Bilingualism and educational achievement:a study of young bilinguals in Birmingham schools and colleges

This study aimed firstly to investigate current patterns of language use amongst young bilinguals in Birmingham and secondly to examine the relationship between this language use and educational achievement. The research then focussed on various practices, customs and attitudes which would favour the attrition or survival of minority languages in the British situation. The data necessary to address this question was provided by a sample of three hundred and seventy-four 16-19 year olds, studying in Birmingham schools and colleges during the period 1987-1990 and drawn from the main linguistic minority communities in Birmingham. The research methods chosen were both quantitative and qualitative. The study found evidence of ethnolinguistic vitality amongst many of the linguistic minority communities in Birmingham: a number of practices and a range of attitudes indicate that linguistic diversity may continue and that a stable diglossic situation may develop in some instances, particularly where demographical and religious factors lead to closeness of association. Where language attrition is occurring it is often because of the move from a less prestigious minority language or dialect to a more prestigious minority language in addition to pressures from English. The educational experience of the sample indicates that literacy and formal language study are of key importance if personal bilingualism is to be experienced as an asset; high levels of oral proficiency in the L1 and L2 do not, on their own, necessarily correlate with positive educational benefit. The intervening variable associated with educational achievement appears to be the formal language learning process and literacy. A number of attitudes and practices, including the very close associations maintained with some of the countries of origin of the families, were seen to aid or hinder first language maintenance and second language acquisition.

Assessment of different formulations of oral Mycobacterium bovis Bacille Calmette-Guerin (BCG) vaccine in rodent models for immunogenicity and protection against aerosol challenge with M-bovis

Bovine tuberculosis (bTB) caused by infection with Mycobacterium bovis is causing considerable economic loss to farmers and Government in the United Kingdom as its incidence is increasing. Efforts to control bTB in the UK are hampered by the infection in Eurasian badgers (Metes metes) that represent a wildlife reservoir and source of recurrent M. bovis exposure to cattle. Vaccination of badgers with the human TB vaccine, M. bovis Bacille Calmette-Guerin (BCG), in oral bait represents a possible disease control tool and holds the best prospect for reaching badger populations over a wide geographical area. Using mouse and guinea pig models, we evaluated the immunogenicity and protective efficacy, respectively, of candidate badger oral vaccines based on formulation of BCG in lipid matrix, alginate beads, or a novel microcapsular hybrid of both lipid and alginate. Two different oral doses of BCG were evaluated in each formulation for their protective efficacy in guinea pigs, while a single dose was evaluated in mice. In mice, significant immune responses (based on lymphocyte proliferation and expression of IFN-gamma) were only seen with the lipid matrix and the lipid in alginate microcapsular formulation, corresponding to the isolation of viable BCG from alimentary tract lymph nodes. In guinea pigs, only BCG formulated in lipid matrix conferred protection to the spleen and lungs following aerosol route challenge with M. bovis. Protection was seen with delivery doses in the range 10(6)-10(7) CFU, although this was more consistent in the spleen at the higher dose. No protection in terms of organ CFU was seen with BCG administered in alginate beads or in lipid in alginate microcapsules, although 10(7) in the latter formulation conferred protection in terms of increasing body weight after challenge and a smaller lung to body weight ratio at necropsy. These results highlight the potential for lipid, rather than alginate, -based vaccine formulations as suitable delivery vehicles for an oral BCG vaccine in badgers.

An action research study with low proficiency learners in Japan to promote the learning of vocabulary through collocations.

This action research (AR) study explores an alternative approach to vocabulary instruction for low-proficiency university students: a change from targeting individual words from the general service list (West, 1953) to targeting frequent verb + noun collocations. A review of the literature indicated a focus on collocations instead of individual words could potentially address the students’ productive challenges with targeted vocabulary. Over the course of four reflective cycles, this thesis addresses three main aspects of collocation instruction. First, it examines if the students believe studying collocations is more useful than studying individual lexical items. Second, the thesis investigates whether a focus on collocations will lead to improvements in spoken fluency. This is tested through a comparison of a pre-intervention spoken assessment task with the findings from the same task completed 15 weeks later, after the intervention. Third, the thesis explores different procedures for the instructing of collocations under the classroom constraints of a university teaching context. In the first of the four reflective cycles, data is collected which indicates that the students believe a focus on collocations is superior to only teaching individual lexical items, that in the students’ opinion their productive abilities with the targeted structures has improved, and that delexicalized verb collocations are problematic for low-proficiency students. Reflective cycle two produces evidence indicating that productive tasks are superior to receptive tasks for fluency development. In reflective cycle three, productively challenging classroom tasks are investigated further and the findings indicate that tasks with higher productive demands result in greater improvements in spoken fluency. The fourth reflective cycle uses a different type of collocation list: frequent adjective + noun collocations. Despite this change, the findings remain consistent in that certain types of collocations are problematic for low-proficiency language learners and that the evidence shows productive tasks are necessary to improve the students’ spoken ability.