional length. However, instruction in handwriting and spelling did not seem to improve the quality of students’ written compositions more than what would be typically expected in grade one. The findings revealed a need to understand how handwriting and spelling constrain children’s written compositions, including their abilities to unlock higher-level vocabulary, and how to choose developmentally appropriate assessment tools that reflect students’ current abilities. Implications for handwriting and spelling assessments and instructional approaches are included.
Open Access
Intensive English for Academic Purposes: A Curriculum Designed and Developed for Local English Language Learners Entering University
(2014-08-29) Crossman, Katherine Elizabeth; Roessingh, Hetty
In recent years, the demographic profile of Canada has undergone rapid changes as increasing numbers of immigrants have chosen to call this country home. The Canadian K-12 and post-secondary educational systems have seen an enormous influx of language minority (LM) learners: 25% of the student body in Calgary’s K-12 systems have or have had EAL coding, and the proportion of local LM students in tertiary settings is even higher. Previous research has demonstrated that despite graduating in high numbers, many of these students struggle with academic language proficiency and experience difficulties in post-secondary settings, as exhibited in low GPAs and high rates of failed courses. In response to the academic needs of the ‘new mainstream’ of university entrants, the iEAP (intensive English for Academic Purposes) curriculum was designed, developed, and implemented as an intervention between high school and university. This thesis describes the iEAP curriculum and presents short-term outcomes based on pre- and post-testing and long-term outcomes based on subsequent academic performance. The short-term quantitative findings demonstrate that the iEAP participants displayed high rates of improvement on a variety of academic language measures. The long-term findings on academic performance were more difficult to measure due to confounding variables, and indicate that there was a wide range of academic outcomes in the years following participation in iEAP. Qualitative findings are also used to explain, corroborate, and better understand the quantitative findings and present the participants’ experiences in iEAP and university. The conclusion of this study is that growth in academic language proficiency can occur in a short period of time when well-designed and relevant curricula are put into practice.
Open Access
Investigating differences in student perceptions of school climate for English Language Learners and their peers
(2021-08-25) Corrigan, Kimberly; Wilcox, Gabrielle; Domene, Jose; Roessingh, Hetty
As Canada increases in cultural and linguistic diversity each year through immigration, school environments need to adapt to adequately support their increasingly diverse student population. Many high schools have students who are English Language Learners (ELL) who are working towards both gaining proficiency in English and demonstrating an understanding of academic subject matter in English. ELL students can face unique challenges at school such as adjusting to a new culture while trying to learn English and course curriculum. Unfortunately, high school ELL students typically have lower academic scores and lower rates of high school completion than their non-ELL peers. These findings suggest that schools may not be properly supporting ELL students for success. To better understand how ELL students experience their school environment compared to non-ELL peers, a measure of school climate was used. School climate measures perceptions of school culture and experience that are shaped by the norms and values of a school environment. In this study the Meriden School Climate Survey Student Version (MSCS-SV) was used to assess perspectives of school climate for ELL and non-ELL students. Differences in school climate perceptions between ELL and non-ELL high school students were investigated. School climate ratings relationship with GPA was investigated in both ELL and non-ELL student groups. A significant difference was found in overall ratings of school climate between ELL and non-ELL high school students. However, the differences with specific factors of school climate were non-significant. This suggests that there may be differences in perceptions of overall school climate for ELL and non-ELL students. Only two factors of the MSCS-SV were predictors of student GPA in the non-ELL group. Adult Support at Home and Academic Support at Home were positive predictors of GPA for non-ELL students. Our study did not find a significant relationship between any factors of MSCS-SV and GPA for ELL students.
Open Access
Kids Handwrite - Teaching Handwriting to Young Children: A Resource
(2024-03-04) Roessingh, Hetty; Waller, Adrienne
Handwriting, despite being associated with composing better-quality text, has been neglected on the K-3 curriculum for many years. Cursive handwriting is making and comeback on the curriculum. However, teachers report a lack of accessible, available resource support for teaching handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young learners. Our goal is to inform and transform written literacy teaching and learning among pre-service and in-service practitioners that in turn will improve the writing outcomes of young children in the K-3 years. These set the important foundation for literacy development over time, and equitable participation for life in civil society and its democratic institutions.
Open Access
Language affinity of heritage speakers in Western Canada: The link between language and emotions
(2021-06-24) Puccinelli, Nicole; George, Angela; O'Brien, Mary G.; Roessingh, Hetty; George, Angela
Heritage speakers (a type of bilingual who, typically learnt the heritage language at home and the dominant language outside the home) often feel different levels of connection (i.e., language affinity) to their heritage language. It has been theorized that bilinguals have two cognitive systems, one for each language and these systems stay in place throughout the lifetime of the speaker, no matter the trajectory of the languages (Dewaele, 2015). Research on heritage speakers in Canada has been limited to language use at home and in the community, as noted by Guardado (2018), leaving out research on heritage speakers and emotions. To address the paucity of research, the study described in this thesis investigates the language affinity of 25 adult heritage speakers of Spanish who are to varying degrees bilingual in Spanish and English and who reside in the Canadian province of Alberta. The participants completed an online bilingual language profile survey (BLP), an interview with the researcher to elicit immigration narratives and a word description task eliciting memories related to Spanish/English word pairs (e.g., house/casa). The quantitative analysis revealed that majority of the participants exhibited higher levels of emotions and in reaction to Spanish words compared to English words and different memories associated with each word in the word pair (i.e., one memory for ‘house’ and a different memory for ‘casa). The qualitative analysis delves into the factors that influenced these findings, which included language dominance, age of arrival to Canada and feeling culturally connected to the heritage language. This research has implications for the field of heritage language studies by showing the various factors that affect language affinity to the heritage and dominant language.